İLKÖĞRETİM 3. SINIF ÖĞRENCİLERİNİN 21. YÜZYIL BECERİLERİNİN GELİŞTİRİLMESİ: PROJE TABANLI ÖĞRETİM TASARIMI

Bu araştırmada, proje tabanlı öğretimi, sorgulama sürecinde ilkokul öğrencilerinin yirmi birinci yüzyıl becerileri kazanmaları için pedagojik bir yaklaşım olarak uygulamak ve elde edilen ampirik sonuçları raporlamak amaçlanmıştır. Araştırma karma yöntem araştırmasına uygun olarak tasarlanmış olup, nicel ve nitel veri toplama tekniklerinden bir arada faydalanılmıştır. İlkokul üçüncü sınıfa devam eden 36 öğrencinin katıldığı araştırma, 2018-2019 eğitim öğretim yılında yapılmıştır. Uygulama öncesinde ve sonrasında çalışma grubuna Yaratıcılık Ölçeği (Ne kadar yaratıcısınız?) ve Çocuklar İçin Üst Bilişsel Farkındalık Ölçeği (ÜBFÖ-Ç) B Formu uygulanmıştır. Uygulama sonrasında ayrıca, Bireysel Öz Değerlendirme Rubriği Grup Değerlendirme Rubriği uygulanmış ve öğrencilerle bireysel görüşmeler yapılmıştır. Öğretim tasarımı disiplinlerarası bir yaklaşımlar Hayat Bilgisi, Matematik ve Türkçe dersleri için, bu derslerin kazanımları dikkate alınarak hazırlanmıştır. Uygulama haftada 5 saat olmak üzere dört hafta sürmüştür. Verileri üzerinde yapılan analizlere göre öğrencilerin yaratıcı düşünme becerilerinde bir değişiklik olmamıştır. Bununla birlikte Üst Bilişsel Farkındalık düzeylerinde anlamlı düzeyde artış olmuştur. Öğrenciler uygulama sonunda düşünme, tasarlama, araştırma yapma, yaratıcı düşünme, hayal gücü, tasarlama ve dikkat gibi bilişsel becerilere daha fazla vurgu yapmış olsalar bile işbirliği, yardımlaşma, arkadaşlık, özgüven ve grupla çalışma gibi sosyal becerilerinde geliştiğini ifade etmişlerdir. Bireysel ve grup değerlendirme formlarına dayalı olarak da öğrencilerin büyük çoğunluğunun kendilerinden beklenen performansı gösterdiği anlaşılmaktadır.

Anahtar Kelimeler:

proje tabanli ogrenme, yaratici düşünme, üst biliş

DEVELOPING THE 21st CENTURY SKILLS OF PRIMARY SCHOOL 3rd GRADE STUDENTS: APPLYING PROJECT-BASED EDUCATION

The purpose of this study was to apply project-based teaching as a pedagogical approach for primary school students to acquire twenty-first century skills in the inquiry process and to report the empirical results obtained. The research was designed in accordance with mixed methods research, and quantitative and qualitative data collection techniques were used together. The study, in which 36 students attending the third grade of primary school participated, was conducted in the 2018-2019 academic year. Before and after the application, the Creativity Scale (How creative are you?) and the Metacognitive Awareness Inventory for Children (MAI-C) B Form were applied to the study group. After the application, Individual Self-Evaluation Rubric and Group Evaluation Rubric were also applied and individual interviews were held with the students. Instructional design has been prepared with an interdisciplinary approach for Life Sciences, Mathematics and Turkish courses, taking into account the achievements of these courses. The application lasted for four weeks, 5 hours a week. According to the analysis made on the data, there was no change in the creative thinking skills of the students. Nevertheless, there was a significant increase in their Metacognitive Awareness levels. Although the students emphasized more cognitive skills such as thinking, designing, researching, creative thinking, imagination, designing and attention at the end of the application, they stated that they improved in their social skills such as cooperation, cooperation, friendship, self-confidence and working in a group. Based on the individual and group evaluation forms, it is understood that the majority of the students demonstrate the expected performance from them.

Keywords:

metacognitive awerness, project based leatning, , creative thinking,

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