İlköğretim 8. sınıf fen bilimleri dersi 'Asitler ve bazlar' konusunda çoklu zekâ tabanlı öğretimin öğrenci başarısına etkisi
Küçük Resim Yok
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışma ile ilköğretim 8. sınıf öğrencilerinin Fen Bilimleri dersinde"Madde ve Endüstri" ünitesinin içerisinde yer alan "Asitleri ve Bazlar" konusunda, Çoklu Zekâ Kuramı tabanlı öğretimin öğrenci başarısına etkisi amaçlanmıştır. Araştırmanın çalışma grubunu 2019-2020 eğitim–öğretim yılında Malatya'nın Hekimhan İlçesinde bir devlet okulunda öğrenim görmekte olan 8. sınıf öğrencileri oluşturulmuştur. Deney ve kontrol grupları oluşturulurken Fen Bilimleri dersi alan iki şubeden biri yansız olarak deney, diğeri ise kontrol grubu olarak alınmıştır. Gruplar deney grubu (n:23) ve kontrol grubu (n:23) olmak üzere 46 öğrenciden oluşmaktadır. Araştırma verileri nicel veri toplama aracı ile elde edilmiştir. Veri toplama aracı olarak ve başarıyı ölçmek için 20 sorudan oluşan çoktan seçmeli başarı testi kullanılmıştır. Başarı testi araştırmanın başında ön test, sonunda ise son test olarak uygulanmıştır. Kontrol grubu ile dersler mevcut programa göre işlenirken deney grubuyla Çoklu Zekâ Kuramına dayalı etkinliklerle işlenmiştir. Deney ve kontrol gruplarının her ikisinin dersi de araştırmacı tarafından 16 ders saati olarak yürütülmüştür. Uygulamanın sonucunda son test uygulanarak başarıdaki değişim incelenmiştir. Çalışmanın sonucunda elde edilen veriler bilgisayar Statistical Package for the Social Sciences (SPSS) 21.0 yazılımı kullanılarak değerlendirilmiştir. Veriler bağımsız örneklem t-Testi ve bağımlı örneklem t-Testi ile analiz edilmiştir. Verilerin analizi sonucunda başarıda deney grubu lehine istatiksel ve pratikte anlamlı bir farklılık oluştuğu görülmüştür. Araştırmada tespit edilen bu istatistiksel bulgular öğrencilerin genel başarı puanı ve araştırmacının sınıf içi gözlemleriyle uyumlu olduğunu göstermektedir.
With this study, the effect of Multiple Intelligence Theory-based teaching on student success was aimed at the subject of "Acids and Bases", which is included in the "Matter and Industry" unit in the Science course of 8 th grade primary school students. The study group of the research consisted of 8 th grade students studying at a public school in the Hekimhan District of Malatya in the 2019-2020 academic year. While forming the experimental and control groups, one of the two branches taking the Science course was taken as the experimental group and the other as the control group. The groups consist of 46 students as the experimental group (n:23) and the control group (n:23). Research data were obtained with a quantitative data collection tool. A multiple-choice achievement test consisting of 20 questions was used as a data collection tool and to measure success. This achievement test was applied as a pre-test at the beginning of the study and as a post-test at the end. While the lessons were taught according to the current program with the control group, the experimental group was taught with activities based on Multiple Intelligence Theory. The lessons of both experimental and control groups were conducted by the researcher as 16 lesson hours. At the end of the application, the change in success was examined by applying the post-test. The data obtained at the end of the study were evaluated using the computer Statistical Package for the Social Sciences (SPSS) 21.0 software. Data were analyzed with the independent sample t-Test and the dependent sample t-Test. As a result of the analysis of the data, it was observed that there was a statistically and practically significant difference in success in favor of the experimental group. These statistical findings determined in the study show that the students' general achievement score and the researcher's in-class observations are compatible.
With this study, the effect of Multiple Intelligence Theory-based teaching on student success was aimed at the subject of "Acids and Bases", which is included in the "Matter and Industry" unit in the Science course of 8 th grade primary school students. The study group of the research consisted of 8 th grade students studying at a public school in the Hekimhan District of Malatya in the 2019-2020 academic year. While forming the experimental and control groups, one of the two branches taking the Science course was taken as the experimental group and the other as the control group. The groups consist of 46 students as the experimental group (n:23) and the control group (n:23). Research data were obtained with a quantitative data collection tool. A multiple-choice achievement test consisting of 20 questions was used as a data collection tool and to measure success. This achievement test was applied as a pre-test at the beginning of the study and as a post-test at the end. While the lessons were taught according to the current program with the control group, the experimental group was taught with activities based on Multiple Intelligence Theory. The lessons of both experimental and control groups were conducted by the researcher as 16 lesson hours. At the end of the application, the change in success was examined by applying the post-test. The data obtained at the end of the study were evaluated using the computer Statistical Package for the Social Sciences (SPSS) 21.0 software. Data were analyzed with the independent sample t-Test and the dependent sample t-Test. As a result of the analysis of the data, it was observed that there was a statistically and practically significant difference in success in favor of the experimental group. These statistical findings determined in the study show that the students' general achievement score and the researcher's in-class observations are compatible.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
