Effect of the Learning in Stations Technique on 7th Grade Secondary School Students? Achievement on Science and Technology Course
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2012
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Bu çalışmada, İstasyonlarda Öğrenme Tekniğinin öğrencilerin Fen ve Teknoloji dersindeki başarılarına olan etkisi araştırılmıştır. Araştırmanın çalışma grubunu, 2010-2011 eğitim-öğretim yılı II. döneminde, Van ili merkez ilçesinde bulunan Vali Mithat Bey İlköğretim Okulu ile Bey Üzümü İlköğretim Okulunun 7. sınıflarında öğrenim gören toplam 79 öğrenci oluşturmaktadır.Araştırmada, deneysel desenin ön-test son-test kontrol gruplu modeli kullanılmıştır. Deney grubu (30 kişi), kontrol-1 grubu (24 kişi) ve kontrol-2 grubu (25 kişi) ders öğretmenleri tarafından tesadüfi olarak seçilmiştir.Uygulama sürecinde, kontrol grubu öğrencileriyle dersler öğretim programında (yapılandırmacı öğrenme) öngörülen etkinlikler yapılarak işlenirken, deney grubundaki öğrencilerle bu konular ?İstasyonlarda Öğrenme Tekniği? kullanılarak işlendi. Deney grubundaki öğrenciler, 3-4 kişiden oluşan 8 özdeş gruba ayrıldı. Bu gruplar hazırlanan 11 öğrenme istasyonunda, öğretmen (araştırmacı) rehberliğinde, haftada 4 ders saati ile 2 hafta boyunca, 15-20 dakikalık sürelerde dönüşümlü olarak çalışmışlardır.Bu çalışmada öğrenci başarılarındaki değişmeleri ölçmek için ?Işık? ünitesinin ?Işığın Soğurulması?, ?Beyaz Işık Gerçekten Beyaz Mıdır? ve ?Işığın Kırılması? konuları ile ilgili çoktan seçmeli 23 sorudan oluşan ?Işık Başarı Testi? geliştirildi. Geliştirilen ?Işık Başarı Testi? tüm gruplara ön-test ve son-test olarak uygulandı. Ayrıca ?Işık Başarı Testi?, deney grubuna son testten 6 hafta sonra da hatırda tutma testi olarak yeniden uygulanmıştır.Araştırmada, ?Işık Başarı Testi?ne ek olarak; öğrencilerin istasyon merkezlerindeki çalışma sürecinde performanslarını gözlemlemek için 4'lü Likert tipi tamamı olumlu 10 maddeden oluşan ?İstasyon Gözlem Formu? ve öğrencilerin istasyon merkezlerindeki çalışmalarla ilgili görüşlerini almak için 13 sorudan oluşan ?İstasyon Tekniği Görüşme Formu? olmak üzere iki ölçme aracı daha kullanıldı.Çalışma sonunda, grupların başarıları karşılaştırıldığında, deney grubundaki öğrencilerin kontrol gruplarındaki öğrencilere oranla başarılarını daha fazla arttırdığı gözlenmiştir (P<0.05). Bu sonuç ?İstasyonlarda Öğrenme Tekniği?nin öğrenci başarılarını arttırmada normal müfredata oranla daha fazla katkı yaptığı şeklinde yorumlanmıştır. Ayrıca, deney grubunun son-test ve hatırda tutma testi karşılaştırıldığında, her iki test arasında istatistiksel açıdan anlamlı bir fark görülmemiştir (P>0.05). Bu durum, İstasyonlarda Öğrenme Tekniğinin kalıcı öğrenmeyi sağladığı şeklinde yorumlanmıştır.Gözlem formundaki tüm maddeler için, öğrencilerin deneysel süreç içerisinde gösterdikleri davranışsal becerilerin yüksek düzeylerde olduğu, kullanılan tekniğin gözlem formundaki maddelere verilen cevaplar bazında öğrenci davranışlarına olumlu katkılar sağladığı söylenebilir. ?İstasyon Tekniği Görüşme Formu? ile öğrencilerin % 93'ünden elde edilen veriler analiz edildiğinde, öğrencilerin bu tekniği sevdikleri, bu teknik ile çalışmaktan zevk aldıkları, İstasyonlarda Öğrenme Tekniğinin Fen ve Teknoloji öğretiminde faydalı bir teknik olduğu ve bu tekniğin diğer derslerde de kullanılmasının faydalı olacağı sonucuna varılmıştır.Ayrıca, bu çalışmada, deneysel çalışmalarda iç geçerliliği tehdit eden en önemli etkenlerden olan John Henry ve Hawthorne etkileri kontrol altına alınmaya çalışılmıştır.Anahtar Kelimeler: İstasyonlarda Öğrenme Tekniği, Fen ve Teknoloji, Işık.
In this study, effect of the Learning in Stations Technique on students? achievement on science and technology course was examined. Sample of the study was consisted of 79 students who educated at 7th grade of the Vali Mithat Bey Primary School and Bey Üzümü Primary School in province of Van in 2010-2011 academic years.In the study, experimental model named as pre-test post-test and control group was used. Sample of experimental group (30 students), control-1 group (24 students) and control-2 group (25 students) was selected randomly by course teachers.At the application process, While the courses of the control groups were being processed with activities according to usual curriculum (constructivist learning), at experiment group, courses were processed with the help of ?The Learning in Stations Technique?. Students in experimental group were divided into 8 identical subgroups which was consisted of 3-4 students. These groups had worked the courses in 11 learning stations in 15-20 minute periods of time in rotation during two weeks and 4 hours per week with guidance of researcher.An achievement test named as ?Light Achievement Test? consist of 23 multiple-chosen questions was developed to measure changing of students achievements on subject of ?Absorption of Light?, ?White Light Is Really White?? and ?Broken of the Light? based on unit of ?The Light?. The Light Achievement Test was applied to all groups as pre and post-test. Furthermore, this test was applied to experimental group as reminding test later six weeks after post-test again.In the study, in addition to ?The Light Achievement Test? other two measurement tools-an ?Observation Form of Station? which was consisted of 10 positive and 4 alternatives, likert type questions to observe performance of students when they worked in stations and a ?Conversation Form of Station Technique? which was consisted of 13 questions to take opinions of students on working in stations - were applied to students.When achievement of groups were compared at the end of the study, it is observed that experimental group students had increased their achievements more than control groups (P<0.05). This result was evaluated that ?The Learning in Stations Technique? had greater contribution to enhance students? achievement than usual curriculum. Furthermore, when post-test and reminding test of the experimental group was compared, no significant differences was found between this two tests (P>0.05). This situation was evaluated that ?The Learning in Stations Technique? had provided permanent learning.For whole questions in ?Observation Form?, it could be said that students? behavioral skills was high and used technique had positive contribution on students? behaviors based on given answers to questions of ?Observation Form?.When analyzing of the data gathered by ?Conversation Form of Station Technique? from 93 per cent of students, it was concluded that students liked this technique, they pleasured to working with this technique, ?The Learning in Stations Technique? had positive contribution on instruction of Science and Technology, and this technique should be used on other courses.In addition to these, in this study, the John Henry Effect and Hawthorne Effect which is the most important factors and threatening the internal validity of experimental studies was tried to be taken under control.Key Words: The Learning in Stations Technique, Science and Technology, The Light.
In this study, effect of the Learning in Stations Technique on students? achievement on science and technology course was examined. Sample of the study was consisted of 79 students who educated at 7th grade of the Vali Mithat Bey Primary School and Bey Üzümü Primary School in province of Van in 2010-2011 academic years.In the study, experimental model named as pre-test post-test and control group was used. Sample of experimental group (30 students), control-1 group (24 students) and control-2 group (25 students) was selected randomly by course teachers.At the application process, While the courses of the control groups were being processed with activities according to usual curriculum (constructivist learning), at experiment group, courses were processed with the help of ?The Learning in Stations Technique?. Students in experimental group were divided into 8 identical subgroups which was consisted of 3-4 students. These groups had worked the courses in 11 learning stations in 15-20 minute periods of time in rotation during two weeks and 4 hours per week with guidance of researcher.An achievement test named as ?Light Achievement Test? consist of 23 multiple-chosen questions was developed to measure changing of students achievements on subject of ?Absorption of Light?, ?White Light Is Really White?? and ?Broken of the Light? based on unit of ?The Light?. The Light Achievement Test was applied to all groups as pre and post-test. Furthermore, this test was applied to experimental group as reminding test later six weeks after post-test again.In the study, in addition to ?The Light Achievement Test? other two measurement tools-an ?Observation Form of Station? which was consisted of 10 positive and 4 alternatives, likert type questions to observe performance of students when they worked in stations and a ?Conversation Form of Station Technique? which was consisted of 13 questions to take opinions of students on working in stations - were applied to students.When achievement of groups were compared at the end of the study, it is observed that experimental group students had increased their achievements more than control groups (P<0.05). This result was evaluated that ?The Learning in Stations Technique? had greater contribution to enhance students? achievement than usual curriculum. Furthermore, when post-test and reminding test of the experimental group was compared, no significant differences was found between this two tests (P>0.05). This situation was evaluated that ?The Learning in Stations Technique? had provided permanent learning.For whole questions in ?Observation Form?, it could be said that students? behavioral skills was high and used technique had positive contribution on students? behaviors based on given answers to questions of ?Observation Form?.When analyzing of the data gathered by ?Conversation Form of Station Technique? from 93 per cent of students, it was concluded that students liked this technique, they pleasured to working with this technique, ?The Learning in Stations Technique? had positive contribution on instruction of Science and Technology, and this technique should be used on other courses.In addition to these, in this study, the John Henry Effect and Hawthorne Effect which is the most important factors and threatening the internal validity of experimental studies was tried to be taken under control.Key Words: The Learning in Stations Technique, Science and Technology, The Light.
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Eğitim ve Öğretim, Education and Training
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222