Oyun Temelli Deneyimlerin Sınıf Ortamı, Öğrencilerin Davranışları, Okul Algıları ve Çatışma Dönüştürme Becerilerine Etkisi

Yıl 2017, , 1345 - 1366, 30.10.2017

Mine Göl-güven

https://doi.org/10.14686/buefad.336299

Cited By: 2

Öz

Araştırmada erken çocukluk gelişim özelliklerine uygun bir ortamın ‘İşbirliği
ve Katılımcılığı Destekleyici Oyun ve Etkinlik Programı (İKDOP)’ aracılığıyla
sağlanmasının etkililiği incelenmiştir. Çalışmanın örneklemini İstanbul iline
bağlı 14 devlet okulunun 1. sınıfları ve bu sınıfların öğrencileri
oluşturmaktadır. İKDOP, 2012-2013 eğitim-öğretim yılının ikinci yarısında
toplam 10 hafta, haftada 2 tam gün uygulanmıştır. Araştırmada kontrol grupsuz
yarı deneysel yöntem deseni kullanılmıştır. İKDOP’un sınıf ortamı, öğrenci
davranışları, öğrencilerin okul algısı ve çatışma dönüştürme becerileri
üzerindeki etkisi ön ve son test verileri karşılaştırılarak araştırılmıştır.
İKDOP’un sınıf ortamı üzerinde istatistiksel anlamda bir fark yaratmadığı fakat
olumlu öğrenci davranışlarının artması, olumsuz öğrenci davranışlarının
azalmasına katkıda bulunduğu bulgular arasındadır. Bu çalışmayla, çocukların
okulda işbirliği ve katılımcılığı destekleyen oyun temelli deneyimler
yaşamasının olumlu çıktılarının ileriki çalışmalara kaynak olması umulmaktadır.

Anahtar Kelimeler

oyun, sınıf ortamı, öğrenci davranışları, okul algısı, çatışma dönüştürme becerileri, birinci sınıflar

The Effects of Play-Based Experiences on Classroom Atmosphere, Students’ Behaviors, Students’ School Perceptions, and Conflict Resolution Skills

Öz

The aim of the study is to investigate the
effectiveness of a program titled ‘Collaborative and Participatory Play-based
Experiences’ on classroom atmosphere, students’ behaviors, students’ school
perceptions, and conflict resolution skills. The program was developed to
provide an environment that is based on early childhood developmental
characteristics. The classrooms and the students of 14 public schools in
Istanbul were made up the sample. The program was implemented in the second
half of the academic year of 2012-2013 for two full days for 10 weeks. Pre and
post test data was collected by using quasi-experimental without the control
group method. No statistically significant effect on the classroom atmosphere
could be found. However, the program made some improvements with regard to
increasing positive students’ behaviors and decreasing negative students’
behaviors. It is hoped that the positive outcomes of this study could shed
light on the future studies that are aimed to provide play-based experiences
for children improving collaboration and participation at schools. 

Anahtar Kelimeler

play, classroom atmosphere, student behaviors, school perception, conflict resolution skills, first grades

Kaynakça

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