Sosyal Bi̇lgi̇ler Dersi̇nde Alternati̇f Bi̇r Model Kullanmak: Harezmi̇ Eği̇ti̇m Modeli̇

Abstract

The Harezmi education model is a teaching model that was designed to equip students with various types of skills about various subjects or problem situations in an interdisciplinary manner. The research examined the students’ views and the effects of using the Harezmi Education Model for teaching the social studies course on the students in terms of academic achievement, permanent learning, meta-cognitive awareness. The research was carried out using the diversification of (parallel-convergent design) mixed methods. The quantitative dimension of the research was conducted using a quasi-experimental pre-test/post-test control group design. Qualitative research was carried out with case study using a holistic single case design. The study group consists of a total of 54 students studying in the seventh grade of secondary school. Quantitative research data were collected with an Academic Achievement Test and the Junior Meta cognitive Awareness Inventory (Jr.MAI). Qualitative data were collected with student interview forms, self-evaluation forms and Harezmi student activity diaries. Mann Whitney U test, Wilcoxon signed-rank test and Friedman test statistics were used for the analysis of quantitative data. Qualitative data were analyzed using descriptive and content analysis techniques. As a result of the analysis, tables were prepared, and statistical information and some student opinions were presented. It was concluded that using the Harezmi Education Model for the purpose of teaching the social studies course had a significant positive effect on the academic achievement and meta cognitive awareness of the students. However no statistically significant effect of the Harezmi Education Model could be determined on permanent learning. The students described the social studies lessons taught using the Harezmi Education Model as catchy, entertaining, surprising, and useful. In line with the results, suggestions were presented about the dissemination of the Harezmi Education Model and the implementation of the model on different courses.

The Effect of the Harezmi Education Model on Secondary School Students’ Science Academic Achievement

“…Although there are no studies on science lesson in the literature, studies indicate that they improve student achievement in social studies courses (Tokmak, 2022). Tokmak et al (2022) found a significant difference in their students' algorithm subdimension scores because of their study titled "the effect of the HEM on the cognitive thinking skills of secondary school students."…”

“…In the study Arslan-Namli and Aybek (2022) conducted with 5thgrade students in the context of the effect of block-based programming, the achievement of computational thinking skills, self-efficacy, and computer science teaching activities without computers in academic subjects is similar to this study in which HEM designed science teaching was carried out. Tokmak et al (2023), in their research titled using an alternative model in the social studies course: Harezmi Education Model, found that the HEM used in teaching the social studies course had a significant and positive effect on the academic achievement of 7th-grade students. In their research, Yavuz et al (2019b) found that students' creativity scores increased within the scope of the HEM.…”

“…As a result of the review of the literature, it was seen that the number of studies on the application of HEM is limited. Examining the opinions of 3rd-grade primary school students and their parents regarding HEM (Çimşir et al, 2022); the effect of HEM on the creativity skills of gifted students (Yavuz et al, 2019b); determining students' metaphorical perceptions towards HEM (Ceylan et al, 2020); determining the opinions of teachers who apply HEM about the model (Seçer, 2021); application of HEM in social studies course (Tokmak, 2022); analysis of HEM, which is in the pilot implementation process in Türkiye, in line with the opinions of field experts (Koçoğlu, 2018); studies have been found in the literature, such as the effect of HEM on the cognitive thinking skills of secondary school students (Tokmak et al, 2022); the effect of HEM on the development of problem solving skills of secondary school students (Tokmak, 2023).…”

Harezmi Eğitim Modelinin Problem Çözme Becerisinin Geliştirilmesine Etkisi

“…Beş temel zemin ya da kök üzerine dizayn edilen HEM; bir konuya ilişkin problem çözme süreçlerinde bilgi işlemsel düşünme becerilerinin kullanılması, öğretim ortamı ve süreçlerinde programlama araçlarının kullanılması, problem çözme süreçlerinde disiplinlerarası yaklaşım dikkate alınarak farklı disiplin alanlarının ortak olarak hareket etmesi, robotik ve oyun tasarımı ile bireysel yapılandırma ve anlamlı öğrenmenin sağlanması, diğer bilimler ile sosyal bilimlerin bir araya getirilerek bütünleştirilmesi süreçlerini içerisinde barındıran bir eğitim modelidir. Modele Ebû Ca'fer Muhammed bin Mûsâ el-Hârizmî'nin isminin verilmesinde ise; Harezmi'nin sistematik, disiplinlerarası düşünme şekli, algoritmik düşünme yapısı ve modelin öğrencilere kazandırmaya çalıştığı beceriler ile Harezmi'nin bu bağlamda benzeşen özelliklerinin etkili olduğu söylenebilir (Koçoğlu, 2018;Seçer, 2021;Tokmak, Yılmaz & Şeker, 2023).…”