The Effect of Out-Of Learning Environments on the Academic Achievement and Environmental Awareness of Secondary School 5th Grade Students: Human and Environment Unit
Abstract
Bu çalışmada ortaokul 5. sınıf fen bilimleri dersi müfredatında Bulu nan İnsan ve Çevre ünitesi ile ilgili kazanımların okul dışı öğrenme ortamları ile işlenerek öğrencilerin akademik başarı ve çevre farkındalığı üzerine olan etkisini incelemek amaçlanmıştır. Bu doğrultuda öğrenci ve veli görüşleri alınarak sürece olan yansımaları tespit edilmeye çalışılmış ve ileriye dönük önerilerde bulunulması hedeflenmiştir. Bu amaç doğrultusunda fen bilimleri dersi kazanımları dört hafta boyunca okul dışı öğrenme ortamlarında işlenmiş, beşinci ve altıncı haftada ise öğrencilere açık uçlu sorular uygulanmış, sınıf içi etkinlikler gerçekleştirilmiş ve velilerle görüşmeler yapılmıştır. Çalışmada nitel ağırlıklı karma yöntem kullanılmıştır. Araştırmanın çalışma grubunu 2023-2024 eğitim öğretim yılında Bitlis ili Tatvan ilçesinde yer alan devlet ortaokulunda öğrenim gören 5. sınıf öğrencileri ve velileri oluşturmaktadır. Çalışmanın verileri çevre başarı testi (ÇBT), öğrenci açık uçlu soruları, çevre farkındalığı açık uçlu soruları ve veli görüşme soruları ile toplanmıştır. Çalışma soruları hazırlanırken uzman görüşünden yararlanılmıştır. Çalışmadaki nicel veriler SPSS-27 programı kullanılarak analiz edilmiştir. Ön test-son test analizinde non-parametrik Wilcoxon İşaretli Sıralar analizi uygulanmıştır. Çalışmanın nitel verileri ise içerik analiz yöntemi ile analiz edilmiştir. Öğrencilerin okul dışı öğrenme ortamlarına dair izlenimleri ve düşünceleri ifade edilmiş, aynı zamanda velilerin okul dışı öğrenme ortamlarına yönelik düşünceleri, öğrenciler üzerindeki değişimleri velilerden dinlenerek hazırlanan görüşme formu ile belirlenmeye çalışılmıştır. Görüşmeler ses kayıt cihazı ile alınmış ve kâğıda geçirilmiştir. Son olarak gerekli kod ve temalar oluşturularak değerlendirmeler yapılmıştır. Wilcoxon İşaretli Sıralar testi sonuçlarına göre çevre başarı testinin ön test ve son test puanları istatistiksel olarak anlamlı bir şekilde farklılık göstermiştir (p=,000<0,05). Son Test Puanı, Ön Test Puanından anlamlı bir şekilde farklı ve yüksek bulunmuştur. Bu nedenle okul dışı öğrenme etkinliklerinin öğrencilerin fen başarısı üzerinde olumlu yönde katkı sağladığı söylenebilir. Bununla birlikte nitel analiz verileri incelendiğinde öğrencilerde çevre farkındalığı ve çevre bilincinin oluştuğu, sürece etkin bir şekilde katıldıkları, dersi eğlenceli buldukları, ilk elden deneyim edindikleri, fen dersini daha çok sevmeye başladıkları, derse olan ilgi ve motivasyonlarında artış olduğu sonucuna ulaşılmıştır. Ayrıca veli görüşlerinden okul dışı öğrenme ortamlarının, öğrencilerin öz güvenlerinde bir artış meydana getirdiğini, çevre bilinci oluşturduğunu, duyarlılık kazandıklarını, çevreye olan meraklarında bir artış olduğunu, somut öğrenmeler sunarak kalıcılığı arttırdığını, sorumluluk duygusu kazandırdığını, sosyalleşme becerilerini geliştirdiği ve faydalı bulduklarını ifade etmişlerdir. Bu doğrultuda hem veli görüşlerinden hem de öğrenci cevaplarından okul dışı öğrenme ortamlarının öğrenci üzerinde olumlu anlamda yansımaları olduğu tespit edilmiştir.
This study aims to examine the effects of the Human and Environment unit in the 5th grade middle school science course curriculum on students' academic success and environmental awareness by processing them in out-of-school learning environments. It was aimed to make recommendations for the future and determine their reflections on the process by obtaining the opinions of the students and parents. For this purpose, the science course outcomes were processed in out-of-school learning environments for four weeks, open-ended questions were applied to students, in the fifth and sixth weeks, in-class activities were carried out, and interviews were conducted with parents. A mixed method with a qualitative emphasis was used in the study. The study group consisted of 5th grade students studying in a state secondary school in Tatvan district of Bitlis province and their parents in the 2023-2024 academic year. The data of the study were collected with environmental achievement test (ÇBT), student open-ended questions, environmental awareness open-ended questions, and parent interview questions. Expert opinion was used while preparing the study questions. The quantitative data in the study were analyzed using the SPSS-27 program. In the pre-test-post-test analysis, non-parametric wilcoxon signed ranks analysis was applied. The qualitative data of the study were analyzed with the content analysis method. The students' impressions and thoughts about the out-of-school learning environments were expressed, and at the same time, the parents' thoughts about the out-of-school learning environments and the changes on the students were tried to be determined with the interview form prepared by listening to the parents. The interviews were recorded with a voice recorder and written down. Finally, the necessary codes and themes were created, and evaluations were made. According to the Wilcoxon Signed Ranks test results, the pre-test and post-test scores of the environmental achievement test showed a statistically significant difference (p=,000<0,05). The Post-Test Score was found to be significantly different and higher than the Pre-Test Score. Therefore, it can be said that out-of-school learning activities contributed positively to the students' science achievement. However, when the qualitative analysis data were examined, it was concluded that environmental awareness and consciousness were formed in the students, they actively participated in the process, they found the lesson fun, they gained direct experience, they started to like the science lesson more, and their interest and motivation in the lesson increased. In addition, according to the parents' opinions, they stated that out-of-school learning environments increased the students' self-confidence, created environmental awareness, gained sensitivity, there was an increase in their curiosity about the environment, increased permanence by providing concrete learning, provided a sense of responsibility, developed socialization skills and found them useful. In this direction, it was determined from both the parents' opinions and the student responses that out-of-school learning environments had positive reflections on the students.
This study aims to examine the effects of the Human and Environment unit in the 5th grade middle school science course curriculum on students' academic success and environmental awareness by processing them in out-of-school learning environments. It was aimed to make recommendations for the future and determine their reflections on the process by obtaining the opinions of the students and parents. For this purpose, the science course outcomes were processed in out-of-school learning environments for four weeks, open-ended questions were applied to students, in the fifth and sixth weeks, in-class activities were carried out, and interviews were conducted with parents. A mixed method with a qualitative emphasis was used in the study. The study group consisted of 5th grade students studying in a state secondary school in Tatvan district of Bitlis province and their parents in the 2023-2024 academic year. The data of the study were collected with environmental achievement test (ÇBT), student open-ended questions, environmental awareness open-ended questions, and parent interview questions. Expert opinion was used while preparing the study questions. The quantitative data in the study were analyzed using the SPSS-27 program. In the pre-test-post-test analysis, non-parametric wilcoxon signed ranks analysis was applied. The qualitative data of the study were analyzed with the content analysis method. The students' impressions and thoughts about the out-of-school learning environments were expressed, and at the same time, the parents' thoughts about the out-of-school learning environments and the changes on the students were tried to be determined with the interview form prepared by listening to the parents. The interviews were recorded with a voice recorder and written down. Finally, the necessary codes and themes were created, and evaluations were made. According to the Wilcoxon Signed Ranks test results, the pre-test and post-test scores of the environmental achievement test showed a statistically significant difference (p=,000<0,05). The Post-Test Score was found to be significantly different and higher than the Pre-Test Score. Therefore, it can be said that out-of-school learning activities contributed positively to the students' science achievement. However, when the qualitative analysis data were examined, it was concluded that environmental awareness and consciousness were formed in the students, they actively participated in the process, they found the lesson fun, they gained direct experience, they started to like the science lesson more, and their interest and motivation in the lesson increased. In addition, according to the parents' opinions, they stated that out-of-school learning environments increased the students' self-confidence, created environmental awareness, gained sensitivity, there was an increase in their curiosity about the environment, increased permanence by providing concrete learning, provided a sense of responsibility, developed socialization skills and found them useful. In this direction, it was determined from both the parents' opinions and the student responses that out-of-school learning environments had positive reflections on the students.
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Keywords
Eğitim ve Öğretim, Education and Training
Turkish CoHE Thesis Center URL
WoS Q
Scopus Q
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Issue
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224