Fen Öğretiminde REACT’ın Etkileri: 21. Yüzyıl Becerileri ve Fene Yönelik Öz Yeterlilik İnançları

Abstract

It is possible to provide new developments in science and technology and to produce solutions to existing problems through education. In this sense, education should reveal a new representation. In this demonstration, the context that students will establish with real life is very important. In this study, it is aimed to determine the effect of REACT, one of the context-based learning strategies in 8th grade electrical loads and electrical energy unit, on students' 21st century skills and self-efficacy beliefs towards learning science. In this study, the effects of REACT strategy, which is an application area of context-based learning, in the development of self-efficacy beliefs and 21st century skills in science learning were determined in this study. The study group consists of 37 8th grade students. The 21st century skills scale and the self-efficacy belief scale for learning science were used as data collection tools. In the experimental group, activities in accordance with REACT strategy were applied. Courses were conducted with the control group students within the framework of the 2018 science curriculum. SPSS package program was used for data analysis. As a result of the research, it was found that there was no significant difference in pre-tests of experimental and control groups and in post-tests a significant difference was found in favor of experimental group in 21st century skills and self-efficacy beliefs towards science.

The Effect of REACT Strategy Enriched with Reflective Thinking Activities on Students' Reflective Thinking

“…The units, subjects and achievements in the Science curriculum in Turkey have adopted an approach to meet the needs of daily life (Çeliker & Kara, 2020). The aim of the acquisitions in the science curriculum is; to help students establish daily life connections with the activities carried out and improve themselves by making the information they have learned, vital (MEB, 2018).…”

Türkiye’de Fen Eğitimi Alanında Bağlam (Yaşam) Temelli Yaklaşım ile İlgili Yapılmış Lisansüstü Tez ve Makalelerin İçerik Analizi

“…Günlük hayattan, yaşamın içinden seçilmiş örneklerle bilimsel kavramları sunmayı sağlayan BTY ile öğrencilerin fen derslerine karşı istek ve ilgilisi artmaktadır (Kutu & Sözbilir, 2011;Topuz vd., 2013). Yapılan araştırmalarda fen eğitiminde bağlam temelli yaklaşımın yararları göz önünde bulundurulduğunda başarıyı artırmada, kavramsal değişimi sağlamada, kalıcılığa, kavramsal anlamaya ve kavram yanılgısının giderilmesinde çoğunlukla olumlu etki yaptığı, tutumu, motivasyonu, ilgiyi arttırdığı, bilimsel süreç becerilerini geliştirdiği, ayrıca günlük yaşamla ilişkilendirme, problem çözme, sorgulayıcı öğrenme, yaratıcılık, fen kavramları ile bağlamları ilişkilendirebilmede, fene yönelik öz yeterlilik inançlarına ve 21. yüzyıl becerilerine olumlu etki yaptığı gibi faydalarının olduğu görülür (Acar & Yaman, 2011;Aktaş, 2013;Çelebi, 2021;Deniş Çeliker & Kara, 2020;Demircioğlu vd., 2019;Gül vd., 2016;Kabuklu & Kurnaz, 2019;Kirman Bilgin, 2015;Rusçuklu, 2017;Yıldırım, 2018). Bilimsel bilgideki aşırı artış ve müfredatın gerçek yaşamdan izole edilerek sunulması, öğrencilerde ilgi eksikliği meydana getirmiş ve motivasyon düzeyinin düşük olmasına neden olmuştur.…”