10.sınıf ekosistem ekolojisi konusunun öğretiminde öğrenme amaçlı yazma aktivitelerinin etkisi
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Bayburt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada, ortaöğretim 10. sınıf biyoloji dersinde işlenen Ekosistem Ekolojisi konusunun öğretilmesinde Öğrenme Amaçlı Yazma (ÖAY) aktivitelerinin öğrenmeye etkisi ve ÖAY aktiviteleri ile yürütülen ders sürecinin öğrenci görüşleri açısından incelenmesi amaçlanmaktadır. Araştırmada karma yöntem araştırma desenlerinden açıklayıcı karma desen kullanılmıştır. Araştırmanın çalışma grubunu 2021-2022 eğitim-öğretim yılı bahar döneminde Bayburt Merkezde yer alan bir lisenin 10. sınıfında öğrenim gören 87 öğrenci oluşturmaktadır. Araştırmada veri toplama aracı olarak; Ön Bilgi Testi (ÖBT), Ekosistem Ekolojisi Başarı Testi (EEBT) ve yarı yapılandırılmış Görüşme Formu (GF) kullanılmıştır. Nicel verilerin analizinde normallik testlerinden Shapiro-Wilk Testi kullanılmıştır. Her iki testin veri dağılımlarının normal dağılım şartını sağlamamasına bağlı olarak testlere non-parametrik testlerden Kruskal-Wallis H testi ve Mann-Whitney U testi yapılmıştır. Nitel verilerin analizinde ise içerik analizi yönteminden yararlanılmıştır. EEBT'den elde edilen verilerin analizi sonucunda ÖAY aktivitelerinden mektubun ve günlüğün 10. sınıf öğrencilerinin Ekosistem Ekolojisi konusundaki başarılarını arttırdığı belirlenmiştir. Bu etkinliklerden mektup ve günlük dikkate alındığında mektup yazma etkinliğinin günlük yazma etkinliğine oranla akademik başarıya katkısının daha fazla olduğu belirlenmiştir. GF'den elde edilen verilerin analizinden ise öğrencilerin ÖAY aktivitelerine yönelik görüşlerinin olumlu olduğu tespit edilmiştir. Anahtar Kelimeler: Öğrenme amaçlı yazma, ekosistem ekoloji, mektup, günlük, akademik başarı.
In this study, it is aimed to examine the effect of Writing to Learning (WTL) activities on learning in teaching the subject of Ecosystem Ecology, which is taught in the biology lesson in the 10th grade of secondary school, and the course process carried out with the WTL activities in terms of student views. In the research, explanatory mixed design, one of the mixed method research designs, was used. The study group of the research consists of 87 students studying in the 10th grade of a high school in the center of Bayburt in the spring term of the 2021-2022 academic year. As a data collection tool in the research; Preliminary Knowledge Test (PKT), Ecosystem Ecology Achievement Test (EEAT) and semi-structured Interview Form (IF) were used. Shapiro-Wilk Test, one of the normality tests, was used in the analysis of quantitative data. Due to the fact that the data distributions of both tests did not meet the normal distribution condition, Kruskal-Wallis H test and Mann-Whitney U test were applied to the tests, which are non-parametric tests. Content analysis method was used in the analysis of qualitative data. As a result of the analysis of the data obtained from the EEAT, it was determined that the letter and the diary from the activities of WTL increased the success of the 10th grade students in Ecosystem Ecology. Considering the letter and diary from these activities, it was determined that the letter writing activity contributed more to academic success than the diary writing activity. From the analysis of the data obtained from the IF, it was determined that the students' views on the WTL activities were positive. Keywords: Writing to learn, ecosystem ecology, letter, daily, academic achievement.
In this study, it is aimed to examine the effect of Writing to Learning (WTL) activities on learning in teaching the subject of Ecosystem Ecology, which is taught in the biology lesson in the 10th grade of secondary school, and the course process carried out with the WTL activities in terms of student views. In the research, explanatory mixed design, one of the mixed method research designs, was used. The study group of the research consists of 87 students studying in the 10th grade of a high school in the center of Bayburt in the spring term of the 2021-2022 academic year. As a data collection tool in the research; Preliminary Knowledge Test (PKT), Ecosystem Ecology Achievement Test (EEAT) and semi-structured Interview Form (IF) were used. Shapiro-Wilk Test, one of the normality tests, was used in the analysis of quantitative data. Due to the fact that the data distributions of both tests did not meet the normal distribution condition, Kruskal-Wallis H test and Mann-Whitney U test were applied to the tests, which are non-parametric tests. Content analysis method was used in the analysis of qualitative data. As a result of the analysis of the data obtained from the EEAT, it was determined that the letter and the diary from the activities of WTL increased the success of the 10th grade students in Ecosystem Ecology. Considering the letter and diary from these activities, it was determined that the letter writing activity contributed more to academic success than the diary writing activity. From the analysis of the data obtained from the IF, it was determined that the students' views on the WTL activities were positive. Keywords: Writing to learn, ecosystem ecology, letter, daily, academic achievement.
Açıklama
Lisansüstü Eğitim Enstitüsü, Matematik ve Fen Bilimleri Ana Bilim Dalı, Fen Bilgisi Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
