Biyoloji Öğretiminde Başarı ve Bilimsel Süreç Becerilerine Yaşam Temelli Öğrenmenin Etkileri

Bu çalışmanın amacı “yaşam temelli öğrenme” yaklaşımının biyoloji öğretiminde öğrenci başarıları ve bi- limsel süreç becerileri üzerine etkilerini araştırmaktır. Bu amaç için ön-son test kontrol gruplu yarı deneysel desen kullanılmıştır. Sınıf öğretmenliği bölümünde, aynı öğretmen tarafından 8 haftalık bir süreçte 41 kişilik deneysel gurupta yaşam temelli yaklaşım kullanılırken, 53 kişilik kontrol grubunda geleneksel öğretim yaklaşımı kullanıl- mıştır. Başarı testi ve bilimsel süreç becerileri testi her iki gruba da ön test ve son test olarak uygulanmıştır. Sonuç- larda, başarı ve bilimsel süreç becerileri açısından yaşam temelli ve geleneksel öğretim yapılan gruplar arasında anlamlı farklar gözlenmiştir.

Anahtar Kelimeler:

Yaşam temelli öğrenme yaklaşımı, biyoloji, sınıf öğretmenliği bölümü, başarı, bilimsel süreç becerileri

Context Based Learning’ Effects on Achievement and Scienti c Process Skills in Biology Teaching

The purpose of this study was to investigate the effects of context-based learning approaches to te- aching biology on students’ achievement and scienti c process skill. Quasi-experimental design with pre-post test control group was employed in this study. Context based approach was used for experimental group of 41 students, and the control group of 53 students were exposed to traditional learning approach by the same teacher over a pe- riod of 8 weeks in department of elementary school education. Academic science achievement test and scienti c process skill test were given to both groups as pre-test and post-test. It was observed in the results that there was a meaningful difference between context based learning and traditional in learning on student’s success and student’s scienti c process skill.

Keywords:

Context based learning approach, Biology, Elementary school education, Achievement, Scienti c pro- cess skill,

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