Sosyal bilgiler dersinde proje tabanlı öğrenme yöntemine ilişkin öğrenci ve öğretmen görüşleri
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırmanın amacı, Sosyal Bilgiler öğretmenleri ile 6. ve 7. sınıfta olup Sosyal Bilgiler dersinden proje ödevi almış öğrencilerin Sosyal Bilgiler dersinde Proje Tabanlı Öğrenme yöntemine ilişkin görüşlerini incelemektir. Araştırmada nitel araştırma yöntemlerinden durum çalışması kullanılmıştır. Araştırma; 2024-2025 eğitim öğretim yılında Malatya ilinin Battalgazi ilçesinde görev yapan, 6. ve 7. sınıflarda derse giren 20 Sosyal Bilgiler öğretmeni ve aynı okullarda öğrenim gören 6. ve 7. sınıf düzeyindeki 30 öğrenci ile yürütülmüştür. Araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmadan elde edilen veriler içerik analizi ile çözümlenmiştir. Araştırmadan elde edilen verilere göre öğrencilerin ve öğretmenlerin Proje Tabanlı Öğrenme yöntemine ilişkin olumlu görüşleri benzer, olumsuz görüşleri farklıdır. Öğrenciler öğretmenlere göre yöntemle ilgili daha çeşitli görüşlere sahiptir. Sosyal Bilgiler dersinde proje ödevi yapılan konulara ilişkin öğretmenler ve öğrenciler arasındaki fikir ayrılığı, fikir birliğine nazaran daha fazladır. Sosyal Bilgiler dersinde proje ödevi konularının belirlenme şeklinden memnun olan öğrenciler ile konuları kendileri belirleyen öğretmenler aynı görüşte; konuların belirlenme şeklinden memnun olmayan öğrencilerle öğretmenler ise farklı görüştedir. Öğretmenler ile öğrenciler, proje ödevlerinin değerlendirilmesinde kullanılan kriterler konusunda farklı görüştedir. Öğretmenler ile öğrenciler Sosyal Bilgiler dersinden proje ödevi seçilme ve seçilmeme nedenleri konusunda büyük ölçüde hemfikirdir. Öğretmenler ve öğrenciler Sosyal Bilgiler dersinden daha fazla proje ödevi alınması için yapılması gereken ilk uygulamayı farklı değerlendirmekle birlikte, öğretmenlerin yapması gereken uygulamalar konusunda hemfikirdir. Öğretmenlerle öğrenciler Sosyal Bilgiler dersinde proje ödevlerinin avantajları ve dezavantajları konusunda farklı fikirlere sahiptir. Öğrenciler proje ödevi sürecinde en fazla kitle iletişim araçlarını kullanmaktadır. Öğrenciler, öğretmenlerinin proje ödevi sürecinde kendilerine yeterince yardımcı olmadıklarını ve ödevlerini tek başlarına hazırladıklarını ifade etmişlerdir.
The aim of the research is to examine the opinions of Social Studies teachers and 6th and 7th grade students who have received project assignments in the Social Studies course regarding the Project-Based Learning method in the Social Studies course. A case study, one of the qualitative research methods, was used in the research. The research was conducted with 20 who 6th and 7th grade Social Studies teachers working in Battalgazi district of Malatya province in the 2024-2025 academic year and 30 who 6th and 7th grade students studying in the same schools. A semi-structured interview form was used as the data collection tool in the research. The data obtained from the research were analyzed by content analysis. According to the data obtained from the research, the positive opinions of the students and teachers regarding the Project-Based Learning method are similar, their negative opinions are different. The students have more diverse opinions about the method compared to the teachers. The disagreement between the teachers and students regarding the topics on which project assignments are made in the Social Studies course is greater than the consensus. The students who are satisfied with the way project assignment topics are determined in the Social Studies course and the teachers who determine the topics themselves have the same opinion; the students who are not satisfied with the way the topics are determined and the teachers have different opinions. The teachers and the students have different opinions regarding the criteria used in the evaluation of project assignments. Teachers and students largely agree on the reasons for selecting or not selecting project assignments from the Social Studies course. Although teachers and students evaluate the first application that should be done to get more project assignments from the Social Studies course differently, they agree on the applications that teachers should make. Teachers and students have different ideas about the advantages and disadvantages of project assignments in the Social Studies course. Students use mass media the most during the project assignment process. Students stated that their teachers did not help them enough during the project assignment process and that they prepared their assignments on their own.
The aim of the research is to examine the opinions of Social Studies teachers and 6th and 7th grade students who have received project assignments in the Social Studies course regarding the Project-Based Learning method in the Social Studies course. A case study, one of the qualitative research methods, was used in the research. The research was conducted with 20 who 6th and 7th grade Social Studies teachers working in Battalgazi district of Malatya province in the 2024-2025 academic year and 30 who 6th and 7th grade students studying in the same schools. A semi-structured interview form was used as the data collection tool in the research. The data obtained from the research were analyzed by content analysis. According to the data obtained from the research, the positive opinions of the students and teachers regarding the Project-Based Learning method are similar, their negative opinions are different. The students have more diverse opinions about the method compared to the teachers. The disagreement between the teachers and students regarding the topics on which project assignments are made in the Social Studies course is greater than the consensus. The students who are satisfied with the way project assignment topics are determined in the Social Studies course and the teachers who determine the topics themselves have the same opinion; the students who are not satisfied with the way the topics are determined and the teachers have different opinions. The teachers and the students have different opinions regarding the criteria used in the evaluation of project assignments. Teachers and students largely agree on the reasons for selecting or not selecting project assignments from the Social Studies course. Although teachers and students evaluate the first application that should be done to get more project assignments from the Social Studies course differently, they agree on the applications that teachers should make. Teachers and students have different ideas about the advantages and disadvantages of project assignments in the Social Studies course. Students use mass media the most during the project assignment process. Students stated that their teachers did not help them enough during the project assignment process and that they prepared their assignments on their own.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
