BibTex RIS Kaynak Göster

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Yıl 2013, Cilt: 28 Sayı: 28-3, 206 - 218, 01.06.2013

Özge Işık Berna Gücüm

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

Kaynakça

  • Ames, C., Archer, J. (1988). Achievement goals in the classroom: students' learning strategies and motivation processes. Journal of Educational Psychology. 80 (3), 260-267.
  • Barak, M., Raz, E. (2000). Hot air balloons: project centered study as a bridge between science and technology education. Science Education, 84, 27–42.
  • Blumenfeld, P., C., Soloway, E., Marx, R., W., Krajcik, J., S., Guzdial, M., Palincsar, A. (1991). Motivating project based learning: sustaining the doing supporting the learning. Educational Psychologist, 26 (3-4), 369-398.
  • Campbell, D., Stanley, J. (1963). Experimental and quasi-experimental designs for research on teaching" in gage,g. Handbook of research in teaching.chicago:rand McNally,p:171-246.
  • Conley, A., Karabenick, S., Arbor, A. (2006). Construct validity issues in the measurement of motivation to learn. It has been taken from the following address at October 25, 2008 http://www.gse.uci.edu/person/aconley/documents/SRA06Conley.pdf.
  • Doppelt, Y. (2003). İmplementation and assessment of project-based learning in a flexible environment. International Journal of Technology and Design Education, 13, 255–272.
  • Heo, Y. (2007). The impact of multimedia anchored instruction on the motivation to learn of students with and without learning disabilities placed in inclusive middle school language arts classes. It has been taken from the following address at March 5, 2009 http://repositories1.lib.utexas.edu/bitstream/handle/2152/3592/heoy96433
  • Johari, A., Bradshaw, A., C. (2008). Project-based learning in an internship program: a qualitative study of related roles and their motivational attributes. Education Tech Research Dev, 56: 329–359.
  • Karasar, N. (2005). Method of scientific research, Nobel Yayın Dağıtım, Ankara.
  • Korkmaz, H. (2002). Effect of project based learning at science lesson over creative thinking, problem solving and academic risk taking levels. Phd Dissertation. Hacettepe University, Ankara.
  • Liu, M., Hsiao, Y-P. (2002). Middle school students as multimedia designers: a project-based learning approach. Journal of interactive learning research, 13 (4), 311-337.
  • Milli Eğitim Bakanlığı (2005). İlköğretim fen ve teknoloji dersi ( 6, 7 ve 8. Sınıflar) Öğretim Programı, Ankara.
  • Meyer, D., K., Turner, J., C., Spencer, C., A. (1997). Challenge in a mathematics classroom: students’ motivation and strategies in project based learning. The Elementary School Journal, 97 (5).
  • Milli Eğitim Bakanlığı (2005). İlköğretim Fen ve Teknoloji Dersi ( 6, 7 ve 8. Sınıflar) Öğretim Programı, Ankara.
  • Mioduser, D., Betzer, N. (2007). The contribution of project-based-learning to high- achievers’ acquisition of technological knowledge and skills. Int J Technol Des Educ, 18: 59–77.
  • Nesbit, J., C, Winne, P., H. (2003). Self-regulated inquiry with networked resources. Canadian Journal of Learning and Technology , 29(3).
  • Ongun, E. (2006). Relation in between concept delusions of university students about heat and temperature and cognition styles. postgraduate thesis. University of Abant İzzet Baysal, Bolu.
  • Paris, S., G., Paris, A.,H. (2001). Classroom applications of research on self-regulated learning. Educatıonal Psychologıst, 36 (2), 89–101.
  • Paris,S.,G., Turner, J.,C. (1994). Situated motivation. It has been taken from the following address at April 8, 2009 https://www.fdi.vt.edu/summer/2004/Content/TrackG/Unit3/PDF/paris.pdf.
  • Pintrich, P., R., De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82 (1),33-40.
  • Pintrich, P., R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research , 31, 459-470.
  • Schneider, R., M., Krajcik, J., Marx, R., W., Soloway, E. (2002). Performance of students in project- based science classrooms on a national measure of science achievement. Journal Of Research In Scıence Teachıng, 39, (5), 410– 4
  • Solomon, G. (2003). Project-Based Learning: a Primer. It has been taken from the following address at July 22, 2008 http://www.techlearning.com/db_area/archives/TL/2003/01/project.html
  • Tuan, H.-L, Chin, C.-C, & Shieh, S.-H. (2005). The development of a questionnaire to measure students’ motivation towards science learning. International Journal of Science Education, 27 (6), 639–654.
  • Üredi, I. (2005). Effect of perceived parent attitudes over self – regulatory learning strategies and motivational faiths over elementary school 8 th grade students. Phd Dissertation. University of Yıldız Teknik, İstanbul.
  • Watters, J., J., Ginns, I., S. (2000). Developing motivation to teach elementary science: effect of collaborative and authentic learning practices in preservice education. Journal of Science Teacher Education, 11 (4), 277-313.
  • Wolk, S. (2001). What should we teach? the benefits of exploratory time. Educational Leadership. 59 (2), 56-59.
  • Yılmaz, H., Çavaş, P., H. (2007). Validity and reliability study of motivation questionnaire about science lesson. Elementary School Online , 6 (3), 430-440.

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

Yıl 2013, Cilt: 28 Sayı: 28-3, 206 - 218, 01.06.2013

Özge Işık Berna Gücüm

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

  • Ames, C., Archer, J. (1988). Achievement goals in the classroom: students' learning strategies and motivation processes. Journal of Educational Psychology. 80 (3), 260-267.
  • Barak, M., Raz, E. (2000). Hot air balloons: project centered study as a bridge between science and technology education. Science Education, 84, 27–42.
  • Blumenfeld, P., C., Soloway, E., Marx, R., W., Krajcik, J., S., Guzdial, M., Palincsar, A. (1991). Motivating project based learning: sustaining the doing supporting the learning. Educational Psychologist, 26 (3-4), 369-398.
  • Campbell, D., Stanley, J. (1963). Experimental and quasi-experimental designs for research on teaching" in gage,g. Handbook of research in teaching.chicago:rand McNally,p:171-246.
  • Conley, A., Karabenick, S., Arbor, A. (2006). Construct validity issues in the measurement of motivation to learn. It has been taken from the following address at October 25, 2008 http://www.gse.uci.edu/person/aconley/documents/SRA06Conley.pdf.
  • Doppelt, Y. (2003). İmplementation and assessment of project-based learning in a flexible environment. International Journal of Technology and Design Education, 13, 255–272.
  • Heo, Y. (2007). The impact of multimedia anchored instruction on the motivation to learn of students with and without learning disabilities placed in inclusive middle school language arts classes. It has been taken from the following address at March 5, 2009 http://repositories1.lib.utexas.edu/bitstream/handle/2152/3592/heoy96433
  • Johari, A., Bradshaw, A., C. (2008). Project-based learning in an internship program: a qualitative study of related roles and their motivational attributes. Education Tech Research Dev, 56: 329–359.
  • Karasar, N. (2005). Method of scientific research, Nobel Yayın Dağıtım, Ankara.
  • Korkmaz, H. (2002). Effect of project based learning at science lesson over creative thinking, problem solving and academic risk taking levels. Phd Dissertation. Hacettepe University, Ankara.
  • Liu, M., Hsiao, Y-P. (2002). Middle school students as multimedia designers: a project-based learning approach. Journal of interactive learning research, 13 (4), 311-337.
  • Milli Eğitim Bakanlığı (2005). İlköğretim fen ve teknoloji dersi ( 6, 7 ve 8. Sınıflar) Öğretim Programı, Ankara.
  • Meyer, D., K., Turner, J., C., Spencer, C., A. (1997). Challenge in a mathematics classroom: students’ motivation and strategies in project based learning. The Elementary School Journal, 97 (5).
  • Milli Eğitim Bakanlığı (2005). İlköğretim Fen ve Teknoloji Dersi ( 6, 7 ve 8. Sınıflar) Öğretim Programı, Ankara.
  • Mioduser, D., Betzer, N. (2007). The contribution of project-based-learning to high- achievers’ acquisition of technological knowledge and skills. Int J Technol Des Educ, 18: 59–77.
  • Nesbit, J., C, Winne, P., H. (2003). Self-regulated inquiry with networked resources. Canadian Journal of Learning and Technology , 29(3).
  • Ongun, E. (2006). Relation in between concept delusions of university students about heat and temperature and cognition styles. postgraduate thesis. University of Abant İzzet Baysal, Bolu.
  • Paris, S., G., Paris, A.,H. (2001). Classroom applications of research on self-regulated learning. Educatıonal Psychologıst, 36 (2), 89–101.
  • Paris,S.,G., Turner, J.,C. (1994). Situated motivation. It has been taken from the following address at April 8, 2009 https://www.fdi.vt.edu/summer/2004/Content/TrackG/Unit3/PDF/paris.pdf.
  • Pintrich, P., R., De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82 (1),33-40.
  • Pintrich, P., R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research , 31, 459-470.
  • Schneider, R., M., Krajcik, J., Marx, R., W., Soloway, E. (2002). Performance of students in project- based science classrooms on a national measure of science achievement. Journal Of Research In Scıence Teachıng, 39, (5), 410– 4
  • Solomon, G. (2003). Project-Based Learning: a Primer. It has been taken from the following address at July 22, 2008 http://www.techlearning.com/db_area/archives/TL/2003/01/project.html
  • Tuan, H.-L, Chin, C.-C, & Shieh, S.-H. (2005). The development of a questionnaire to measure students’ motivation towards science learning. International Journal of Science Education, 27 (6), 639–654.
  • Üredi, I. (2005). Effect of perceived parent attitudes over self – regulatory learning strategies and motivational faiths over elementary school 8 th grade students. Phd Dissertation. University of Yıldız Teknik, İstanbul.
  • Watters, J., J., Ginns, I., S. (2000). Developing motivation to teach elementary science: effect of collaborative and authentic learning practices in preservice education. Journal of Science Teacher Education, 11 (4), 277-313.
  • Wolk, S. (2001). What should we teach? the benefits of exploratory time. Educational Leadership. 59 (2), 56-59.
  • Yılmaz, H., Çavaş, P., H. (2007). Validity and reliability study of motivation questionnaire about science lesson. Elementary School Online , 6 (3), 430-440.
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Özge Işık Bu kişi benim

Berna Gücüm Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 28 Sayı: 28-3

Kaynak Göster

APA Işık, Ö., & Gücüm, B. (2013). The Effect of Project Based Learning Approach on Elementary School Students’ Motivation toward Science and Technology Course. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28-3), 206-218.