Çoklu zeka uygulamaları doğrultusunda işlenen cimnastik ve voleybol ünitelerinin öğrencilerin bilişsel ve devinişsel yönden gelişimlerine olan etkisi
Yükleniyor...
Dosyalar
Tarih
2005
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bolu İli Kıbrısçık İlçesinde bulunan bir İlköğretim Okulu’nun 7. sınıf öğrencileri üzerinde yürütülen ve 11 hafta süren bu çalışmanın amacı, Çoklu Zeka Uygulamaları doğrultusunda işlenen Beden Eğitimi ve Spor derslerinin (cimnastik ve voleybol üniteleri)klasik yönteme (komut yöntemi) kıyasla etkililiğini ortaya çıkarmaktır. Araştırmada deneysel modellerden deney kontrol gruplu öntest- sontest modeli kullanılmıştır. Bu amaçla, ilköğretim okulu 7. sınıf öğrencilerinden bir gruba (deney grubu) çoklu zeka kuramı uygulamaları ile hazırlanan program uygulanırken, diğer gruba (kontrol grubu) komut yöntemi ile hazırlanan program uygulanmıştır. Deney grubu; 9 kız 10 erkek olmak üzere toplam 19 kişiden oluşmaktadır. Kontrol grubu ise,11 kız ve 7 erkek olmak üzere toplam 18 kişiden oluşmaktadır. Deney gurubu yaş ortalaması 13+ 0.33, kontrol grubu yaş ortalaması ise, 13.33 + 0.59’dur. Her ünite başında ve sonunda bilişsel alan öğrenmelerini ölçmek amacıyla cimnastik ve voleybol başarı testleri, devinişsel becerileri ölçmek için ise seçilen ünitelere ait beceriler için geliştirilen gözlem formları kullanılmıştır. Elde edilen verilerin çözümlenmesinde betimsel istatistik, Mann- Whitney U ve Willcoxon testi kullanılmıştır. İstatistiksel sonuçlar kontrol ve deney gruplarının her ikisinin de, bilişsel ve devinişsel alanda kendi içinde anlamlı düzeyde gelişim gösterdiğini, kontrol ve deney gruplarının, bilişsel ve devinişsel alan erişim düzeyleri karşılaştırıldığında ise sadece cimnastik ünitesinin geriye takla becerisinde istatistiksel açıdan anlamlı (p<0.05) bir fark elde edildiğini, fakat bilişsel alan ve diğer becerilerde istatistiksel açıdan anlamlı bir fark olmadığını göstermiştir (p>0.05).
The purpose of this research is to compare the effectiveness of the physical education and sport lessons between multiple intelligence and traditional method. The data was collected in the seventh grade students in a primary school. Experimental model was used in this research. There were two groups: experimental and control. The experimental group participated in volleyball and gymnastic units by means of using multiple intelligence activities and the control group participated in the same units by means of traditional whole class teaching and style A (command style). The experimental group is made up of 9 girl and 10 boy and the control group is made up of 11 girl and 7 boy. The average age of experiment group was 13+ 0.33 and control group was 13.33+ 0.59. During the study, both groups were given a course which lasted 11 weeks. Volleyball achviement tests for cognitive behaviors in volleyball and gymnastics units and observation forms were used to measure the motor performances in volleyball and gymnastics units. These instruments were used and given to all the students both at the beginning of the each units (pre-test) and at the end of the each units (post-test). SPSS for Windows programme was used and descriptive statistics, Mann-Whitney U and Wilcoxon tests were used. The results showed that there was a significant improvement in both experiment and control group in cognitive and psychomotor domains. When the cognitive and psychomotor scores of experimental group and control group were compared, there was no significant difference between them except back somersault skill. This means that, multiple intelligence activities and traditional whole class teaching create the same effect on students’ cognitive and psycomotor domain.
The purpose of this research is to compare the effectiveness of the physical education and sport lessons between multiple intelligence and traditional method. The data was collected in the seventh grade students in a primary school. Experimental model was used in this research. There were two groups: experimental and control. The experimental group participated in volleyball and gymnastic units by means of using multiple intelligence activities and the control group participated in the same units by means of traditional whole class teaching and style A (command style). The experimental group is made up of 9 girl and 10 boy and the control group is made up of 11 girl and 7 boy. The average age of experiment group was 13+ 0.33 and control group was 13.33+ 0.59. During the study, both groups were given a course which lasted 11 weeks. Volleyball achviement tests for cognitive behaviors in volleyball and gymnastics units and observation forms were used to measure the motor performances in volleyball and gymnastics units. These instruments were used and given to all the students both at the beginning of the each units (pre-test) and at the end of the each units (post-test). SPSS for Windows programme was used and descriptive statistics, Mann-Whitney U and Wilcoxon tests were used. The results showed that there was a significant improvement in both experiment and control group in cognitive and psychomotor domains. When the cognitive and psychomotor scores of experimental group and control group were compared, there was no significant difference between them except back somersault skill. This means that, multiple intelligence activities and traditional whole class teaching create the same effect on students’ cognitive and psycomotor domain.
Açıklama
Anahtar Kelimeler
Çoklu Zeka Kuramı, Klasik Yöntem (Komut Yöntemi), Bilişsel Alan, Multiple Inteligence, Traditional Method (Command Method), Cognitive Domain, Psychomotor Domain
Kaynak
SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
3
Sayı
1