Araştırmaya Dayalı Öğretim Modelinin Ortaokul Öğrencilerinin Fiziksel Uygunluk Bilgisine Etkisi

Yıl 2025, Cilt: 36 Sayı: 4, 346 - 356, 05.12.2025

Yeşim Bulca

https://doi.org/10.17644/sbd.1754945

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

• Australian Curriculum, Assessment and Reporting Authority. (2014). The Australian Curriculum: Health and Physical Education (Version 6.0). https://www.australiancurriculum.edu.au/healthandphysicaleducation/rationale
• Böke, H., ve Güllü, M. (2016). Investigating the influences of using various special teaching methods in physical education classes on students’ cognitive, affective, and psychomotor behaviors. International Journal of Education Technology and Scientific Researches, 4(10), 399–416.
• Casto, G., ve Mastropieri M.A. (1986). The efficacy of early intervention programs: a meta-analysis. Exceptional Children, 52: 417–424
• Camp, G. (1996). Problem-based learning: A paradigm shift or a passing fad? Medical Education Online, 1(1), Article 4282. https://doi.org/10.3402/meo.v1i.4282
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
• Curtner-Smith, M. D., Todorovich, J. R., McCaughtry, N. A., ve Lacon, S.A. (2001). Urban teachers´ use of productive and reproductive teaching styles within the confines of the national curriculum for physical education. European Physical Education Review, 7(2), 177–190. https://doi.org/ 10.1177/1356336X010072005.
• Demir, M., Soytürk, M., ve Tepeköylü Öztürk, Ö. (2021). Effect of teaching fundamental movement skills with an inquiry-based instructional model on perceived motor competence. Journal of Educational Issues, 6 (2), 506–529. https://doi.org/10.5296/jei.v6i2.18042
• Dewey, J. (1975). Interest and effort in education (p. vi). Feffer & Simons. (Original work published 1913)
• Duran, M. (2016). The effect of guide material developed based on inquiry-based learning on 6th-grade students’ competence for learning science. Journal of Theoretical Educational Science, 9 (1): 85–110.
• Ellis, P. D. (2010). The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. Cambridge University Press.
• El Khouri F. B., Meira Junior C.M., Rodrigues G.M., ve Miranda M.L.J. (2020). Effects of command and guided discovery teaching styles on acquisition and retention of the handstand. Revista Brasileira de Educação Física e Esporte, 34 (1), 11–18. http://dx.doi.org/10.11606/1807-5509202000010011
• Gravetter, F. J., ve Wallnau, L. B. (2004). Statistics for the behavioral sciences (7th ed.). Thomson Wadsworth.
• Güneş, B., Mirzeoğlu, D., ve Dirik, İ. (2005, Kasım 9–13). The effects of the guided discovery styles on cognitive and psychomotor domains in physical education. In Proceedings of the 46th ICHPER-SD Anniversary World Congress (pp. 399–401)
• Hmelo-Silver, C., Duncan R.G., ve Clark A C. (2006). Scaffolding and Achievement in Problem-based and Inquiry Learning: A Response to Kirschner, Sweller and Clark (2006) Educational Psycholgist, 42 (2): 99–107.
• Hünük, D., ve İnce, M. L. (2010). Development of a health-related fitness knowledge test for Turkish middle school students. In Proceedings of the 15th Annual Congress of the European College of Sport Science (Antalya, Turkey).
• Hutchings, B. (2006). Principles of enquiry-based learning: Centre for excellence in inquiry-based learning. The University of Manchester. http://www.ceebl.manchester.ac.uk/resources/papers/ebl_philbases.pdf
• İnce, M. L., ve Hünük, D. (2010). Experienced physical education teachers’ use and perceptions of teaching styles during the educational reform period. Eğitim ve Bilim, 35(157), 128–139.
• Leo, F. M., Flores-Cidoncha, A., Ramírez-Bravo, I., López-Gajardo, M. A., ve Pulido, J. J. (2023). Teaching methodology instruments in physical education: A systematic review. Measurement in Physical Education and Exercise Science, 27(4), 377–390. https://doi.org/10.1080/1091367X.2023.2197887
• Lynott Francis J., Bittner, G.L. (2019). Moving toward developing inquiry skills: inquiry-based learning in physical education. Strategies, 32 (2): 32–38. https://doi.org/10.1080/08924562.2018.1560135
• Macdonald, D. (2013). The new Australian health and physical education curriculum: A case of/for gradualism in curriculum reform? Asia-Pacific Journal of Health, Sport and Physical Education, 4(2), 95–108. https://doi.org/10.1080/18377122.2013.801104
• Millî Eğitim Bakanlığı (MEB). (2018). Ortaokul beden eğitimi ve spor dersi öğretim programı. Millî Eğitim Bakanlığı Yayınları.
• Millî Eğitim Bakanlığı (MEB). (2017). Okul sağlığı: Sağlıkla ilgili fiziksel uygunluk – Beden ve spor dersi öğretmenlerine sağlıkla ilgili fiziksel uygunluk karnesi uygulama rehberi. https://okulsagligi.meb.gov.tr/06161358_BEDEN_EYYTYMY_YYRETMENLERY_YYYN_FYZ._AKT._UYGUNLUK_KARNESY_UYGULAMA_REHBERY_06.04.2017.pdf
• Metzler, M. (2005). Instructional models for physical education. Holcomb Hathaway.
• Metzler, M. (2011). Instructional models for physical education (3rd ed.). Holcomb Hathaway.
• Mosston, M., ve Ashworth, S. (2002). Teaching physical education (5th ed.). Benjamin Cummings.
• Napper-Owen, G. E., Marston, R., Volkinburg, P., Afeman, H., ve Brewer, J. (2008). What constitutes a highly qualified physical education teacher? Journal of Physical Education, Recreation & Dance, 79(8), 26–51. https://doi.org/10.1080/07303084.2008.10598228
• Østergaard, L. D. (2016). Inquiry-based learning approach in physical education: Stimulating and engaging students in physical and cognitive learning. Journal of Physical Education, Recreation & Dance, 87(2), 7–14. https://doi.org/10.1080/07303084.2015.1119076
• Østergaard, L. D. (2019). Second-order reflection as a tradition-challenging form of reflection stimulated by inquiry-based learning. Sport, Education and Society, 24(7), 701–713. https://doi.org/10.1080/13573322.2017.1423468
• O’Connor, J., Jeanes, R., ve Alfrey, L. (2016). Authentic inquiry-based learning in health and physical education: A case study of ‘r/evolutionary’ practice. Physical Education and Sport Pedagogy, 21(2), 201–216. https://doi.org/10.1080/17408989.2014.990368
• Padraig, M., ve McLoughlin M. (2009). Inquiry-based learning: an educational reform based upon content-centred teaching. Paper presented at the Annual Meeting of the American Mathematical Society, Washington, DC.
• Roure, C. (2019). Impact of digital technologies on students’ motivation in physical education within the guided discovery teaching style. Paper presented at the AIESEP International Conference, New York, NY. https://hdl.handle.net/20.500.12162/3317
• Saraç, L., ve Muştu, E. (2013). An investigation of pre-service teachers’ use of physical education teaching styles and their value perception about styles. Pamukkale Journal of Sport Sciences, 4(2), 112–124.
• Society of Health and Physical Educators America. (2014). National standards and grade-level outcomes for K–12 physical education. Human Kinetics.
• Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20. https://doi.org/10.7771/1541-5015.1002
• Siedentop, D., ve Tannehill, D. (2000). Developing teaching skills in physical education (4th ed.). McGraw-Hill.
• Tabachnick, B. G., Fidell, L. S., ve Ullman, J. B. (2007). Using multivariate statistics (5th ed.). Allyn & Bacon.
• Tariki, T., Lengkana, A. S., ve Saputra, Y. M. (2023). The influence of inclusion and guided discovery teaching style on learning results of bottom passing volleyball. JUARA: Jurnal Olahraga, 8(1), 111–117. https://doi.org/10.33222/juara.v8i1.2618
• Taş, H., ve Altunsöz Hürmeriç I. (2021). The concept of physical literacy and its importance. Hacettepe Journal of Sport Sciences, 32 (3): 109–122. https://doi.org/10.17644/sbd.858188.
• Tinning, R. (2012). A socially critical HPE (aka physical education) and the challenge for teacher education. In B. Down & J. Smyth (Eds.), Critical voices in teacher education: Teaching for social justice in conservative times, (pp. 223–238). Springer.
• Thomas, J. R., Martin, P., Etnier, J. L., ve Silverman, S. J. (2011). Research methods in physical activity (6th ed.). Human Kinetics.
• Uzunosmanoğlu, E., Gürsel, F., ve Arslan, F. (2012). The effect of inquiry-based learning model on health-related fitness. Procedia – Social and Behavioral Sciences, 47, 1906–1910. https://doi.org/10.1016/j.sbspro.2012.06.921
• Wright, J. (2004). Critical inquiry and problem-solving in physical education. In J. Wright, D. Macdonald, & L. Burrows (Eds.), Routledge.
• Xu, S., Reiss, M. J., ve Lodge, W. (2024). Enhancing scientific creativity through an inquiry-based teaching approach in secondary science classrooms. International Journal of Science Education, 46(2), 145–166. https://doi.org/10.1080/09500693.2024.2419987
• Yenal, T. H., İra, N., ve Oflas, B. (2003). Etkin öğrenme modeli olarak soruna dayalı öğrenme ve yükseköğretimde uygulanması. Sosyal Bilimler Dergisi, 1(2), 1–10.
• Zacharia, Z. (2003). Beliefs, attitudes and intentions of science teachers regarding the educational use of computer simulations and inquiry-based experiments in physics. Journal of Research in Science Teaching, 40(8), 792–823. https://doi.org/10.1002/tea.10112