İlkokul 4. Sınıf Fen Bilimleri Dersinde Argümantasyona Dayalı Öğretimin Öğrencilerin Eleştirel Düşünme Becerilerine Etkisi
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Tarih
2019
Yazarlar
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Cilt Başlığı
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, argümantasyona dayalı öğretimin ilkokul 4. sınıf öğrencilerinin eleştirel düşünme becerilerine etkisinin araştırılması amaçlanmıştır Ön test/son test eşitlenmemiş kontrol gruplu yarı deneysel model olarak tasarlanan araştırmanın çalışma grubunu 2017-2018 eğitim öğretim yılında Mardin İli Savur İlçesine bağlı Pınardere İlkokulu’nda öğrenim gören iki farklı şubeden toplam 40 öğrenci oluşturmaktadır. Araştırmada gruplardan birini kontrol grubu, diğerini ise argümantasyona dayalı derslerin
işlendiği deney grubu oluşturmuştur. Öğrencilerin eleştirel düşünme becerilerini ölçmek amacıyla veri toplama aracı olarak; Görücü (2014) tarafından geliştirilen 17 maddeden oluşan Eleştirel Düşünme Ölçeği ön test ve son test olarak uygulanmıştır. Elde edilen veriler SPSS 22.0 istatistik programı kullanılarak analiz edilmiş ve grupların ön ve son test sonuçları arasında anlamlı bir farklılığın olup olmadığını belirlemek için Mann Whitney U testi ile grup içinde testlerin karşılaştırılması için Wilcoxon işaretli
sıralar testi kullanılmıştır. Sonuçlar p=0,05 anlamlılık düzeyinde değerlendirilmiştir. Araştırma sonuçları incelendiğinde deney ve kontrol grubundan elde edilen ön test ortalamalarında gruplar arasında eleştirel düşünme becerileri bakımından birbirine denk iken son test sonuçlarına göre deney grubu lehine anlamlı bir farkın oluştuğu sonucuna varılmıştır. Bu sonuçlara göre, argümantasyona dayalı öğretimin ilkokul 4. sınıf seviyesinde öğrencilerin eleştirel düşünme becerilerine anlamlı düzeyde olumlu etki oluşturduğu görülmektedir.
The research aims to investigate the effect of argumentation-based teaching on the critical thinking skills of elementary school 4th grade students. Designed as an experimental model, the study group constitutes 40 students from two different branches of the Pınardere Primary School in Savur district of Mardin province in the academic year 2017-2018. The study group consisted of the control group in which subjects were taught according to traditional teaching activities and the experimental group in which courses were taught in accordance with argumentation-based teaching methodology. As a means of collecting data to measure students' critical thinking skills; The Critical Thinking Scale (17 items) developed by Görücü (2014) was applied as pre-test and post-test. The obtained data were analyzed using the SPSS 22.0 statistical program and the Mann Whitney U test was used to determine whether there was a significant difference between the pre-test and post-test results of the groups and the Wilcoxon signed rank test was used to compare the test results within the group. The results were evaluated at p = 0.05 significance level. When the results of the research were examined, it was concluded that the pre-test averages obtained from the experiment and control groups were equal in terms of critical thinking skills among the groups, but that there was a meaningful difference in favor of the experiment group according to the final test results. When the results of the research were examined, it was concluded that the pre-test averages obtained from the experiment and control groups were equal to each other in terms of critical thinking skills, while there was a significant difference in favor of the experiment group according to the final test results. As a result, it is observed that argumentation-based instruction has positive impact at a significant level on the 4th grade elementary school students' critical thinking skills.
The research aims to investigate the effect of argumentation-based teaching on the critical thinking skills of elementary school 4th grade students. Designed as an experimental model, the study group constitutes 40 students from two different branches of the Pınardere Primary School in Savur district of Mardin province in the academic year 2017-2018. The study group consisted of the control group in which subjects were taught according to traditional teaching activities and the experimental group in which courses were taught in accordance with argumentation-based teaching methodology. As a means of collecting data to measure students' critical thinking skills; The Critical Thinking Scale (17 items) developed by Görücü (2014) was applied as pre-test and post-test. The obtained data were analyzed using the SPSS 22.0 statistical program and the Mann Whitney U test was used to determine whether there was a significant difference between the pre-test and post-test results of the groups and the Wilcoxon signed rank test was used to compare the test results within the group. The results were evaluated at p = 0.05 significance level. When the results of the research were examined, it was concluded that the pre-test averages obtained from the experiment and control groups were equal in terms of critical thinking skills among the groups, but that there was a meaningful difference in favor of the experiment group according to the final test results. When the results of the research were examined, it was concluded that the pre-test averages obtained from the experiment and control groups were equal to each other in terms of critical thinking skills, while there was a significant difference in favor of the experiment group according to the final test results. As a result, it is observed that argumentation-based instruction has positive impact at a significant level on the 4th grade elementary school students' critical thinking skills.
Açıklama
Anahtar Kelimeler
Argumentation, Critical thinking, Science education, Argümantasyon, Eleştirel düşünme, Fen eğitimi
Kaynak
SOCIAL SCIENCES STUDIES JOURNAL (SSSJournal)
WoS Q Değeri
Scopus Q Değeri
Cilt
5
Sayı
30
Künye
Büyükalan Filiz, S. & Işıker, Y. (2019). “İlkokul 4. Sınıf Fen Bilimleri Dersinde Argümantasyona Dayalı Öğretimin Öğrencilerin Eleştirel Düşünme Becerilerine Etkisi”, International Social Sciences Studies Journal, 5(30): 546-556.
