İlköğretim Öğrencilerinin, Sistem Kuramının Temel Elemanlarını Anlama Düzeylerinin Değerlendirilmesi

Sistemlerin zamanla nasıl değiştiğini anlamak için bir yöntem olan sistem dinamiği, eğitim uzun süredir zaten uygulanmak. Sistem dinamiği yaptığı mühendislik, işletme yönetim, ekonomi ve fizik, kimya, biyoloji gibi temel bilim mektupları. Bu gelişimden etkilenen çalışmalar eğitim alanlarına da kazandı. Bu çalışmanın bir amacı, sistem dinamiği yaklaşımını kısaca tanıtarak için temel unsurlarını örnek senaryolar ve STELLA programı kullanarak anlatmaktır. Çalışmanın başka bir amacı ilköğretim öğrencilerinin sistem dinamiği yaklaşımının temelini oluşturan stok, akış, neden-sonuç ilişkisi gibi kavramları 6 tane bir tanıtım dersi ile ne derece anlayabildiklerini görebilmektir. Bu raporda, tanımaya yönelik raporlar bir sistem nasıl modelledikleri gözlemlenerek, modelleme becerilerinin sınıflarına göre edilmistir. Ayrıca bu çalışma, belge oluşturuyor senaryoları karşılaştıkları sorunları göz önünde bulundurarak öneriler getirmektedir.

Anahtar Kelimeler:

Sistem düşüncesi, Sistem dinamiği, STELLA programı, öğretim ve öğrenme yöntemi

Evaluation of The Middle School Students' Understanding Level of Basic System Concepts

System dynamics is a well formulated methodology for analyzing a system that includes cause-effect relationships, their underlying logic, time delays, and feedback loops. The method initially emerged in the business and industrial applications, but now it is increasingly being used in many other disciplines. Having been inspired by successful policy changes in many fields, the system dynamics researchers targeted to apply the system dynamics approach in the educational field too. The first aim of this study is to teach system concepts such as stocks, flows and causal relationships to secondary school students and to evaluate the competence of the students’ understanding capacity depending on their grade level. Another aim of this study is to determine the problems encountered by middle school students in learning system components. The system components were taught in six lesson hours by using four different scenarios. For each scenario, students modeled the system explained in the story using Stella software, and tested their models. In this study, a non-experimental quantitative research design was applied. The data were based on unstructured interviews and observations of the researcher. The conclusion of the study is that components of system dynamics can be communicated to middle school students in six lesson hours.

Keywords:

System thinking, System dynamics, Stella software, teaching and learning methods,

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