Aşamalı Araştırmaya Dayalı Öğrenme Modelinin Etkisi

Yıl 2022, Cilt: 19 Sayı: 3, 799 - 826, 10.12.2022

Burcu Ökmen , Şeyma Şahin , Abdurrahman Kılıç

https://doi.org/10.33711/yyuefd.1089426

Öz

Bu çalışmanın amacı; aşamalı araştırmaya dayalı öğrenme modeline göre tasarlanan bir dersin etkililiğini belirlemektir. Bu amaçla nitel araştırma dersi aşamalı araştırmaya dayalı öğrenmeye göre tasarlanmış ve uygulanmıştır. Araştırma, nitel araştırma desenlerinden eylem araştırması ile gerçekleştirilmiştir. Araştırmanın çalışma grubunu Türkiye’deki bir devlet üniversitesinde Eğitim Programları ve Öğretim yüksek lisans programına devam eden ve Nitel Araştırma dersini alan 13 öğrenci oluşturmuştur. Verilerin toplanmasında; “Süreç Değerlendirme Formu” ve “Öğrenci Mektupları” kullanılmıştır. Veri analiz süreci; “verileri düzenleme”, “verileri özetleme” ve “ilişkilendirme/yorumlama” olmak üzere üç aşamada yürütülmüştür. Araştırma sonuçlarına göre öğrencilerin nitel araştırma ile ilgili yeni bilgi ve kavramları öğrendikleri ve nitel araştırmaya karşı olumlu tutum kazandıkları görülmüştür. Araştırmaya dayalı öğrenme modelinin öğrencilerde sabır ve saygı gibi insani değerler yanında işbirliği ve liderlik gibi sosyal becerileri, eleştirel düşünme, öz düzenleme, zamanı etkili kullanma ve sorumluluk gibi kişisel becerileri kazanmalarını sağladığı görülmüştür. Bunun yanında öğrencilerin bilimsel araştırma becerilerini kazandıkları, araştırmaya dayalı öğrenme yönteminin öğrencilerin derse aktif katılımlarını arttırdığı, etkileşimli bir sınıf ortamı oluşturduğu ve farklı bakış açılarını görmenin öğrenciler açısından verimli olduğu sonucuna ulaşılmıştır.

Anahtar Kelimeler

Eylem araştırması, uzaktan öğretim, araştırmaya dayalı öğrenme, aşamalı araştırmaya dayalı öğrenme modeli, nitel araştırma dersi

Effectiviness of Layered Inquiry Based Learning Model

Öz

The aim of this study is to determine the effectiveness of the qualitative research lesson designed according to the layered-inquiry-based learning model. The research was carried out using action research from qualitative research designs. The study group consists of 13 students taking the Curriculum and Instruction master degree program at a state university in Turkey and receiving a qualitative research lesson. In data collection, ‘the process evaluation form’ and ‘student letters’ were used. The data analysis was carried out in three stages: organizing data, summarizing data, and associating/interpreting. According to the results of the research, it was observed that the students learned new information and concepts related to qualitative research and gained a positive attitude towards qualitative research. It was seen that the inquiry-based learning model enabled students to acquire human values such as patience and respect along with social skills such as cooperation and leadership, critical thinking, self-regulation, using time effectively, and responsibility. It was concluded that that the students gained scientific research skills, increased the active participation of the students in the lesson, created an interactive classroom environment and it was efficient in enabling students to see different perspectives.

Anahtar Kelimeler

Action research, distance learning, inquiry based learning, qualitative research course, inquiry based learning model

Kaynakça

• Akbuğa, S. (2009) The effect of group activities structured according to cooperative learning principles on students' level at the beginning and at the end and attitudes in 4th grade mathematics lesson in primary school (Unpublished master’s thesis). İzmir: Dokuz Eylül University.
• Akpullukçu, S. (2011). The effect of inquiry based learning environment in science and technology course on the students’ academic achivements, attitudes and retention level (Unpublished master’s thesis). İzmir: Dokuz Eylül University.
• Aktaş, M. (2013). Researching the effect of the 5E learning model and cooperative learning metod on academic achivement in biology lesson. Ahi Evran University Journal of Kırşehir Education Faculty, 14(3), 37-58.
• Alouf, L. J., & Bentley, L. M. (2003). Assessing the impact of inquiry-based science teaching in professional development activities, PK-12. 2003 Annual Meeting of The Association of Teacher Educators.
• Altunsoy, S. (2008). The effect of inquiry-based learning approach on students’ science process skills, academic achievements and attitudes in secondary biology teaching (Unpublished master’s thesis). Konya: Selçuk University.
• Alvarado, A.E., & Herr, P. R. (2003). Inquiry-based learning: Using everday objects, California: Corwin Press.
• Astra, I., Wahyuni, C., & Nasbey, H. (2015). Improvement of learning process and learning outcomes in Physics learning by using collaborative learning model of group investigation at high school. Journal of Education and Practice, 6(11), 75-79.
• Asturias, H. (1994). Using student’s portfolios to assessment mathematical understanding. The Mathematics Teachers, 87(9), 698-701.
• Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26-29.
• Barton, C., & Collins, A. (1997). Portfolio assessment: A handbook for educators. New York: Dale Seymour Publications.
• Bilir, U. (2015). Impact of inquiry-based learning process on academic achievement of students in science teaching (Unpublished master’s thesis). Bursa: Uludağ University.
• Birgin, O. (2008). Students’ views about the applicatıon of portfolio assessment as an alternative assessment method. The Journal of Turkish Educational Sciences, 6(1), 1-24.
• Birişçi, S. (2013). Attitudes and opinions of students on video conference based distance education. Journal of Instructional Technologies & Teacher Education, 2(1), 24-40.
• Bozkurt, O. (2012). Effect of inquiry-based learning approach on students’ academic success and science process skills in science education’, Mustafa Kemal University Journal of Social Sciences Institute, 9(18), 187-200.
• Bozkurt, O., Ay, Y., & Fansa, M. (2013). The effects of inquiry-based learning on students' science achievement and on their attitude towards science and students' opinions about the implementation of the method in the teaching process. Abant İzzet Baysal University Journal of Education Faculty, 13(2), 241-256.
• Cheung, D. (2007). Facilitating chemistry teachers to implement inquiry-based laboratory work. International Journal of Science and Mathematics Education, 6, 107-130.
• Coşkun, L. (2018). Conducting science classes through inquiry- based approach in a fourth grade primary school classroom: An action research (Unpublished master’s thesis). Ankara: Hacettepe University.
• Cuevas, P., Lee, O., Hart, J., & Deaktor, R. (2005). Improving science inquiry with elementary students of diverse backgrounds. Journal of Research in Science Teaching, 42(3), 337–357.
• Çalışkan, H., & Turan, R. (2010). The effect of inquiry-based learning approach on attitude in the course of social studies. Elementary Education Online, 9(3), 1238-1250.
• Çelik, K., & Çavaş, B. (2012). The effect of ınquiry based learning method for the teaching for reproduction growth and development in th living things unit on the students’ academic achievements science process skills and attitudes toward science and technology course. Ege Journal of Education, 13(2), 49-75.
• Deckert, A. A., & Nestor, L. P. (1998). An example of guided inquiry, collaborative physical chemistry laboratory course. Journal of Chemical Education, 75(7), 860-863.
• Deters, K. M. (2005). Student opinions regarding inquiry-based labs. Journal of Chemical Education, 82(8), 1178-1180.
• Di Pasquale, D. M., Mason, C. L., & Kolkhorst, F. W. (2003). Exercise in inquiry. Journal of College Science Teaching, 32, 388-393.
• Doggett, M. A. (2008). The video conferencing vlassroom: What do students think?. Journal of Industrial Teacher Education, 44(4), 29-41.
• Dut-Doner, K., & Gilman, D. A. (1998). Student react to portfolio assessment’, Contemporary Education, 69(3), 159-165.
• Gelici, Ö., & Bilgin, İ. (2011). Introducing cooperative learning techniques and examining students’ opinions. Adiyaman University Journal of Educational Sciences (AUJES), 1(1), 40-70.
• Harmon, S., & Hirumi, A. (1996). A systematic approach to the integration of interactive distance learning into education and training. Journal of Education for Businesses, 71(5), 267-273.
• Hill, O. R. (2008). Computer assisted inquiry based learning in undergraduate science education (Unpublished master’s thesis). Texas: The Universtity of Texas at Dallas.
• Johnson, M. A., & Lawson, A. E. (1997). What are the relative effects of reasoning ability and prior knowledge on biology achievement in expository and inquiry classes?. Journal of Research in ScienceTeaching, 5(1), 89-103.
• Kaleli-Yılmaz, G., & Güven, B. (2015). Determining the teacher candidates’ perceptions on distance education by metaphors. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 6(2), 299-322.
• Keller, J. T. (2001). From theory to practise creating an inquiry based science classroom (Unpublished master thesis). USA: The Faculty of Pasific Lutheran University.
• Kılıç, A., Aydın, M., Ökmen, B., & Şahin, Ş. (2019). Kuramdan uygulamaya ihtiyaç belirleme. Ankara: Pegem Yayıncılık.
• Kılıç, A., & Şahin, Ş. (2017). The effects of religious culture and moral knowledge course organized with student-centered approach on students’ academic achievement and attitudes. Journal of Theory and Practice in Education, 42(189), 41-62.
• Klenowski, V. (2000). Portfolios; promoting teaching. Assessment in Education, Police & Practice, 7(2), 215-236.
• Kula, Ş. G. (2009). The effect of inquiry-based science learning on the students science process skills, achievement, concept learning and attitude (Unpublished master’s thesis). İstanbul: Marmara University.
• Lim, B. R. (2001) Guidelines for designing inquiry-based learning on the web: Online professional development of educators (Unpublished Ph.D thesis). USA: Indiana University.
• Lin, H., Hong, Z., & Cheng, Y. (2009). The interplay of the classroom learning environment and inquiry-based activities. International Journal of Science Education, 31(8), 1013-1024.
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications.
• Llewellyn, D. (2002). Inquiry within: Implementing inquiry-based science standarts. USA: Corwinn Pres, Inc.
• Madill, H. M., Amort‐Larson, G., Wilson, S. A., Brintnell, S. G., Taylor, E., & Esmail, S. (2001). Inquiry‐based learning: An instructional alternative for occupational therapy education. Occupational Therapy International, 8(3), 198-209.
• McPhedran, J. L. (2006) An investigation of inquiry based teaching and its influence on boy’s motivation in science (Unpublished master’s thesis). Canada: University of Toronto.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed). Thousand Oaks: Sage Publications.
• National Research Council (NRC) (1996). National science education stveards. Washington, DC: National Academy Press.
• OECD (2018). The future of education and skills education 2030. Retrived from https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf
• Olson, S., & Loucks-Horsley, S. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academies Press.
• Ökmen, B. (2020). Developing the instructional process in layered flipped learning model (Unpublished PhD thesis). Duzce: Duzce University.
• Özdoğan, E. (2008). The effect of cooperative learning method to the fourth grade students' attitude and achievement on mathematic learning: the computer supported collobarotive learning (CSCL) and team assisted individualization method (TAİ) (Unpublished master’s thesis). İzmir: Ege University.
• Parim, G. (2009). The effects of inquiry on the concept learning, achievement and development of scientific process skills of 8th grade students as related to photosynthesis and respiration (Unpublished PhD thesis). Istanbul: Marmara University.
• Pizzini, E. L., Shepardson, D. P., & Abel, S. K. (1991). The inquiry level of junior high activities: Implication to science teaching. Journal of Research in Science Teaching, 28(2), 111-121.
• Short, K., Harste, J., & Burke, C. (1996). Creating classrooms for authors and inquirers. Portsmouth NH: Heinemann.
• Sidekli, A. G. S. (2010). An action research: Correcting the fourth grade students’ reading and comprehension problems. Journal of Turkology Research, 27, 563-580.
• Sincero, P. (2006). What is inquiry-based learning. Taken from http://www.inquirylearn.com/Inquirydef.htm in 22/08/2020.
• Spaulding, D. T. (2001). Stakeholder perceptions of inquiry-based instructional practies (Unpublished dissertation). USA: Albany State University.
• Suchman, J. R. (1961). Inquiry training: Building skills for autonomous discovery. Merril-Palmer Quarterly of Behavior and Development, 7, 147-169.
• Suchman, R. J. (1962). The elementary school training program in scientific inquiry. Report to the U.S. Office of Education, Project Title VII. Urbana: University of Illinois.
• Spronken-Smith, R., Angelo, T., Matthews, H., O’Steen, B., & Robertson, J. (2007). How effective is inquiry-based learning in linking teaching and research. Marwell, Winchester, UK.
• Tatar, N. (2006). The effect of inquiry-based learning approaches in the education of science in primary school on the science process skills, academic achivement and attitude (Unpublished PhD thesis). Ankara: Gazi University.
• Tretter, T. R., & Jones, M. G. (2003). Relationships between inquiry‐based teaching and physical science standardized test scores. School Science and Mathematics, 103(7), 345-350.
• Trowbridge, L. W., & Bybee, R. W. (1996) Teaching secondary school science (6th ed.). Englewood Cliffs, NJ: Prentice-Hall.
• Wallace, C. S., & Kang, N. (2003). An investigation of experienced secondary science teachers beliefs about inquiry: An examination of competing belief sets. Journal of Reseach In Science Teaching, 41(9), 936-960.
• Woods, T. J. (2005). Instructor and student perceptions of a videoconference course (Unpublished master dissertation). Canada: University of Lethbridge.
• Wu, H. K., & Hsieh, C. E. (2006). Developing sixth graders' inquiry skills to construct explanations in inquiry based learning environments. International Journal of Science Education, 28(11), 1289-1313.
• Yıldız, M. (2013). Development of the handwriting legibility of a 2nd grade Turkish student with disgraphia: Action Research. Uşak University Journal of Social Sciences, 6(4), 281-310.