ORGANİK OKUL MODELİYLE YÜRÜTÜLEN HAYAT BİLGİSİ DERSLERİNİN İLKOKUL ÜÇÜNCÜ SINIF ÖĞRENCİLERİNİN BİLİMSEL SÜREÇ BECERİLERİNE VE HAYAT BİLGİSİ DERSİ TUTUMLARINA ETKİSİ

İç içe karma desen kullanılarak yürütülen bu çalışmanın amacı organik okul modeliyle yürütülen hayat bilgisi derslerinin ilkokul üçüncü sınıf öğrencilerinin bilimsel süreç becerilerine ve hayat bilgisi dersine yönelik tutumlarına etkisini incelemektir. Bu amaç doğrultusunda araştırmanın nicel boyutunda tek grup ön-test son-test tasarımı kullanılarak öğrencilerin bilimsel süreç becerilerindeki ve hayat bilgisi dersine yönelik tutumlarındaki değişim incelenmiştir. Ardından öğrencilerin deneyimledikleri eğitimlere dair derinlemesine bilgi edinebilmek amacıyla öğrencilerle odak grup görüşmeleri gerçekleştirilmiştir. Araştırmanın çalışma grubunda 19 öğrenci yer almıştır. Elde edilen nicel veriler Wilcoxon işaretli sıralar testi kullanılarak analiz edilmiştir. Nitel verilerin analizinde ise tematik analiz yöntemi kullanılmıştır. Araştırmadan elde edilen bulgulara göre öğrencilerin bilimsel süreç becerilerinde ve hayat bilgisi dersine yönelik olumlu tutumlarında istatistiksel olarak anlamlı bir artış gözlemlenmiştir. Ayrıca öğrencilerin organik okul modelini sevdikleri, yürütülen dersler süresince stres düzeylerinin düşük seviyede olduğu ve özellikle doğada yapılan etkinliklerden hoşlandıkları görülmüştür. Elde edilen bulgular, organik eğitim yaklaşımı temelinde oluşturulan organik okul modelindeki fiziksel öğrenme ortamının, öğrencilerin bilimsel süreç becerilerini ve işlenen derslere yönelik tutumlarını geliştirmeye katkısı olduğuna işaret etmektedir.

Anahtar Kelimeler:

organik eğitim, organik okul, alternatif eğitim, hayat bilgisi dersi, bilimsel süreç becerileri, ilkokul

The Effects of Life Science Lessons with The Organic School Model on Primary School Third-Grade Students’ Science Process Skills and Attitudes Towards the Life Science Course

The aim of this study, which was carried out using the embedded design, is to examine the effects of life science lessons conducted with the organic school model on primary school third-grade students' science process skills and attitudes towards life science course. For this purpose, the change in students' scientific process skills and attitudes towards life science course was examined by using a single group pre-test post-test design in the quantitative part of the research. Then, focus group interviews were conducted to obtain in-depth information about the education experienced by the students. There were 19 students in the study group of the research. Quantitative data were analyzed using the Wilcoxon signed rank test and qualitative data were analyzed using thematic analysis. As a result, a statistically significant increase was observed in the students' scientific process skills and positive attitudes towards the life science course. In addition, it was observed that the students liked the organic school model, their stress levels were low during the lessons, and they especially enjoyed the activities they performed in nature. The results indicate that the physical learning environment in the organic school model contributes to the development of students' scientific process skills and their attitudes towards the lessons taught.

Keywords:

Organic education, Organic school, Alternative education, Life science course, Scientific process skills, Primary school,

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