Bilgi ve İletişim Teknolojileri ile Bütünleştirilmiş Fen Bilgisi Öğrenme Ortamı Üzerine Bir Araştırma

Son yıllarda uluslararası platformda ve Türkiye’de bilgi ve iletişim teknolojilerinin (BİT) eğitimde kullanımı önemli bir yer elde etmiştir. Milli Eğitim Bakanlığının yoğun çalışmaları sonucu bilgisayarlar fiziksel olarak sınıflara girmekte, ancak öğretmenlerin bu konuda yetersiz bilgi ve becerileri nedeniyle bu altyapı henüz etkin bir şekilde kullanılamamaktadır. Ancak BİT ile bütünleştirilmiş bir dersin aktif öğrenmeyi destekleyecek şekilde organizasyonu ve uygulaması konusu hala önemini korumaktadır. Bu çalışmanın amacı BİT ile bütünleştirilmiş fen bilgisi öğrenme ortamının öğrencilerin akademik başarısına ve fene yönelik tutumlarına olan etkilerini incelemektir. Çalışmada öntest-sontest kontrol gruplu model seçilmiştir. Çalışma 2004-2005 öğretim yılında İzmir’de yer alan iki ilköğretim okulunda öğrenim görmekte olan 83 öğrenci ile sınırlandırılmıştır. Elde edilen sonuçlar BİT ile bütünleştirilmiş öğrenme ortamının öğrenci başarıları ve tutumları üzerine olumlu etkileri olduğunu göstermektedir.

An Investigation on Science Teaching Environment Integradet with Information and Communication Technologies

In recent years, the use of information and communication technologies (ICT) in education has acquired an important place in both international platforms and Turkey. After intensive studies done by Ministry of Education, computers have entered to classroom physically but these infrastructures can not be used effectively by the teachers because of the teachers’ lack of knowledge and skills on the computer usage. In Turkey, the topic of implementation of a course integrated with ICT based on active learning still keeps its importance. The main aim of this study was to investigate the effects of science teaching environment integrated with ICT on the students’ achievements and attitudes toward science. In the study, pretest-postest with control group model has been used. The research was limited with 83 students who were studying at two primary schools in Izmir in the academic year of 2004-2005. The results show that science teaching environments integrated with ICT have positive effects on the students’ achievements and attitudes.

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