FEN ÖĞRETİMİNDE; YAPILANDIRMACI YAKLAŞIMA DAYALI TEKNOLOJİ DESTEKLİ İŞBİRLİKLİ GRUP ARAŞTIRMA YÖNTEMLERİ

Öz

Şüphesiz öğretim süreci, öğrencinin bilgi ve becerilerini kurgulayıp aktif olarak kullanabileceği, araştırıp sorgulayarak elde ettiği verileri kendine özgü yapı kazandırıp geliştirebileceği etkinliklere imkân verecek şekilde planlanmalıdır. Bu çalışmada; yapılandırmacı öğrenme yaklaşımının temel ilkeleri, öğrenci ve öğretmenin bu süreç içerisindeki rolleri ile teknolojinin yapılandırmacı öğretim stratejileri ile nasıl etkin olarak kullanılabileceğine yönelik deneysel bir öğretim süreci uygulanmıştır. İlköğretim Fen ve Teknoloji dersi “Genetik Mühendisliği ve Biyoteknoloji” konusu bilgisayar ve web tabanlı teknolojiler desteğinde grup araştırma ve tartışma yöntemleri ile öğretilmeye çalışılmıştır. Deney grubundaki öğrenciler bilgisayar desteğinde araştırma, tartışma, animasyon ve sunumlar ile deney ve pratik yapma ve beyin fırtınası gibi interaktif etkinliklerle çalışmışlardır. Öğretim sürecinin başarısı; etkinlik ürünlerinin nitel ve “Erişi testi”, “Biyoteknolojiye yönelik tutum ölçeği” ve “Teknoloji destekli öğretime yönelik tutum ölçeği” ile değerlendirilmiştir. Sonuçlar değerlendirilerek yorumlanmıştır.

Anahtar Kelimeler

• Fen ve Teknoloji, Genetik Mühendisliği ve Biyoteknoloji, Yapılandırmacı Öğrenme, Teknoloji destekli öğretim, İşbirlikli grup araştırma yöntemleri

TECHNOLOGY SUPPORTED CONSTRUCTIVISM BASED COLLABORATIVE GROUP RESEARCH METHODS IN SCIENCE EDUCATION

Öz

Definitely; classroom courses should be organized with respect to activities that students could able to organize their knowledge and abilities to apply actively and develop investigated and examined data characteristically in learning process. In this research; an experimental study design were organized regarding fundamental principles of constructivism, integration of technology with constructivist strategies and roles of instructor and learner in teaching process. Primary school, Science and Technology lesson, topic “Genetical Engineering and Biotechnology” were thought in technology supported web based instruction within group research and discussion methods. Students in experimental group have studied with computer supported investigations, animations, discussions, presentations and practice themes with online experiments. Bran storming was also applied as interactive discussion techniques. Instructional accomplishment was evaluated qualitatively by group yields and quantitatively by “achievement test”, attitude scale towards biotechnologies” and “attitude scale toward technology based instruction”. Results are analyzed and interpreted.

Anahtar Kelimeler

• Science and Technology, Genetical Engineering and Biotechnology, Constructivist Teaching, Technology based instruction, Collaborative group research methods

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