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Fen Bilgisi Eğitiminde Sorgulamaya Dayalı Öğrenmeye İlişkin Eğilimler (2004-2020): Lisansüstü Çalışmaların Sistematik Bir Derlemesi

Year 2021, , 652 - 684, 15.07.2021
https://doi.org/10.33711/yyuefd.919585

Abstract

Bu araştırmanın amacı fen bilgisi eğitiminde sorgulamaya dayalı öğrenmeye ilişkin lisansüstü çalışmalardaki eğilimlerin belirlenmesidir. Araştırmada sistematik derleme yöntemi kullanılmıştır. Araştırmadan doküman analizi kullanılarak elde edilen veriler, içerik analizi ile analiz edilmiştir. İçerik analizinde kodlama güvenirliği için kodlayıcılar arası uyum yüzdesi %94 olarak bulunmuştur. Araştırma amacı kapsamında ulaşılan 126 çalışmanın 2004-2020 yılları arasında yayımlandığı belirlenmiştir. Bu çalışmaların %61,9'unun yüksek lisans, %38,1'inin ise doktora çalışmasından oluştuğu tespit edilmiştir. İncelenen çalışmalarda en çok tercih edilen araştırma yönteminin nicel araştırma (%65,1) ve en çok tercih edilen veri toplama aracının ise başarı testleri, kavram testleri, bilimsel süreç becerileri testleri ve diğer testlerden oluşan testler (%32) olduğu belirlenmiştir. En çok çalışılan örneklem türünün ortaokul öğrencilerinden (%46,6) oluştuğu, en çok çalışılan konu alanının ise öğrenme ortamlarında çeşitli müdahale yöntemleri ile sorgulamaya dayalı öğrenmenin etkililiğini belirleyen çalışmaları ifade eden öğretim (%85,7) konu alanı olduğu, araştırmadan elde edilen diğer sonuçlar arasındadır. Bu araştırmadan elde edilen sonuçların, fen bilgisi eğitiminde sorgulamaya dayalı öğrenmeye yönelik lisansüstü çalışmaların eğilimine dair araştırmacılara kapsamlı bir bakış açısı sağlayabileceği düşünülmektedir.

References

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Year 2021, , 652 - 684, 15.07.2021
https://doi.org/10.33711/yyuefd.919585

Abstract

References

  • Abd‐El‐Khalick, F., Boujaoude, S., Duschl, R., Lederman, N. G., Mamlok‐Naaman, R., Hofstein, A., Niaz, M., Treagust, D. ve Tuan, H. L. (2004). Inquiry in science education: International perspectives. Science Education, 88(3), 397-419.
  • Abdi, A. (2014). The effect of inquiry-based learning method on students' academic achievement in science course. Universal Journal of Educational Research, 2(1), 37-41.
  • Acar Sesen, B. ve Tarhan, L. (2013). Inquiry-based laboratory activities in electrochemistry: High school students’ achievements and attitudes. Research in Science Education, 43(1), 413-435.
  • Akkaya, M. (2019). Araştırma sorgulamaya dayalı öğretimin bilimsel süreç becerilerine etkisi: Ulusal düzeyde bir meta analiz çalışması (Yayımlanmamış Yüksek Lisans Tezi). Ağrı İbrahim Çeçen Üniversitesi, Ağrı.
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  • Alake-Tuenter, E., Biemans, H. J. A., Tobi, H., Wals, A. E. J., Oosterheert, I. ve Mulder, M. (2012). Inquiry-based science education competencies of primary school teachers: A literature study and critical review of the American National Science Education Standards. International Journal of Science Education, 34(17), 2609-2640.
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  • Buck, L. B., Bretz, S. L. ve Towns, M. H. (2008). Research and teaching: Characterizing the level of inquiry in the undergraduate laboratory. Journal of College Science Teaching, 38(1), 52-58.
  • Colburn, A. (2000). An inquiry primer. Science Scope, 23(6), 42-44.
  • Çalık, M., Ünal, S., Coştu, B. ve Karataş, F. O. (2008). Trends in Turkish science education. Essays in Education, 24, 23-45.
  • Damawati, N. A. C. ve Juanda, E. A. (2016). The effect of inquiry based learning on the reasoning ability of grade vii students about heat concept. Jurnal Pendidikan Fisika Indonesia, 12(1), 19-25.
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  • Elo, S. ve Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115.
  • Febri, A., Sajidan, S., Sarwanto, S. ve Harjunowibowo, D. (2020). Guided inquiry lab: Its effect to improve student’s critical thinking on mechanics. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 9(1), 87-97. Furtak, E. M., Seidel, T., Iverson, H. ve Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300-329.
  • Gilardi, S. ve Lozza, E. (2009). Inquiry-based learning and undergraduates’ professional identity development: Assessment of a field research-based course. Innovative Higher Education, 34(4), 245-256.
  • Gormally, C., Brickman, P., Hallar, B. ve Armstrong, N. (2009). Effects of inquiry-based learning on students' science literacy skills and confidence. International Journal for the Scholarship of Teaching and Learning, 3(2),1-22.
  • Gökçek, T., Babacan, F. Z., Kangal, E., Çakır, N. ve Kül, Y. (2013). 2003-2012 yılları arasında Türkiye’de karma araştırma yöntemiyle yapılan eğitim çalışmalarının analizi. The Journal of Academic Social Science Studies, 6(7), 435-456.
  • Harada, V. H. ve Yoshina, J. M. (2004). Inquiry learning through librarian-teacher partnerships. Worthington, Ohio: Linworth Publishing, Inc.
  • Heindl, M. (2019). Inquiry-based learning and the pre-requisite for its use in science at school: A meta-analysis. Journal of Pedagogical Research, 3(2), 52-61.
  • Heyer, S. M. (2005). The effects of gradually incorporating inquiry-based science instruction into eighth grade physical science classes for gifted learners on science achievement and student attitudes toward science (Yüksek Lisans Tezi). California State University, Long Beach.
  • Jacobs, J. K., Kawanaka, T. ve Stigler, J. W. (1999). Integrating qualitative and quantitative approaches to the analysis of video data on classroom teaching. International Journal of Educational Research, 31(8), 717-724.
  • Joffe, H. ve Yardley, L. (2004). Content and thematic analysis. D. F. Marks & L. Yardley (eds.) Research methods for clinical and health psychology, içinde. Thousand Oaks, CA: Sage Publications.
  • Johnson, R. B., Onwuegbuzie, A. J. ve Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112-133.
  • Karataş, Z. (2017). Sosyal bilim araştırmalarında paradigma değişimi: Nitel yaklaşımın yükselişi. Türkiye Sosyal Hizmet Araştırmaları Dergisi, 1(1), 68-86.
  • Keselman, A. (2003). Supporting inquiry learning by promoting normative understanding of multivariable causality. Journal of Research in Science Teaching, 40(9), 898-921.
  • Kızılaslan, A., Sözbilir, M. ve Yaşar, M. D. (2012). Inquiry based teaching in Turkey: A content analysis of research reports. International Journal of Environmental & Science Education, 7(4), 599-617.
  • Kurasaki, K. S. (2000). Intercoder reliability for validating conclusions drawn from open-ended interview data. Field Methods, 12(3), 179-194.
  • Küçüközer, A. (2016). Fen bilgisi eğitimi alanında yapılan doktora tezlerine bir bakış. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 10(1), 107-141.
  • Lazonder, A. W. ve Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86(3), 681-718.
  • Lee, M. H., Wu, Y. T. ve Tsai, C. C. (2009). Research trends in science education from 2003 to 2007: A content analysis of publications in selected journals. International Journal of Science Education, 31(15), 1999-2020.
  • Lin, T. C., Lin, T. J. ve Tsai, C. C. (2014). Research trends in science education from 2008 to 2012: A systematic content analysis of publications in selected journals. International Journal of Science Education, 36(8), 1346-1372.
  • Lombard, M., Snyder-Duch, J. ve Bracken, C. C. (2002). Content analysis in mass communication: Assessment and reporting of intercoder reliability. Human Communication Research, 28(4), 587-604.
  • Lord, T. ve Orkwiszewski, T. (2006). Moving from didactic to inquiry-based instruction in a science laboratory. The American Biology Teacher, 68(6), 342-345.
  • Luera, G. R. ve Otto, C. A. (2005). Development and evaluation of an inquiry-based elementary science teacher education program reflecting current reform movements. Journal of Science Teacher Education, 16(3), 241-258.
  • Maaß, K. ve Artigue, M. (2013). Implementation of inquiry-based learning in day-to-day teaching: a synthesis. ZDM Mathematics Education, 45(6), 779-795.
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Details

Primary Language Turkish
Journal Section Articles
Authors

Çiğdem Şenyiğit This is me

Publication Date July 15, 2021
Published in Issue Year 2021

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APA Şenyiğit, Ç. (2021). Fen Bilgisi Eğitiminde Sorgulamaya Dayalı Öğrenmeye İlişkin Eğilimler (2004-2020): Lisansüstü Çalışmaların Sistematik Bir Derlemesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 652-684. https://doi.org/10.33711/yyuefd.919585