İnsan anatomisi ve kinesiyoloji dersinin öğretimindeki kavram haritalarının öğrencilerin akademik başarılarına ve öğrenme kalıcılığına etkisi
Küçük Resim Yok
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Bayburt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Kullanışlılık ve zaman tasarrufu anlamında öğretici merkezli öğretim yöntem ve tekniklere başvurulsa da günümüzde yapılan çalışmalar, öğrencinin aktif olmadığı öğretim yöntem ve tekniklerin öğrencilerin akademik başarılarını arttırmadığı veya düşük düzeyde arttırdığı sonucunu ortaya çıkarmıştır. İnsan Anatomisi ve Kinesiyoloji dersi konuları birçok soyut kavramlardan ve latince kökenli kelime içerdiği için anlaşılması, akılda kalması, dersle ilgili bilgilerin uzun süreli bellekten geriye çağrılması zordur. Bu sebeple öğrencilerin mevcut bilgileri zihinlerinde yapılandırması, yeni öğrenilen bilgilerle eski bilgilerin ilişkilendirmesi, kavramlar arası bağlantılarla uzun süreli bellekten kısa süreli belleğe çağrışım yapması, ders konularını kolay öğreneceklerini ve akademik başarılarını arttıracağı düşünülmektedir. Çalışmamızda araştırma grubunu deney 19, kontrol 17 olmak üzere toplam 36 öğrenci oluşturmaktadır. Kontrol grubuna geleneksel anlatım yöntemi uygulanırken deney grubuna kavram haritası destekli öğretim yöntemi uygulanmıştır. Araştırma probleminin bilimsel ve sayısal analizinde gerekli olan verileri toplamak, İnsan Anatomisi ve Kinesiyoloji dersinin öğretimindeki kavram haritalarının öğrencilerin akademik başarılarına ve öğrenme kalıcılığına etkisini ortaya koymak amacıyla geliştirilen başarı testi kullanılmıştır. Deney ve kontrol gruplarının ön test sonuçlarına uygulanan Mann-Whitney U testi analiz sonuçları arasında anlamlı farklılık varken (p<0,05) son test sonuçları arasında anlamlı farklılık bulunmamıştır (p>0,05). Deney ve kontrol gruplarının ön test, son test, geciktirilmiş son test sonuç puanlarına uygulanan Friedman testi sonucunda her iki grupta da anlamlı farklılık bulunmuştur (p<0,05). Deney ve kontrol grupları arasında ön test-son test ve ön test-geciktirilmiş son test Quade's ANCOVA testi sonuçları birbirine benzer sonuçlar vermiş ve anlamlı farklılık bulunamamıştır (p>0,05). Bu sonuçlar bize her iki gruba da uygulanan yöntemlerin akademik başarıyı arttırdığı öğrencilerin sınav puanlarını olumlu yönde etkilediği; her iki yönteminde İnsan Anatomisi ve Kinesiyoloji dersi için kullanılabilir olduğu sonucunu vermektedir. Kontrol grubuna test sonuçlarına uygulanan Wilcoxon testi sonuçları arasında anlamlı farklılık varken (p<0,05), deney grubu test sonuçlarına uygulanan Wilcoxon testi sonuçları arasında sadece geciktirilmiş son test-son test sonuçları arasında anlamlı farklılık yoktur (p>0,05). Bu sonuç bize kavram haritası destekli öğretim yönteminin öğrenme kalıcılığına etkisinin olduğunu, öğrencilerin edindiği bilgileri çabuk unutmasını engellediğini ve ders ile ilgili kelime ve kavramların akılda kaldığı sonucunu vermektedir.
Although teacher-centered teaching methods and techniques are used in terms of usefulness and time saving, current studies have revealed that teaching methods and techniques in which the student is not active do not increase the academic achievement of the students or increase them at a low level. Since the subjects of the Human Anatomy and Kinesiology course contain many abstract concepts and words of Latin origin, it is difficult to understand, keep in mind, and recall the information about the course from long-term memory. For this reason, it is thought that students' structuring of existing information in their minds, associating newly learned information with old information, associating between concepts from long-term memory to short-term memory, will help them learn the course topics easily and increase their academic success. In our study, the research group consisted of 36 students in total, 19 of whom were experimental and 17 were control. While the traditional teaching method was applied to the control group, the concept map supported teaching method was applied to the experimental group. An achievement test was used to collect the necessary data in the scientific and numerical analysis of the research problem and to reveal the effect of concept maps in the teaching of the Human Anatomy and Kinesiology course on the academic achievement and learning retention of the students. While there was a significant difference between the Mann-Whitney U test analysis results applied to the pre-test results of the experimental and control groups (p<0.05), there was no significant difference between the post-test results (p>0.05). As a result of the Friedman test applied to the pre-test, post-test and delayed post-test scores of the experimental and control groups, a significant difference was found in both groups (p<0.05). The results of the pretest-posttest and pretest-delayed posttest Quade's ANCOVA test between the experimental and control groups gave similar results and no significant difference was found (p>0.05). These results show us that the methods applied to both groups increased the academic achievement and positively affected the exam scores of the students; It gives the result that both methods can be used for Human Anatomy and Kinesiology course. While there was a significant difference between the Wilcoxon test results applied to the test results of the control group (p<0.05), there was no significant difference between the Wilcoxon test results applied to the test results of the experimental group, only the delayed posttest-posttest results (p>0.05). This result gives us the result that the concept map supported teaching method has an effect on learning permanence, prevents students from forgetting the information they have learned quickly, and that the words and concepts related to the course are remembered.
Although teacher-centered teaching methods and techniques are used in terms of usefulness and time saving, current studies have revealed that teaching methods and techniques in which the student is not active do not increase the academic achievement of the students or increase them at a low level. Since the subjects of the Human Anatomy and Kinesiology course contain many abstract concepts and words of Latin origin, it is difficult to understand, keep in mind, and recall the information about the course from long-term memory. For this reason, it is thought that students' structuring of existing information in their minds, associating newly learned information with old information, associating between concepts from long-term memory to short-term memory, will help them learn the course topics easily and increase their academic success. In our study, the research group consisted of 36 students in total, 19 of whom were experimental and 17 were control. While the traditional teaching method was applied to the control group, the concept map supported teaching method was applied to the experimental group. An achievement test was used to collect the necessary data in the scientific and numerical analysis of the research problem and to reveal the effect of concept maps in the teaching of the Human Anatomy and Kinesiology course on the academic achievement and learning retention of the students. While there was a significant difference between the Mann-Whitney U test analysis results applied to the pre-test results of the experimental and control groups (p<0.05), there was no significant difference between the post-test results (p>0.05). As a result of the Friedman test applied to the pre-test, post-test and delayed post-test scores of the experimental and control groups, a significant difference was found in both groups (p<0.05). The results of the pretest-posttest and pretest-delayed posttest Quade's ANCOVA test between the experimental and control groups gave similar results and no significant difference was found (p>0.05). These results show us that the methods applied to both groups increased the academic achievement and positively affected the exam scores of the students; It gives the result that both methods can be used for Human Anatomy and Kinesiology course. While there was a significant difference between the Wilcoxon test results applied to the test results of the control group (p<0.05), there was no significant difference between the Wilcoxon test results applied to the test results of the experimental group, only the delayed posttest-posttest results (p>0.05). This result gives us the result that the concept map supported teaching method has an effect on learning permanence, prevents students from forgetting the information they have learned quickly, and that the words and concepts related to the course are remembered.
Açıklama
Lisansüstü Eğitim Enstitüsü, Beden Eğitimi ve Spor Ana Bilim Dalı, Beden Eğitimi ve Spor Bilim Dalı
Anahtar Kelimeler
Anatomi, Anatomy ; Eğitim ve Öğretim
