Araştırmaya Dayalı Öğretim Modelinin Ortaokul Öğrencilerinin Fiziksel Uygunluk Bilgisine Etkisi

Öz

Bu çalışmanın amacı, ortaokul beden eğitimi ve spor dersi kapsamında yer alan fiziksel uygunluk ünitesinde uygulanan araştırmaya dayalı öğretim modelinin, ortaokul öğrencilerinin fiziksel uygunluk bilgi düzeyine etkisini incelemektir. Çalışmaya, deney grubunda 63, kontrol grubunda 63 olmak üzere toplam 126 beşinci sınıf öğrencisi katılmıştır. Bu çalışmada, öğrencilerin fiziksel uygunluk bilgi düzeyleri, Hünük ve İnce (2010) tarafından geliştirilen “Türk Ortaokul Öğrencileri İçin Sağlıkla İlişkili Fiziksel Uygunluk Bilgi Testi” (SİFU) kullanılarak elde edilmiştir. Araştırmaya dayalı öğretim modelinin fiziksel uygunluk bilgi düzeyine etkisi, 2 (Zaman: müdahale öncesi ve sonrası) x 2 (Grup: deney veya kontrol) karışık ölçümlerde varyans analizi (ANOVA) kullanılmış olup etki büyüklüğünü belirlemek amacıyla da kısmi eta-kare (η²) değeri hesaplanmıştır. Bulgular, araştırmaya dayalı öğretim modelinin uygulandığı grupta fiziksel uygunluk bilgi düzeylerinde, kontrol grubuna kıyasla istatistiksel olarak anlamlı bir artış olduğunu göstermektedir (F [1_125] = 61,595, p< ,05). Sonuç olarak, araştırmaya dayalı öğretim modeli ile eğitim alan öğrencilerin, fiziksel uygunluk kavramlarını bilimsel bilgi üretme adımlarını deneyimleyerek, egzersiz sırasında vücutta meydana gelen değişimleri gözlemleyerek ve bilimsel düşünme yöntemini kullanarak öğrendiği söylenebilir.

Anahtar Kelimeler

• Araştırmaya dayalı öğrenme modeli
• Beden eğitimi
• Fiziksel uygunluk
• Ortaokul

The Effect of Inquiry-Based Teaching Model on Middle School Students’ Knowledge of Physical Fitness

Öz

The purpose of this study is to examine the effect of the inquiry-based teaching model used in the physical fitness unit of the physical education and sports course, in secondary school, on the level of physical fitness knowledge. A total of 126 students participated in the study as intervention (n = 63) and control (n = 63) groups in the fifth-grade physical education and sports course in the fifth grade. Herein, the physical fitness knowledge levels were obtained by using the "health-related fitness knowledge test for Turkish secondary school students" (HRFKT) developed by Hünük and İnce (2010). Lessons in the intervention group were delivered using the inquiry-based teaching model, whereas the control group continued the methods based on the existing curriculum. The effect of the inquiry-based teaching model in physical fitness knowledge levels was analyzed using a 2 (Time: before or after intervention) x 2 (Group: intervention or control) analysis of variance (ANOVA) for mixed measures. Additionally, partial eta-square (η2) was calculated to determine the effect size. The findings indicate that the students in the inquiry-based teaching model group showed statistically significant increase in their physical fitness knowledge levels (F [1_125] = 61.595, p< .05) compared to the control group. As a result, the students trained with the inquiry-based teaching model learned the concepts of physical fitness by experiencing the steps of producing scientific knowledge, observing the changes in the body during exercise, and using the scientific thinking method.

Anahtar Kelimeler

• Inquiry-based teaching model
• Physical education
• Physical fitness
• Secondary school

Kaynakça

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