Fen Bilgisi Dersinde Yansıtıcı Düşünme Etkinliklerinin Öğrencilerin Akademik Başarılarına ve Fen Bilgisi Dersine Yönelik Tutumlarına Etkisi

Yıl 2008, Cilt: 7 Sayı: 3, 557 - 568, 26.06.2008

Şükran Tok

Öz

Bu araştırmanın amacı yansıtıcı düşünme etkinliklerinin öğrencileri akademik başarı ve fen bilgisi dersine tutaklarına etkisini incelemektir. Araştırma Hatay ili merkez ilçesinde bulunan iki devlet ilköğretim okulunda 5. sınıfa devam eden 62 öğrenci üzerinde gerçekleştirilmiştir. Deney grubu 26 ve kontrol grubu 36 öğrenciğin oluşmaktadır. Çalışmada Fen Bilgisi Başarı Testi ve Fen Bilimleriyle İlgili Tutum Ölçeği veri toplama aracı olarak kullanılmıştır. Deney grubundaki öğrencilere yansıtıcı düşünme etkinlikleri uygulanmıştır. SPSS, Verilerin analizinde kullanılmıştır. Bulgular, yansıtıcı düşünecek olursa öğrencilerin etkinliklerinin olumlu yönde fen bilgisi dersinde akademik başarılarını arttırdığını ve fen bilgisi dersine yönelik tutumlarını etkilediği ortaya çıkarmıştır. İlköğretimde yansıtıcı düşünme etkinliklerinin fen bilgisi eğitimi açısından doğurguları tartışılmaktadır.

Anahtar Kelimeler

İlköğretim, fen bilgisi öğretimi, yansıtıcı düşünme

The Effects of the Activity Based on Reflective Thinking in Science Course on Academic Achievements and Attitudes toward Science

Öz

The aim of this study is to analyse the effects of reflective thinking activities of 5th graders in
science classes on academic achievement and attitude. The study was conducted with 62 fifth graders attending a
state elementary school in the centre district of Hatay in Turkey. Experimental group consist of 26 students and
control group is 36. The science achievement test and the attitude scale was used. Reflective thinking activities
were applied to the experimental group. Results indicate that reflective thinking activities increase students
academic achievement in science course and they affect positively students’ attitudes towards science course.

Anahtar Kelimeler

Elementary school, science teaching, reflective thinking

Kaynakça

• Ba cıo lu, Ü. (1999). “Ö retmen adaylarında yansıtıcı dü ünceyi geli tirici etkinlikler”.Trabzon: VIII. Ulusal E itim Bilimleri Kongresinde sunulmu bildiri.
• Baykul, Y. (1990). lkokul Be inci Sınıftan lise ve Dengi Okulların Son Sınıflarına Kadar Matematik ve Fen Derslerine Kar ı Tutumda Görülen De i meler ve Ö renci Yerle tirme Sınavındaki Ba arı ile li kili Oldu u Dü ünülen Bazı Faktörler. Ankara: ÖSYM Yayınları
• Bloom, S. B. (1995). nsan Nitelikleri ve Okulda Ö renme (Çev. D. A. Özçelik). Ankara: Milli E itim Bakanlı ı Yayınları.
• Büyüköztürk, , Çakmak, E.K., Akgün, Ö.E.,Karadeniz, . ve Demirel, F. (2008). Bilimsel Ara tırma Yöntemleri, Ankara: PegemA Akademi Yay.
• Chen, A. & Seng, S. (1992). “On improving reflective thinking through teacher education” [Online] Retrieved http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/13/2a/ef. pdf. on
• March-2006, at URL:
• Cunningham, R. T. & Turgut, M. F. (1996). lkö retim Fen Bilgisi Ö retimi. Ankara:MEGP
• Dewey, J. (1910). How We Think. Boston: Heath.
• Disimoni, K. C. (2002). Using Writing As A Vehicle To Promote And Develop Scientific Concepts And Process Skills n Fourth-Grade Students, , Fordham University, NY, unpublished PhD thesis.
• Epstein, A. S. (2003). “How planning and reflection develop young children’s thinking skills.” [Online] Retrieved http://www.journal.naeyc.org/btj/200309/Planning&Reflection.pdf .
• March-2006, at URL:
• Farber, K., Armaline, W. (1994). Examining cultural conflict in urban field experiences through the use of reflective thinking. Teacher Education Quarterly. 21(2), 59-76.
• Gammill, D. M. (2006). Laerning the write way. The Reading Teacher. 59 (8), 754-762.
• Gelter, H. (2003). Why is reflective thinking uncommon? Reflective Practice. 4 (3), 337-343.
• Gipe, J.& Richards, J. (1992). Reflective thinking and growth in novices teaching abilities. Journal of Educational Research, 86(1), 52-57.
• Grossman S.&Williston, J. (2001). Strategies for teaching early childhood students to connect reflective thinking to practice. Teaching strategies. Childhood Education. 77(4), 236-240.
• Hyser, C.P. (1992). Writing To Learn: Specific Applications n Third Grade Social Studies. Minnesota University, unpublished PhD thesis.
• skendero lu, Z. (1998). “The effect of action research as a teacher development model on becoming
• reflective in teaching: A case study”. Yayınlanmamı Yüksek Lisans Tezi, Ortado u Teknik
• Üniversitesi Sosyal Bilimler Enstitüsü.
• Joyce, M. (2008). “Double entry journals and learning logs.” [Online] Retrieved on 11-March-2008, at URL http://maslibraries.org/infolit/sumplers/spring/scen1.html.
• Knipper, K. J. & Duggan, T. J. (2006). Writing to learn across the curriculum: tools for comprehension in content area classes. The Reading Teacher. 59 (5), 462-470.
• Marsh, S. M. (1997). “Using portfolios to promote reflective thinking: The UCF Experience.” [Online] Retrieved http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=tru e&_&ERICExtSearch_SearchValue_0=ED410218&ERICExtSearch_SearchType_0=eric_accn o&accno=ED410218 . 20-January 2005, at URL
• MEB(2005). Milli E itim Bakanlı ı Temel E itime Destek Programı Ö retmen E itimi Bile eni Ö retmenlik Mesle i Genel Yeterlilikleri Tasla ı. Ankara: MEB Yay.
• Mewborn, D. S. (1999). Reflective thinking among preservice elementary mathematics teachers. Journal for Research in Mathematics Education. 30 (3) 316-340.
• National Council of Teachers of Mathematics (2000). Principles and standarts for school mathematics. Reston,VA: Author .
• Norton, J. L. (1997). “Learning from first year teachers: Characteristics of the effective practitioner, findings from The Annual Meeting of the Mid-South Educational Research Association.” [Online] http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/15/5a/22.pdf on 2006, at URL:
• Oruç, . (2000). Effects Of Reflective Teacher Training Program On Teachers’ Perception Of Classroom Environment And On Their Attitudes Toward Teaching Profession.Yayınlanmamı Yüksek Lisans Tezi, Ortado u Teknik Üniversitesi.
• Ostorga, A. N. (2006) Developing teachers who are reflective practitioners:a complex process. Issues in Teacher Education, 15 (2), 5-20.
• Oxman, W.& Barell, J. (1983). “Reflective thinking in schools: A survey of teacher perceptions, findings from The Annual Meeting of the American Educational Research Association.” [Online] http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=tru e&_&ERICExtS. on
• April-2007, at URL:
• Öztürk, S. (2003). Developing A Reflective Reading Model. Yayınlanmamı Yüksek Lisans Tezi, Marmara Üniversitesi.
• Plough, J. M. (2004). Students using visual thinking to learn science in a Web-based environment. Drexel University, unpublished PhD thesis.
• Rodgers, C. (2002). Defining reflection: another look at John Dewey and reflective thinking. Teachers College Record, 104 (4), 842-866.
• Ruiz-Primo, M. A. (2004). Evaluating students’ science notebooks as an assessment tool. International Journal of Science Education. 26 (12), 1477-1506.
• Schannals, E. M. (1997). Using learning logs, laboratory exercises and the theme of agricultural science to teach basic environmental concepts. Mishigan State University, unpublished masters thesis.
• Schon, D. (1987). Educating the Reflective Practitioner. San Francisco: Jossey-Bass.
• Senemo lu, N. (2003). Geli im, Ö renme ve Ö retim. Ankara: Gazi Kitabevi.
• Siens C. M.& Ebmeier H. (1996). Developmental supervision and the reflective thinking of teachers. Journal of Curriculum and Supervision. 11(4), 299-319.
• Silvers, P. (2001). Critical reflection in the elemantary grades: A new dimension in literature discussions, Language Arts, 78 (6), 556-563.
• Stoddard, S. (2002). “Reflective thinking within an art methods class for preservice elementary teachers, findings from Hawaii International Conference on Education.” [Online] Retrieved on 11-June-2006, http://www.hiceducation.org/edu_proceedings/Shari%20S.%20Stoddard2.pdf. at URL:
• Sylva, K. (1992). Convarsations in the nursery: How they contribute to aspirations and plans. Language and Education.6 (2), 141-148.
• Tang, C. (2000). Reflective diaries as a means of facilitating and assessing reflection. HERDSA Conference.
• Tempest, C. A. (1992). Writing to learn: The effects of summary writing and learning log strategies on achievement in and attitude toward biology among ninth-grade students. The University of Connecticut, unpublished PhD thesis.
• Veen, A. , J. Roevelend, &P. Leseman (2000) Evaluative van kaleidoskoop en piramide eindrapportage. SCO Kohnstaff Instituut, Universiteit van Amsterdam.
• Victor, E. & Kellough, R. D. (1997). Science For The Elemantary And Middle School (8th ed.). USA: Prentice-Hall, Inc,
• Willey, R. (2002). Writing, reflection and the young child. Primary Voices K-6. 10 (4), 8.
• Williams R.& Wessel, J. (2004). “Reflective journal writing to obtain student feedback about their learning during the study of chronic musculoskeletal conditions”. Journal of Allied Health. 33, 17-23.
• Wilson J. & Jan W. L. (1993). Thinking for Themselves Developing Strategies for Reflective Learning, Australia: Eleanor Curtain Publishing.
• Yıldıran, G. (1982). Ö renme Düzeyi ve Ö renme Ürünleri. stanbul: Bo aziçi Üniversitesi Yayınları.