Yap-Boz Sınıf Ortamında 5E Stratejileri Kullanılarak Elementlerin Periyodik Sisteminin Öğretimi

Bu çalışmada, elementlerin periyodik sisteminin öğretiminde yap-boz sınıf ortamında 5E öğrenme döngüsü stratejileri kullanılarak yapılan öğretimin öğrencilerin bilişsel başarılarına etkisini incelemektir. Araştırmanın tasarımı için öntest-sontest kontrol gruplu yarı deneysel yöntem kullanılmıştır. Çalışmanın örneklemi, lise 1. sınıf düzeyindeki 42 öğrenciden oluşmaktadır. Örneklem, deney ve kontrol grubu olmak üzere rastgele iki gruba ayrılmış ve deney grubuna yap-boz sınıf ortamında 5E öğrenme döngüsüne uygun, kontrol grubuna geleneksel öğretim yöntemiyle eğitim verilmiştir. Her iki grupta yapılan öğretimde aynı kavram ve prensiplere odaklanılmıştır. Çalışmada elde edilen verilerin analizi için t-testi analizi kullanılmıştır. Çalışmanın sonuçları, yap-boz sınıf ortamında 5E öğrenme döngüsü kullanılarak öğrencilerin elementlerin periyodik sisteminin öğretiminde bilişsel başarıda anlamlı bir fark olduğu görülmüştür. Ayrıca öğrencilerin öğrenmenin yoğunluğu ve etkinliği, bağımsız öğrenme fırsatı gibi nedenlerle yap-boz sınıf ortamında öğrenmeyi sevdikleri tespit edilmiştir.

Using 5E Strategies in the Jigsaw Classroom Environment to Teach Periodic System of Elements

This study examines the effect of teaching 5E learning strategies in the jigsaw classroom environment on the cognitive achievement of students in learning the periodic system of elements. For data collection, a semi-experimental method with a pretest-posttest control group was used. The sample of the study consisted of 42 students in the first grade of high school. The sample was randomly divided into two groups as the experimental group and the control group. The experimental group was taught according to the 5E learning cycle in the jigsaw class environment, and the control group was taught by traditional teaching methods. Teaching in both groups focused on the same concepts and principles. For the analysis of the data obtained in the study, the t-test analysis was used. The results of the study show that using the 5E learning cycle in a jigsaw classroom environment made a significant difference in the cognitive achievement of the students in learning the periodic system of elements. In addition, the study shows that, because of the learning intensity of the activities and the independent learning opportunities it offers, students like to learn in the jigsaw classroom environment.

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