4. sınıf sosyal bilgiler dersinde kullanılan zekâ oyunlarının öğrencilerin akademik başarılarına ve tutumlarına etkisi
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Geleneksel yaklaşımdan uzaklaşılarak yapılandırmacılık yaklaşımına geçişle beraber öğrencinin merkezde olduğu eğitim sistemi benimsenmiştir. Bu yaklaşımla beraber eğitimde kullanılan yöntemler ve tekniklerde değişime uğramıştır. Değişen sistemle birlikte öğrencinin yaparak - yaşayarak öğrendiği ve eğlendiği zekâ oyunları 2013 yılında seçmeli ders olarak öğretim programı alınarak zekâ oyunlarına verilen önem artmaya başlamıştır. Araştırmanın amacı, zekâ oyunlarının 4.sınıf sosyal bilgiler dersinde öğrencilerin akademik başarılarına etkisinin ve 4.sınıf öğrencilerinin zekâ oyunlarına karşı tutumlarının belirlenmesidir. Bu amaç doğrultusunda öğrencilere sosyal bilgiler dersi kazanımlarına yönelik zekâ oyunları uygulaması yapılmıştır. Araştırma 2023-2024 eğitim öğretim yılı, Elazığ ili merkez ilçesinde bulunan Şehit Musa Yılmaz İlkokulu 4.sınıflarda öğrenim görmeye devam eden öğrenciler ile yapılmıştır. Araştırmanın çalışma grubu uygun örnekleme yöntemi ile belirlenmiş olan deney ve kontrol grubu öğrencilerinden oluşmaktadır. Deney grubu 29, kontrol grubu 29 olmak üzere toplam 58 öğrenci örneklemi oluşturmaktadır. Araştırma nicel araştırma yöntemlerinden yarı deneysel desen kullanılarak ön test- son test ile deney ve kontrol grupları incelenerek neden-sonuç ilişkisi ortaya koyulmuştur. Veri toplama aracı olarak akademik başarı testi ve zekâ oyunlarına yönelik tutum ölçeği kullanılmıştır. Deney grubu öğrencilerine 8 hafta boyunca zekâ oyunları ile uygulama yapılmış fakat kontrol grubu öğrencileri öğretim programında belirlenen program dâhilinde ilerlemiştir. Zekâ oyunları tutum ölçeği gerekli izinler alınarak kullanılmıştır. Akademik başarı testi ise araştırmacı tarafından geliştirilmiş ve elde edilen verilerin istatistik analizleri yapılarak tablolar halinde yorumlanmıştır. Elde edilen bulgulara göre; zekâ oyunlarının 4.sınıf öğrencilerinin sosyal bilgiler dersi kapsamında akademik başarının artmasında etkili olduğu sonucuna ulaşılmıştır. Zekâ oyunları tutum ölçeği bulgularına göre ise zekâ oyunlarını ders sürecinde kullanan öğrencilerin tutumlarında pozitif yönde ilerleme olduğu sonucuna ulaşılmıştır. Ayrıca cinsiyetin etkisi incelendiğinde; cinsiyetin tutum ölçeği ve akademik başarı testi üzerinde bir etkisi bulunmadığı sonucuna ulaşılmıştır. Araştırma sonucuna göre sosyal bilgiler dersinde zekâ oyunlarına yer verilmesi önerilmektedir.
With the move away from the traditional approach and the transition to the constructivist approach, an education system in which the student is at the center has been adopted. With this approach, the methods and techniques used in education have changed. With this changing system, the importance given to intelligence games, which students learn and have fun by doing and experiencing, were included in the curriculum as an elective course in 2013, began to increase. The purpose of this research is to determine the effect of mind games on the academic achievement of students in the 4th grade social studies course and the attitudes of 4th grade students towards mind games. For this purpose, intelligence games were applied to the students for social studies course achievements. The research was conducted in the 2023-2024 academic year with students who continue to study in the 4th grade of Şehit Musa Yılmaz Primary School, located in the central district of Elazığ province. The study group of the research consists of experimental and control group students determined by appropriate sampling method. A total of 58 students, 29 in the experimental group and 29 in the control group, constitute the sample. In this research, a quasi-experimental design, one of the quantitative research methods, was used to reveal the cause-effect relationship by examining the experimental and control groups with pretest-posttest. Academic achievement test and attitude scale towards intelligence games were used as data collection tools. Experimental group students were practiced with mind games for 8 weeks, but control group students progressed within the program specified in the curriculum. The intelligence games attitude scale was used with the necessary permissions. The academic achievement test was developed by the researcher and the obtained data were analyzed statistically and interpreted in tables. According to the findings; It was concluded that mind games were effective in increasing the academic success of 4th grade students within the scope of social studies course. According to the findings of the intelligence games attitude scale, it was concluded that there was a positive progress in the attitudes of the students who used intelligence games during the lesson. Additionally, when the effect of gender is examined; It was concluded that gender had no effect on the attitude scale and academic achievement test. According to the results of the research, it is recommended to include mind games in social studies lessons.
With the move away from the traditional approach and the transition to the constructivist approach, an education system in which the student is at the center has been adopted. With this approach, the methods and techniques used in education have changed. With this changing system, the importance given to intelligence games, which students learn and have fun by doing and experiencing, were included in the curriculum as an elective course in 2013, began to increase. The purpose of this research is to determine the effect of mind games on the academic achievement of students in the 4th grade social studies course and the attitudes of 4th grade students towards mind games. For this purpose, intelligence games were applied to the students for social studies course achievements. The research was conducted in the 2023-2024 academic year with students who continue to study in the 4th grade of Şehit Musa Yılmaz Primary School, located in the central district of Elazığ province. The study group of the research consists of experimental and control group students determined by appropriate sampling method. A total of 58 students, 29 in the experimental group and 29 in the control group, constitute the sample. In this research, a quasi-experimental design, one of the quantitative research methods, was used to reveal the cause-effect relationship by examining the experimental and control groups with pretest-posttest. Academic achievement test and attitude scale towards intelligence games were used as data collection tools. Experimental group students were practiced with mind games for 8 weeks, but control group students progressed within the program specified in the curriculum. The intelligence games attitude scale was used with the necessary permissions. The academic achievement test was developed by the researcher and the obtained data were analyzed statistically and interpreted in tables. According to the findings; It was concluded that mind games were effective in increasing the academic success of 4th grade students within the scope of social studies course. According to the findings of the intelligence games attitude scale, it was concluded that there was a positive progress in the attitudes of the students who used intelligence games during the lesson. Additionally, when the effect of gender is examined; It was concluded that gender had no effect on the attitude scale and academic achievement test. According to the results of the research, it is recommended to include mind games in social studies lessons.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
