Context based learning effects on achievement and scientifc process skills in biology teaching
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Tarih
2013
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info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı yaşam temelli öğrenme yaklaşımının biyoloji öğretiminde öğrenci başarıları ve bilimsel süreç becerileri üzerine etkilerini araştırmaktır. Bu amaç için ön-son test kontrol gruplu yarı deneysel desen kullanılmıştır. Sınıf öğretmenliği bölümünde, aynı öğretmen tarafından 8 haftalık bir süreçte 41 kişilik deneysel gurupta yaşam temelli yaklaşım kullanılırken, 53 kişilik kontrol grubunda geleneksel öğretim yaklaşımı kullanılmıştır. Başarı testi ve bilimsel süreç becerileri testi her iki gruba da ön test ve son test olarak uygulanmıştır. Sonuçlarda, başarı ve bilimsel süreç becerileri açısından yaşam temelli ve geleneksel öğretim yapılan gruplar arasında anlamlı farklar gözlenmiştir.
The purpose of this study was to investigate the effects of context-based learning approaches to te- aching biology on students achievement and scientifc process skill. Quasi-experimental design with pre-post test control group was employed in this study. Context based approach was used for experimental group of 41 students, and the control group of 53 students were exposed to traditional learning approach by the same teacher over a pe- riod of 8 weeks in department of elementary school education. Academic science achievement test and scientifc process skill test were given to both groups as pre-test and post-test. It was observed in the results that there was a meaningful difference between context based learning and traditional in learning on students success and students scientifc process skill.
The purpose of this study was to investigate the effects of context-based learning approaches to te- aching biology on students achievement and scientifc process skill. Quasi-experimental design with pre-post test control group was employed in this study. Context based approach was used for experimental group of 41 students, and the control group of 53 students were exposed to traditional learning approach by the same teacher over a pe- riod of 8 weeks in department of elementary school education. Academic science achievement test and scientifc process skill test were given to both groups as pre-test and post-test. It was observed in the results that there was a meaningful difference between context based learning and traditional in learning on students success and students scientifc process skill.
Açıklama
Anahtar Kelimeler
Çevre Bilimleri
Kaynak
Iğdır Üniversitesi Fen Bilimleri Enstitüsü Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
3
Sayı
4
