Öğrencilerin Su Sistemi ile ilgili Sistemik Düşünmelerinin Eğitimsel Müdahale Yoluyla Geliştirilmesi

Öz

Öğrenciler suyu özellikle kompleks bir sistem olarak anlamakta zorlanırlar. Müfredattan kaynaklanan sınırlamalar ve beraberinde gelen bilgi eksikliği bu zorlukların nedenleridir. Bu noktada eğitimsel müdahaleler önem kazanır. Bu araştırmanın amacı öğrencilere suyun karmaşık bir sistem olduğunun farkındalığını kazandırmak amacıyla sosyo-bilimsel bir konu bağlamında sistem düşüncesine dayalı bir eğitimsel müdahale geliştirmek ve uygulamaktır. Araştırmanın örneklemini 32 yedinci sınıf öğrencisi oluşturmaktadır. Bu tasarım temelli araştırmada sistemik düşünme haritası ve açık uçlu sorular veri toplama aracı olarak kullanılmıştır. Veri analizinde bu çalışma için özel olarak tasarlanmış sistemik düşünme haritası rubriği kullanılmıştır. Araştırma sonuçları müdahalenin uygulanmasından önce öğrencilerin, sistemik düşünmenin en düşük boyutu olan, yalnızca basit ilişkiler belirttiklerini müdahaleden sonra ise öğrencilerin su sistemi ile ilgili sistem düşüncelerinin önceki seviyelerine göre anlamlı derecede daha ileri düzeyde olduğunu göstermiştir.

Anahtar Kelimeler

• Tasarım temelli araştırma
• eğitimsel müdahale
• sosyo-hidrolojik konu tabanlı ünite
• sistemik düşünme
• su sistemi

Destekleyen Kurum

Bu çalışma herhangi bir kurum tarafından desteklenmedi. Açıklanacak herhangi bir finansal fon veya çıkarımız bulunmamaktadır.

Etik Beyan

Katılımcıların yer aldığı bu çalışmada gerçekleştirilen tüm işlemler, kurumsal ve ulusal araştırma etik standartlarına uygun olarak gerçekleştirilmiştir. Çalışmada uygulanacak süreç ve tüm dokümanlar için Yıldız Teknik Üniversitesi Etik Kurulu'ndan onay alınmıştır.

Teşekkür

Çalışmaya katılımları için öğrencilere ve destekleri için okul idaresine teşekkür ederiz.

The Development of School Students’ Systems Thinking about Water Systems via an Educational Intervention

Öz

This study aimed to enhance middle school students’ systems thinking about water systems through a design-based educational intervention grounded in socio-scientific issues. Thirty-two seventh-grade students participated in activities incorporating the iceberg model, relational thinking, and systems thinking maps. Data were collected via students’ systems thinking maps and open-ended questions and analyzed using a rubric developed for this study. Findings indicated notable progress across all eight dimensions of systems thinking, moving from simple associations to complex, dynamic, and cyclical understandings of water systems. The study demonstrates that a socio-hydrologic issue-based unit can foster students’ holistic and interconnected understanding of water, offering implications for curriculum design and sustainability education.

Anahtar Kelimeler

• Design-based research
• educational intervention
• sociohydrologic issue-based unit
• systems thinking
• water systems

Destekleyen Kurum

This study was not supported by any institution. We have no relevant financial funding or financial interests to disclose.

Etik Beyan

All procedures performed in this study involving participants were in accordance with the ethical standards of the institutional and national research. Approval was obtained from the Yıldız Technical University ethics committee for the process and all documents to be applied in the study.

Teşekkür

We thank the students for their participation in the study and school principals for the support.

Kaynakça

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