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- Title
Fen Öğretiminde Yapılandırmacı Öğrenme Yaklaşımının Öğrenci Tutumlarına ve Öğrenme Ortamına Etkileri.
- Authors
Çetin, Oğuz; Günay, Yasemin
- Abstract
Background/Problem Statement: Science curriculum which was started to apply in 2000-2001 academic year aims pupils' construct knowledge by using prior knowledge, reach information by using active learning methods and techniques, and effective and meaningful learning by inquiries. However, in most schools, science lessons are still being taught with traditional methods. Purpose/Objective/Research Question/Focus of Study: In this research, it is aimed to determine the effects of the constructivist learning approach on pupils' attitudes and their level of taking role in class organizations. The problem of this research is defined as "What are the effects of the constructivist learning approach on pupils' attitudes and their level of taking role in class organizations by applying the unit "The structure of our body, How do we perceive our environment?" that is placed in 6th grade of science lesson in primary education. Methods: In this research, quasi-experimental design was used. In the application process, the 25 experimental group pupils were taught by cooperative and active learning methods which are based on constructivist approach. However, the 23 control group pupils were taught traditionally. Before and after the application, each group was submitted a science attitude scale. Answers of the attitude scale were analyzed by SPSS 11.0 program. In addition, semi-structured interviews were done with experimental group. Beside this, three students chosen randomly from experimental group were observed by three different observers. Findings/Results: There are significant differences in favor of the experimental group. From the findings of the content analyses, it is seen that students developed positive attitudes, such as interest in investigation and observation. This situation shows why the experimental group had significant differences in attitude scores. In this research, three pupils were chosen randomly and observed by three independent observers. According to results, it is determined that pupils' level of taking role in class activities developed positively. From gender perspective, it is seen that there are differences among the experimental group and the control group in favor of male pupils. When it is looked at the percentage of the scores of the pupils' evaluation form, it can be said that cooperative learning has positive effects on students. Conclusions/Recommendations: At the beginning of each topic, there should be an activity that would reveal the previous knowledge. It is recommended to construct knowledge by establishing the link between the previous information and the new one. So that meaningful learning can be realized.
- Publication
Eurasian Journal of Educational Research (EJER), 2006, Issue 25, p73
- ISSN
1302-597X
- Publication type
Academic Journal