Ortaokul Öğrencilerinin Bilimsel Sorgulama Görüşleri: Cinsiyet, Sınıf Düzeyi ve Okul Türü Değişkenlerinin İncelenmesi

Doğan, Nihal; Tosunoğlu, Çiğdem Han; Özer, Ferah; Akkan, Banu

doi:10.9779/pauefd.515080

Cited by 11 publications

(5 citation statements)

References 30 publications

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“…Further, they are inadequate to develop students' scientific understanding and research skills. Similar findings have been reported in other studies (Doğan et al, 2020;Et, 2023;Karaaslan & Ayaş, 2017;Lederman et al, 2014;Schwartz et al, 2004), which have concluded that many concepts such as scientific thinking, hypothesizing, and generating scientific knowledge are not adequately taught. Therefore, the number of activities in science textbooks should be increased and these activities should be designed to support the development of students' scientific understanding and encourage them to conduct research.…”

Section: Discussionsupporting

confidence: 90%

Fen Bilimleri Ders Kitabı Etkinliklerinin Ortaokul Öğrencilerinde Bütüncül Yaklaşımı Sağlayan Bilimsel Anlayışı Kazandırması Açısından İncelenmesi

Atun,

Aktan

2024

YED

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Fen Bilimleri dersinde öğrencilerin bilimsel araştırmanın mantığını ve önemini kavraması, bütüncül yaklaşım kazanmalarının ön koşullarından biridir. Öğretim programı içerisinde bu açıdan öğrencilerin bilgi ve becerilerini destekleyici etkinliklerin yer alması beklenmektedir. Bu çalışmada, 5-8’inci Sınıf Fen Bilimleri dersi kapsamında okutulan ders kitaplarında yer alan etkinliklerin, bütüncül yaklaşım açısından öğrencilerde bilimsel anlayış kazandırmasına yönelik değerlendirilmesi amaçlanmıştır. Araştırma, nitel araştırma yöntemlerinden içerik analizi yöntemi uygulanarak yapılmıştır. Araştırma sonucunda, incelenen ortaokul Fen Bilimleri ders kitaplarında bulunan etkinliklerin öğrencilerde bilimsel anlayışı geliştirme ve bilimsel araştırma düşüncesini kazandırma yönünden yetersiz olduğu görülmüştür. Mevcut etkinlikler genellikle kazanım hedeflerine yönelik basit uygulamalar olarak ders kitaplarında yer almaktadır. Etkinliklerde gözlenen bilim algısı genellikle bir düşünce biçimi olarak değil, daha çok belirli adımların izlendiği uygulamalar olarak yer almaktadır. Fen Bilimleri ders kitaplarında yer alan etkinliklerin sayısının artması, güncel ve daha zengin hale getirilerek öğrencileri araştırmaya teşvik edici ve bilimsel anlayışlarının gelişimini destekleyici yapıda hazırlanması gerekir.

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Section: Discussionsupporting

confidence: 90%

Fen Bilimleri Ders Kitabı Etkinliklerinin Ortaokul Öğrencilerinde Bütüncül Yaklaşımı Sağlayan Bilimsel Anlayışı Kazandırması Açısından İncelenmesi

Atun,

Aktan

2024

YED

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“…According to the results, there was a significant difference between 5th and 6th grades and the 7th and 8th grades in favor of 5th and 6th grades in terms of grade variable (p<.05), the inquiry skills decreased as the grade level increased was observed. In line with the results of this research, Doğan et al (2020), İnel Ekici (2017 and Martin (2003) reported that students' inquiry skills and perception skills decreased as they moved up to the higher classes. The high level of inquiry skills at the 5th grade may be due to the more advanced curiosity of the students.…”

Section: Extended Abstractsupporting

confidence: 84%

“…Bu meraklarını ve sorgulamalarını ilerleyen yaşlarda kaybetmemeleri önemlidir. Ancak yapılan çalışmalarda öğrencilerin yaş ilerledikçe daha az merak ettikleri ve daha az sorguladıkları ifade edilmektedir (Doğan, Han Tosunoğlu, Özer & Akkan, 2020;İnel Ekici, 2017;Martin, 2003). Uluslararası sınavlarda başarılı olan ülkelerin genellikle sorgulama becerilerini geliştirmeye daha çok dikkat eden ve gündelik hayatla bilimi ilişkilendiren öğretim programlarına sahip ülkeler oldukları görülmüştür (Firman, Ertikanto & Abdurrahman, 2018).…”

Section: Introductionunclassified

Ortaokul Öğrencilerinin Sorgulama Becerilerinin Değerlendirilmesi

Okumuş

Yetkil

2020

Bayburt Eğitim Fakültesi Dergisi

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The aim of this study is examining secondary school students' inquiry skills according to grade level and gender variable. Survey method was used. The sample was 298 secondary school students. Data collected via the Scale of Inquiry Skills (SIS). The SIS consists of three sub-factors: "obtaining information", "controlling information" and "self-confidence". The reliability of the SIS was α=0.80 in this study. For analyses data, Independent Sample t-Test, one way ANOVA, Mann Whitney U Test and Kruskall Wallis Test were done. There was a significant difference between 5th and 6th grades and the 7th and 8th grades in favor of 5th and 6th grades in terms of grade variable (p<0.05), the inquiry skills decreased as the grade level increased was observed. There was no significant difference in terms of gender in terms of grades and generally (p>0.05).

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“…It can be said that the results of the studies conducted with middle-schoolers (Işık, 2011;Katrancı & Şengül, 2020;Okumuş & Yetkil, 2020) are in parallel with the result of this study regarding the decrease in inquiry learning skills as the grade level increases. Doğan et al (2020) stated in their study that the development of understanding toward scientific inquiry starts in primary school years. In this direction, it can be said that the fact that there is no difference according to grade level shows that the education given to students in middle schools does not contribute to their inquiry learning skills.…”

Section: Resultsmentioning

confidence: 99%

Examination of Inquiry Learning Skills toward Geometry in terms of Various Variables

Kedikli,

Katrancı

2024

Kastamonu Education Journal

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Purpose: Questioning, discovering, generalizing, verifying, and disproving are fundamental aspects of geometry teaching. As seen, the inquiry is at the geometry’s core. According to this, inquiry learning toward geometry is a student-centered learning process that allows the student to construct geometric information and to create permanent learning by actively using inquiring skills such as hypothesizing, proving, and disproving in the geometry learning process. To see this process in detail, the purpose of this study is to examine middle-schoolers’ levels of inquiry learning skills toward geometry, as well as their relationship to various variables. Design/Methodology/Approach: In the survey model, 312 middle school students participated in the study. Data were collected using the Inquiry Learning Skills Scale for Geometry and Demographic Information Form. Findings: It has been determined that middle-schoolers have a high level of inquiry learning skills toward geometry. As a result, inquiry learning skills toward geometry were found to significantly differ by gender, father’s educational status, year-end achievement score, asking questions, using materials in the lesson, and associating geometry with daily life. However, there was no significant difference between these skills and the grade level and mother’s education status. Highlights: By using concrete abstract materials or models related to daily life in lessons, teachers can attract students’ interest, arouse curiosity in students, and encourage students to use and develop their inquiry learning skills. In addition to educational activities at school, parents can contribute to the development of certain skills such as observation and questioning by creating opportunities for their children to participate in scientific activities at home or in their social environment and exposing them to different stimuli.

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Ortaokul Öğrencilerinin Bilimsel Sorgulama Görüşleri: Cinsiyet, Sınıf Düzeyi ve Okul Türü Değişkenlerinin İncelenmesi

Cited by 11 publications

References 30 publications

Fen Bilimleri Ders Kitabı Etkinliklerinin Ortaokul Öğrencilerinde Bütüncül Yaklaşımı Sağlayan Bilimsel Anlayışı Kazandırması Açısından İncelenmesi

Fen Bilimleri Ders Kitabı Etkinliklerinin Ortaokul Öğrencilerinde Bütüncül Yaklaşımı Sağlayan Bilimsel Anlayışı Kazandırması Açısından İncelenmesi

Ortaokul Öğrencilerinin Sorgulama Becerilerinin Değerlendirilmesi

Examination of Inquiry Learning Skills toward Geometry in terms of Various Variables

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