Makale özeti ve diğer detaylar.
Bu çalışmanın amacı; Biyoloji dersinde 5E öğrenme modeli ve işbirlikli öğrenme yöntemi kullanımının biyoloji dersi tutumuna etkisinin cinsiyete göre farklılaşıp farklılaşmadığını değerlendirmektir. Ankara-Çankaya Milli Piyango Anadolu Lisesi’nde 2010-2011 eğitim-öğretim yılında öğrenimlerini sürdüren 11. sınıftaki 93 fen grubu öğrencisi araştırmanın çalışma grubunu oluşturmuştur. “Kalıtım, Gen Mühendisliği ve Biyoteknoloji” ünitesi deney 1 grubunda 5E öğrenme modeli ile deney 2 grubunda işbirlikli öğrenme yöntemi ile kontrol grubunda ise geleneksel öğretim yöntemi ile işlenmiştir. Araştırmada veri toplama aracı olarak “Biyoloji Dersi Tutum Ölçeği” kullanılmıştır. Öğrencilerin öntest, sontest tutum puanlarının cinsiyetlere göre karşılaştırmalarında “Mann Whitney U- Testi” ve “Wilcoxon İşaretli Sıralar Testi” kullanılmıştır. Uygulama sonrasında 5E, işbirlikli öğrenme ve geleneksel öğrenme yöntemlerinin uygulandığı sınıflardaki öğrencilerin tutum puanlarının cinsiyetlerine göre anlamlı bir farklılık göstermediği görülmüştür. Kız öğrencilerin deney öncesi ve deney sonrası tutum puan ortalamalarına bakıldığında, geleneksel yöntemin uygulandığı kız öğrencilerin tutum puanlarında hiçbir değişmenin olmadığı, 5E ve işbirlikli gruptaki kız öğrencilerin ise tutum puanlarının arttığı görülmüştür. En fazla tutum artışı 5E grubunda gerçekleşmiştir. Erkek öğrencilerin de deney öncesi ve deney sonrası tutum puan ortalamalarına bakıldığında kız öğrencilere benzer sonuçlar bulunmuştur.
Purpose: It is highly important to make use of appropriate methods and techniques in biology education which is accepted as a cultural requirement by the contemporary world. To choose the methods that will prevent students from memorizing and lead them to think and investigate will enable the goals in the program turn into behavior in a more effective way. For this reason, student-centered educational methods should be preferred instead of the teacher-oriented one. The aim of this study is to research relationship between gender and the effect of the 5E learning model and cooperative learning method on attitude in biology lesson. Method: In 2010-2011 school year 93 students who were in 3nd grade science field at Ankara Çankaya Milli Piyango Anadolu High School constituted the workgroup of the study. “Heredity, Genetic Engineering and Biotechnology” unit were worked by 5E learning model at 1th experimental group, by cooperative learning at 2th experimental group and by traditional teaching method at control group. Data were collected by applying biology attitude scale at the beginning and the end of the investigation. Mann Whitney U Test and Wilcoxon Signed Rank Tests for Paired Samples were used in the comparation of initial and final tests attitude points according to students’ gender. The application of the study took eight weeks. The weekly courses lasted for three hours. While the classes were chosen, it was assumed that students had similar features and the classes were randomly appointed as experimental and control groups. The teaching application in both the control and experimental groups were directed by the researcher. The classes were carried out within in biology hours in the course Schedule prepared previously by school administration. No new or additional regulation took place. Looking at the academic achievement points of the groups in the final tests, the experiment 1 group applied the 5E learning method got the highest mean points while the control group applied the traditional method got the lowest mean points. Considering the academic achievement means of the control group in the preened post tests, it can be said that the students of this group achieved a high level of learning. Results: When the results of pre-test values for the attitude scale were compared, it was concluded that the students of traditional, cooperative and 5E groups had similar attitudes towards the biology class before the application. At the end of the study, the attitude scale for biology class was applied to the students again. According to the ANOVA results, there is a significant difference between the scores of post-application attitude scale in terms of the learning method of control and experimental group. After the application, the students of experiment 1 group who practiced the 5E learning method had the highest number of positive attitudes while the students of control group had the lowest number of positive attitudes. The following results were obtained from this study: No differences in the students’ attitudes towards the biology lessons have been observed according to student’s gender. The fact that during the application of the 5E learning model, students were provided with an environment to produce their own knowledge, to have an exchange of their ideas through group discussions and to have a closer interest in the classes through visual materials reveals that this method has a high potential of applicability. Discussion and Conclusion: In the literature, there are some domestic and foreign researches in parallel with the results of this study concluding that learning based on cooperation affected the attitudes of students towards science classes in a positive way. During the course of the study, it was observed that it was difficult to apply cooperative learning method in classes with a high number of students. Despite this, it can be said that the 5E learning method can be applied in different class environments more easily compared to cooperative learning method. While the students of experiment 2 group who took the cooperative learning method were making their presentations, the students of other groups had difficulty listening to their friends. There are some evidences indicating that there are no significant differences between students’ attitudes towards class and their gender in some domestic and foreign studies (Wallace, 1997; Bulut, Yetkin ve Kazak, 2002; Bülbül, 2007). Chuang and Cheng (2002) who investigated the relationship between attitudes of students towards gender and biology found out that female students have better scores in terms of attitudes towards biology, and male students have better scores in terms of ability to think logically. This result may emerge because of the fact that the emotional characteristics of female students are more sensitive.