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Öz

In this study, it has been aimed to determine the effect of project based learning approach applied at 7th grade Science and Technology Lesson of Elementary School to motivation levels of students against this lesson. This study has been executed by total 75 students of 7th grade in an Elementary School. 39 of these students has formed the experimental group and 36 of them has formed the control group. For the experimental group, project based learning approach has been used and for the control group, traditional learning approach has been applied. At the study, Motivated Strategies for Learning Questionnaire has been used to collect data. At the end of the study, a statistically meaningful difference on behalf of motivation levels of experimental group students over whom project based learning approach has been applied, has been observed for science and technology when compared by motivation levels of control group students over whom traditional learning approach has been applied. Besides, after the application, there has been a statistically meaningful difference on behalf of experimental group; at linear direction when regarding self – organization, cognitive strategy usage, self – sufficiency, intrinsic value sub dimensions of motivation and at adverse direction when regarding exam stress sub dimension.

Anahtar Kelimeler

• Project based learning, motivation, teaching approach

The Effect of Project Based Learning Approach on Elementary School Students' Motivation toward Science and Technology Course

Öz

Bu çalışmada, ilköğretim 7. sınıf fen ve teknoloji dersinde proje tabanlı öğrenme yaklaşımının öğrencilerin derse yönelik motivasyon düzeylerine etkisini belirlemek amaçlanmıştır. Araştırma bir İlköğretim Okulu’nda toplam 75 yedinci sınıf öğrencisi ile yürütülmüştür. Bu öğrencilerden 39’u deney grubunu, 36’sı ise kontrol grubunu oluşturmuştur. Deney grubunda proje tabanlı öğrenme yaklaşımı, kontrol grubunda ise geleneksel öğrenme yaklaşımı uygulanmıştır. post test Araştırma sonucunda, proje tabanlı öğrenme yaklaşımının uygulandığı deney grubundaki öğrenciler ile geleneksel öğrenme yaklaşımının uygulandığı kontrol grubundaki öğrencilerin fen ve teknoloji dersine yönelik motivasyon düzeyleri arasında deney grubu lehine istatistiksel olarak anlamlı bir fark gözlenmiştir. Ayrıca deney grubu öğrencileri ile kontrol grubu öğrencileri arasında uygulama sonrası motivasyonun özdüzenleme, bilişsel strateji kullanımı, öz-yeterlik, içsel değer alt boyutları açısından doğrusal, sınav kaygısı alt boyutu açısından ters yönde deney grubu lehine istatistiksel olarak anlamlı bir fark gözlenmiştir.

Anahtar Kelimeler

• Proje tabanlı öğrenme, motivasyon, öğretim yaklaşımı

Kaynakça

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