İlkokul Öğrencilerine İç Tasarım Becerileri Kazandırmak: Öğrenmeye Değer Öğretim Tasarımı

Yıl 2019, Cilt: 8 Sayı: 1, 70 - 94, 30.03.2019

Bengisu Koyuncu Burçin Cem Arabacıoğlu

https://doi.org/10.30703/cije.452268

Öz

Bu araştırmanın amacı ilkokul 2., 3. ve 4. sınıfa devam eden
öğrencilerin mekân, renk, ısıl ve aydınlatma konularında
hazırlanan öğrenmeye değer öğretim tasarımının etkililiğini
incelemektir. Geliştirilen öğretim tasarımının etkisini belirlemek
için karma yöntem kullanılmıştır. Karma yöntemin nicel boyutu
deneme öncesi modellerinden tek grup öntest -sontest deneysel
desen, nitel boyutu ise örnek olay yöntemi ile ele alınmıştır.
Çalışmaya 14 ilin merkez 84 ilkokulunun 2., 3. ve 4. sınıf
düzeylerinden birer şube alınmış, örneklem 1204 öğrenciden
oluşmuştur. Örneklemin örnek olay incelemesine ise her sınıf
düzeyini temsil edecek üç öğrencinin çizdiği/yaptığı resim
seçkisiz yolla belirlenmiştir. Araştırmanın nicel verileri öğrenme
testi; nitel verileri ise dereceli rubrik ile toplanmıştır.
Öğrenmeye değer öğretim tasarımı uygulanmasından önce
yapılan ön test ile uygulanmasından sonra yapılan son test puan
ortalamaları arasında fark olup olmadığını belirlemeye yönelik
yapılan istatistik analizlerin sonucuna göre, öğretim tasarımın
etkili olduğu, öğrencilerin mekân, renk, ısıl ve aydınlatma
konularında bilgi ve becerilerini artırdıkları sonucu ortaya
çıkmıştır. 

Anahtar Kelimeler

Renk, mekân, ısıl, aydınlatma, iç mekân tasarımı, öğrenmeye değer öğretim tasarımı becerisi

Primary School Students' Gaining Interior Design Skills: Learning-Worth Instructional Design

Öz

The aim of this study was to examine the effectiveness of the instructional design
prepared on the subjects of space, color, temperature and lighting for 2nd, 3rd and 4th
grade of primary schols students. A mixed method was used to determine the effect of
the developed instructional design. The quantitative dimension was evaluated through
single group pretest-posttest experimental pattern which is one of the pre-test models,
and qualitative dimension was handled through case study method. A class was taken
from the each 2nd, 3rd and 4th grade levels of 84 primary schools in 14 provinces. Thus,
the sample consisted of 1204 learners. In the case study of the sample, the picture of the
three students that will represent each class level is determined by randomly.
Quantitative data of the research was gathered via learning test, and qualitative data
were collected with graded rubrics. According to the result of the statistical analyzes
conducted to determine whether there was a difference between the pre-test and posttest averages after the application of the learning-value instructional design, it was
revealed that the instructional design was effective and the students had increased their
knowledge and skills in space, color, heat and illumination. 

Anahtar Kelimeler

Color, space, heat, lighting, interior design, learning-worthy instructional design skills

Kaynakça

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