Okul öncesi dönem sorgulama temelli etkinliklerin çocukların felsefi tutum ve eleştirel düşünme becerileri üzerine etkisi
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2022
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İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı okul öncesi dönem sorgulama temelli etkinliklerin çocukların felsefi tutum ile eleştirel düşünme becerileri üzerine etkisini incelemektir. Çalışmada, okul öncesi çocuklarda sorgulama temelli etkinliklerin kullanılarak felsefi tutum ve eleştirel düşünme becerilerine etkisinin kontrollü olarak belirlenebilmesi için nicel araştırma yöntemlerinden öntest-sontest kontrol gruplu yarı deneysel araştırma deseni kullanılmıştır. Araştırmanın evreni, 2020-2021 eğitim-öğretim yılında Malatya ili Battalgazi ve Yeşilyurt ilçelerinde Milli Eğitim Bakanlığı (MEB)'na bağlı benzer sosyo-ekonomik düzeydeki çevrede yaşayan bağımsız anaokulu ve anasınıflarında okul öncesi eğitime devam eden 5-6 yaş grubu çocuklar oluşturmaktadır. Covid-19 pandemisi nedeniyle çocuk sayısı en yüksek olan iki okulun 5-6 yaş çocukları amaçsal örnekleme yöntemiyle çalışma grubu olarak belirlenmiştir. Araştırmaya dahil edilen iki okul kura ile deney ve kontrol grubu olarak belirlenmiştir. Araştırma, 17 deney ve 18 kontrol olmak üzere toplam 35 çocuk üzerinden yürütülmüştür. Deney ve kontrol grubunun birbirlerini etkilememesi için çocuklar farklı okullardan seçilmiştir. Veri toplamak amacıyla "Okul Öncesi Dönem Çocukların Felsefi Tutum ve Davranışlarını Belirleme Kontrol Listesi" ve "5-6 Yaş Çocuklar için Felsefi Sorgulama Yoluyla Eleştirel Düşünmenin Değerlendirilmesi Ölçeği" kullanılmıştır. Deney grubundaki çocuklara, araştırmacı tarafından 10 hafta boyunca haftada iki gün Çocuklara Sorgulama Temelli Etkinlikler uygulanmıştır. Kontrol grubundaki çocukların ise rutin programlarına öğretmenleri tarafından devam edilmiş, herhangi bir sorgulama etkinliği yapılmamıştır. Elde edilen veriler SPSS istatistik programı kullanılarak veri analizleri gerçekleştirilmiş ve değerlendirmeler yapılmıştır. Deney ve kontrol grubuna uygulanan ön test ve son testler arasındaki farklılığı belirlemek amacıyla Mann-Whitney U Testi, deney ve kontrol grubunun ön test ve son testi arasındaki farklılığı belirlemek amacı ile Wilcoxon İşaretli Sıralar Testi uygulanmıştır. Verilerin analizi sonucunda elde edilen bulgulara göre deney ve kontrol grubundaki çocukların felsefi sorgulama yoluyla eleştirel düşünme becerileri açısından ön test puanlarında anlamlı bir farklılık olmadığı; son test puanları arasında ise deney grubu lehine anlamlı bir farklılık olduğu tespit edilmiştir. Verilerin analizi sonucunda elde edilen bulgulara göre deney ve kontrol grubundaki çocukların felsefi tutum ve davranışları açısından ön test puanlarında anlamlı bir farklılık olmadığı tespit edilmiştir. Son test puanları arasında ise deney grubu lehine anlamlı bir farklılık olduğu tespit edilmiştir. Bu bulgulara göre, araştırma sürecinde yapılan sorgulama temelli etkinliklerin deney grubundaki çocukların felsefi sorgulama yoluyla eleştirel düşünme becerileri ile felsefi tutum ve davranışlarını geliştirmede katkı sağladığı sonucuna ulaşılmıştır. Deney ve kontrol grubundaki eleştirel düşünme düzeyi gelişiminin hangi grupta daha fazla olduğu incelendiğinde gruplar arasında istatistiksel anlamlı fark olduğu ve deney grubundaki gelişmenin kontrol grubuna göre daha fazla olduğu belirlenmiştir. Anahtar Sözcükler: Çocuklarda Eleştirel Düşünme Becerisi, Okul Öncesi Dönemde Felsefi Tutum, Sorgulama Temelli Eğitim
The aim of this study is to examine the effects of preschool inquiry-based activities on children's philosophical attitudes and critical thinking skills. In the study, a quasi-experimental research design with the pretest-posttest control group, which is one of the quantitative research methods, was used in order to determine the effect of inquiry-based activities on philosophical attitudes and critical thinking skills in preschool children in a controlled manner. The population of the research consists of children aged 5-6, who continue their pre-school education in independent kindergartens and kindergartens, living in an environment of similar socio-economic level affiliated to the Ministry of National Education (MEB) in the Battalgazi and Yeşilyurt districts of Malatya in the 2020-2021 academic year. Due to the Covid-19 pandemic, children aged 5-6 years from the two schools with the highest number of children were determined as the study group using the purposive sampling method. The two schools included in the study were determined by drawing lots as the experimental and control groups. The research was carried out on 35 children, 17 of whom were experimental and 18 controlled. Children were selected from different schools so that the experimental and control groups did not affect each other. "Checklist for Determining Philosophical Attitudes and Behaviors of Preschool Children" and "Assessment of Critical Thinking Through Philosophical Inquiry for 5-6 Years Old Children" were used to collect data. Inquiry-Based Activities were applied to the children in the experimental group by the researcher twice a week for 10 weeks. The routine programs of the children in the control group were continued by their teachers, and no questioning activities were carried out. The obtained data were analyzed and evaluated using the SPSS statistical program. Mann-Whitney U test was used to determine the difference between the pretest and posttest applied to the experimental and control groups, and the Wilcoxon Signed Rank Test was used to determine the difference between the pretest and posttest of the experimental and control groups. According to the findings obtained as a result of the analysis of the data, there was no significant difference in the pre-test scores of the children in the experimental and control groups in terms of critical thinking skills through philosophical inquiry; It was determined that there was a significant difference between the post-test scores in favor of the experimental group. According to the findings obtained as a result of the analysis of the data, there was no significant difference in the pre-test scores of the children in the experimental and control groups in terms of philosophical attitudes and behaviors; It was determined that there was a significant difference between the post-test scores in favor of both the experimental and control groups. According to these findings, it was concluded that the inquiry-based activities carried out during the research process contributed to the development of critical thinking skills, philosophical attitudes, and behaviors of the children in the experimental group through philosophical inquiry. When the critical thinking level development in the experimental and control groups was examined, it was determined that there was a statistically significant difference between the groups, and the development in the experimental group was higher than in the control group. Keywords: Critical Thinking Skills in Children, Philosophical Attitudes in Preschool Period, Inquiry-Based Education
The aim of this study is to examine the effects of preschool inquiry-based activities on children's philosophical attitudes and critical thinking skills. In the study, a quasi-experimental research design with the pretest-posttest control group, which is one of the quantitative research methods, was used in order to determine the effect of inquiry-based activities on philosophical attitudes and critical thinking skills in preschool children in a controlled manner. The population of the research consists of children aged 5-6, who continue their pre-school education in independent kindergartens and kindergartens, living in an environment of similar socio-economic level affiliated to the Ministry of National Education (MEB) in the Battalgazi and Yeşilyurt districts of Malatya in the 2020-2021 academic year. Due to the Covid-19 pandemic, children aged 5-6 years from the two schools with the highest number of children were determined as the study group using the purposive sampling method. The two schools included in the study were determined by drawing lots as the experimental and control groups. The research was carried out on 35 children, 17 of whom were experimental and 18 controlled. Children were selected from different schools so that the experimental and control groups did not affect each other. "Checklist for Determining Philosophical Attitudes and Behaviors of Preschool Children" and "Assessment of Critical Thinking Through Philosophical Inquiry for 5-6 Years Old Children" were used to collect data. Inquiry-Based Activities were applied to the children in the experimental group by the researcher twice a week for 10 weeks. The routine programs of the children in the control group were continued by their teachers, and no questioning activities were carried out. The obtained data were analyzed and evaluated using the SPSS statistical program. Mann-Whitney U test was used to determine the difference between the pretest and posttest applied to the experimental and control groups, and the Wilcoxon Signed Rank Test was used to determine the difference between the pretest and posttest of the experimental and control groups. According to the findings obtained as a result of the analysis of the data, there was no significant difference in the pre-test scores of the children in the experimental and control groups in terms of critical thinking skills through philosophical inquiry; It was determined that there was a significant difference between the post-test scores in favor of the experimental group. According to the findings obtained as a result of the analysis of the data, there was no significant difference in the pre-test scores of the children in the experimental and control groups in terms of philosophical attitudes and behaviors; It was determined that there was a significant difference between the post-test scores in favor of both the experimental and control groups. According to these findings, it was concluded that the inquiry-based activities carried out during the research process contributed to the development of critical thinking skills, philosophical attitudes, and behaviors of the children in the experimental group through philosophical inquiry. When the critical thinking level development in the experimental and control groups was examined, it was determined that there was a statistically significant difference between the groups, and the development in the experimental group was higher than in the control group. Keywords: Critical Thinking Skills in Children, Philosophical Attitudes in Preschool Period, Inquiry-Based Education
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Aydemir, C. (2022). Okul öncesi dönem sorgulama temelli etkinliklerin çocukların felsefi tutum ve eleştirel düşünme becerileri üzerine etkisi. Yayınlanmış Yüksek Lisans Tezi. İnönü Üniversitesi, Malatya.
