Figen TOSUN ÇAM, Esra KÖSE ÖZAY

Context based learning' effects on achievement and scientifc process skills in biology teaching

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

Biyoloji öğretiminde başarı ve bilimsel süreç becerilerine yaşam temelli öğrenmenin etkileri

The purpose of this study was to investigate the effects of context-based learning approaches to te- aching biology on students achievement and scientifc process skill. Quasi-experimental design with pre-post testcontrol 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 scientifcprocess skill test were given to both groups as pre-test and post-test. It was observed in the results that there was ameaningful difference between context based learning and traditional in learning on student s success and student sscientifc process skill.

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