Sosyal bilgiler dersinde problem çözme yönteminin erişiye, kalıcılığa ve derse karşı tutuma etkisi
Küçük Resim Yok
Tarih
2004
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Bolu Abant İzzet Baysal Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
vıı ÖZET SOSYAL BİLGİLER DERSİNDE PROBLEM ÇÖZME YÖNTEMİNİN ÖĞRENCİLERİN ERİŞİSİNE, DERSE KARŞI TUTUMLARINA VE KALICILIĞA ETKİSİ Adnan ALTUN Yüksek Lisans: Sosyal Bilgiler Eğitimi Tez Danışmanları: Prof. Dr. Yaşar AKBIYDC Yard. Doç. Dr. Serap EMİR Haziran 2004, 282 + xx sayfa Bu çalışmanın amacı, İlköğretim 6. sınıf Sosyal Bilgiler dersi 'Türkiye Tarihi" ünitesinde Problem Çözme Yönteminin erişiye, kalıcılığa ve derse karşı tutuma etkisinin belirlemektir. Deneysel olarak yapılan bu araştırma, Bolu ili Merkez İlköğretim Okullarından Kültür İlköğretim Okulundan deney grubu (6/B sınıfı - 38 öğrenci) ve kontrol grubu (6/A sınıfı - 35 öğrenci) seçilerek toplan 73 öğrenciye uygulanmıştır. Deney ve kontrol grubu oluşturulurken; öğrencilerin cinsiyetleri, sayılan, grupların 5. smıf geçme notlarının ortalamaları, grupların beşinci sınıf Sosyal Bilgiler dersi yıl sonu not ortalamaları ve ön test sonuçlarına göre denklik sağlanmıştır. Araştırmada "Türkiye Tarihi" ünitesi, deney grubunda Problem Çözme Yöntemi ile işlenirken, kontrol grubunda ise tek yönlü iletişimin egemen olduğu öğretmen merkezli, genellikle anlatım yönteminin kullanıldığı geleneksel öğretim yapılmıştır.vm Araştırmada verileri toplamak amacıyla ünite ile ilgili olarak hazırlanan 13 bilgi, 1 1 kavrama, 4 uygulama, 2 analiz ve 7 sentez düzeyinde olmak üzere toplam 37 soruluk veri toplama aracı öğretimin başmda ve sonunda deneklere uygulanmıştır. Kalıcılığı ölçmek için aynı test uygulama bittikten 21 gün sonra tekrar uygulanmıştır. Veriler ortalama, standart sapma ve t-testi gibi istatistiksel yöntemler kullanılarak çözümlenmiştir. Araştırmada ulaşılan sonuçlar şöyle özetlenebilir: 1. Sosyal Bilgiler dersinde Problem Çözme Yöntemi ile öğretim yapılan grubun bilgi düzeyi erişi ve kalıcılık ile geleneksel öğretimin yapıldığı grubun bilgi düzeyi erişi ve kalıcılık ortalama puanlan arasında deney grubunun lehine anlamlı bir fork vardır. 2. Sosyal Bilgiler dersinde Problem Çözme Yöntemi ile öğretim yapılan grubun kavrama düzeyi erişi ve kalıcılık ile geleneksel öğretimin yapıldığı grubun kavrama düzeyi erişi ve kalıcılık ortalama puanları arasında deney grubunun lehine anlamlı bir fark vardır. 3. Sosyal Bilgiler dersinde Problem Çözme Yöntemi ile öğretim yapılan grubun uygulama düzeyi erişi ve kalıcılık ile geleneksel öğretimin yapıldığı grubunun uygulama düzeyi erişi ve kalıcılık ortalama puanlan arasında deney grubunun lehine anlamlı bir fark vardır. 4. Sosyal Bilgiler dersinde Problem Çözme Yöntemi ile öğretim yapılan grubun analiz düzeyi erişi ve kalıcılık ile geleneksel öğretimin yapıldığı grubun analiz düzeyi erişi ve kalıcılık ortalama arasında deney grubunun lehine anlamlı bir fark vardır. 5. Sosyal Bilgiler dersinde Problem Çözme Yöntemi ile öğretim yapılan grubun sentez düzeyi erişi ve kalıcılık ile geleneksel öğretimin yapıldığı grubunIX sentez düzeyi erişi ve kalıcılık ortalama puanlan arasında deney grubunun lehine anlamlı bir fark vardır. 6. Sosyal Bilgiler dersinde Problem Çözme Yöntemi ile öğretim yapılan grubun toplam erişi ve kalıcılık ile geleneksel öğretimin yapıldığı grubun toplam erişi ve kalıcılık ortalama puanlan arasında deney grubunun lehine anlamlı bir fark vardır. 7. Sosyal Bilgiler dersinde Problem Çözme Yöntemi ile öğretim yapılan grubun tutum ortalama puanı ile geleneksel öğretimin yapıldığı grubun tutum ortalama puanı arasında deney grubunun lehine anlamlı bir fark bulunmuştur. Anahtar Kelimeler: Problem Çözme Yöntemi, Keşfetme Süreci, Geleneksel Öğretim, Sosyal Bilgiler Eğitimi
m ABSTRACT THE EFFECTS OF PROBLEM SOLVING METHOD ON ACHTVEMENT, RETENTION AND STUDENTS' ATTITUDES TOWARDS THE LESSON IN THE COURSE OF SOCIAL SCIENCE Adnan ALTUN Master Thesis for Social Science Teaching Advisors: Prof. Dr. Yaşar AKBIYIK Assistant Prof. Dr. Serap EMİR June 2004, 282 + xx pages The aim of this study is to determine the effects of Problem Solving method on achievement, retention and students' attitudes toward the lessons in the unit of "History of Turkey" in the course of Social Science at the 6th grade of elementary school. This research based on experimental data has been carried out in Kültür Elementary school in the city center of Bolu District with totally 73 elementary school students consisting of (Class 6/B - n=38 students) as the first experimental group and (Class 6/A - N=35 students) as the control group Control and experimental groups were arranged in a way to distribute students evenly according to total number of students, their genders, the means of the passing scores of the groups at the 5th grade, the means of the scores of the groups in Social Science lesson at the 5* grade and their pre-test scores. The unit of "History of Turkey" wasIV covered in the experimental group according to the principles of problem solving method whereas the same unit was covered with traditional teaching methods in the control group, that are more teacher-centered and usually delivered in lecturing and where one way of communication prevails. The total of 37 questions were asked to subjects at the beginning and end of the experiment related to the covered unit in order to collect data for the study in varying numbers from Blooms' 6 level taxonomy; namely 13 questions from knowledge level, 11 question from comprehension level, 4 questions from application level, 2 questions from analysis level and 7 questions from synthesis levels. The same test was re-administered 21 days after the completion of the tests in order to measure the retention effect. Several descriptive statistics were calculated including mean scores, standard deviations, analysis of variance, t-test and other frequencies. The result of the study could be summarized as follows: 1. There was a significant difference between the experimental group, in which the course was administered in the problem solving method, and the control group, in which the course was administered in the traditional learning method, with respect to their level of knowledge and then- scores of achievement and retention in favor of the experimental group in the course of Social Science. 2. There was a significant difference between the experimental group, in which the course was administered in the problem solving method, and the control group, in which the course was administered in the traditional learning method, with respect to their level of comprehension and theirscores of achievement and retention in favor of the experimental group in the course of Social Science. 3. There was a significant difference between the experimental group, in which the course was administered in the problem solving method, and the control group, in which the course was administered in the traditional learning method, with respect to their level of application and their scores of achievement and retention in favor of the experimental group in the course of Social Science. 4. There was a significant difference between the experimental group, in which the course was administered in the problem solving method, and the control group, in which the course was administered in the traditional learning method, with respect to their level of analysis and their scores of achievement and retention in favor of the experimental group in the course of Social Science. 5. There was a significant difference between the experimental group, in which the course was administered in the problem solving method, and the control group, in which the course was administered in the traditional learning method, with respect to their level of synthesis and their scores of achievement and retention in favor of the experimental group in the course of Social Science. 6. There was a significant difference between the experimental group, in which the course was administered in the problem solving method, and the control group, in which the course was administered in the traditional learning method, with respect to the cumulative total of pre-test andVI post-test scores and their scores of achievement and retention in favor of the experimental group in the course of Social Science. 7. There was a significant difference between the experimental group, in which the course was administered in the problem solving method, and the control group, in which the course was administered in the traditional learning method, with respect to means of attitude scores in favor of the experimental group in the course of Social Science. Key words: Problem Solving Method, Exploration Process, Traditional Teaching, Social Science Teaching.
m ABSTRACT THE EFFECTS OF PROBLEM SOLVING METHOD ON ACHTVEMENT, RETENTION AND STUDENTS' ATTITUDES TOWARDS THE LESSON IN THE COURSE OF SOCIAL SCIENCE Adnan ALTUN Master Thesis for Social Science Teaching Advisors: Prof. Dr. Yaşar AKBIYIK Assistant Prof. Dr. Serap EMİR June 2004, 282 + xx pages The aim of this study is to determine the effects of Problem Solving method on achievement, retention and students' attitudes toward the lessons in the unit of "History of Turkey" in the course of Social Science at the 6th grade of elementary school. This research based on experimental data has been carried out in Kültür Elementary school in the city center of Bolu District with totally 73 elementary school students consisting of (Class 6/B - n=38 students) as the first experimental group and (Class 6/A - N=35 students) as the control group Control and experimental groups were arranged in a way to distribute students evenly according to total number of students, their genders, the means of the passing scores of the groups at the 5th grade, the means of the scores of the groups in Social Science lesson at the 5* grade and their pre-test scores. The unit of "History of Turkey" wasIV covered in the experimental group according to the principles of problem solving method whereas the same unit was covered with traditional teaching methods in the control group, that are more teacher-centered and usually delivered in lecturing and where one way of communication prevails. The total of 37 questions were asked to subjects at the beginning and end of the experiment related to the covered unit in order to collect data for the study in varying numbers from Blooms' 6 level taxonomy; namely 13 questions from knowledge level, 11 question from comprehension level, 4 questions from application level, 2 questions from analysis level and 7 questions from synthesis levels. The same test was re-administered 21 days after the completion of the tests in order to measure the retention effect. Several descriptive statistics were calculated including mean scores, standard deviations, analysis of variance, t-test and other frequencies. The result of the study could be summarized as follows: 1. There was a significant difference between the experimental group, in which the course was administered in the problem solving method, and the control group, in which the course was administered in the traditional learning method, with respect to their level of knowledge and then- scores of achievement and retention in favor of the experimental group in the course of Social Science. 2. There was a significant difference between the experimental group, in which the course was administered in the problem solving method, and the control group, in which the course was administered in the traditional learning method, with respect to their level of comprehension and theirscores of achievement and retention in favor of the experimental group in the course of Social Science. 3. There was a significant difference between the experimental group, in which the course was administered in the problem solving method, and the control group, in which the course was administered in the traditional learning method, with respect to their level of application and their scores of achievement and retention in favor of the experimental group in the course of Social Science. 4. There was a significant difference between the experimental group, in which the course was administered in the problem solving method, and the control group, in which the course was administered in the traditional learning method, with respect to their level of analysis and their scores of achievement and retention in favor of the experimental group in the course of Social Science. 5. There was a significant difference between the experimental group, in which the course was administered in the problem solving method, and the control group, in which the course was administered in the traditional learning method, with respect to their level of synthesis and their scores of achievement and retention in favor of the experimental group in the course of Social Science. 6. There was a significant difference between the experimental group, in which the course was administered in the problem solving method, and the control group, in which the course was administered in the traditional learning method, with respect to the cumulative total of pre-test andVI post-test scores and their scores of achievement and retention in favor of the experimental group in the course of Social Science. 7. There was a significant difference between the experimental group, in which the course was administered in the problem solving method, and the control group, in which the course was administered in the traditional learning method, with respect to means of attitude scores in favor of the experimental group in the course of Social Science. Key words: Problem Solving Method, Exploration Process, Traditional Teaching, Social Science Teaching.
Açıklama
Bu tezin, veri tabanı üzerinden yayınlanma izni bulunmamaktadır. Yayınlanma izni olmayan tezlerin basılı kopyalarına Üniversite kütüphaneniz aracılığıyla (TÜBESS üzerinden) erişebilirsiniz.
Sosyal Bilimler Enstitüsü, Sosyal Bilgiler Eğitimi Ana Bilim Dalı
Sosyal Bilimler Enstitüsü, Sosyal Bilgiler Eğitimi Ana Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
