Web ortamında probleme dayalı öğrenme yönteminin farklı öğrenme stiline sahip öğrencilerin akademik başarılarına etkisi

Bu çalışmanın amacı Fen ve Teknoloji öğretiminde öğrencilerin daha anlamlı ve kalıcı öğrenmelerini sağlayacak, web ortamında probleme dayalı öğretim ile desteklenmiş bir öğretim tasarımının öğrencilerin fen ve teknoloji dersi asit baz konusundaki akademik başarılarına etkisini ortaya koymak ve öğrencilerin baskın öğrenme stillerini belirlemek ve öğrenme stilleri ile öğrencilerin akademik başarısı üzerindeki etkisini incelemek amacıyla yapılmıştır. Araştırmacı tarafından geliştirilen materyalde öğrencilerin etkileşimli animasyonlar ve simülasyonlarla asit baz konusunu öğrenmeleri hedeflenmiştir. Ön test son test kontrol gruplu araştırma modeli ile gerçekleştirilen araştırmanın örneklemini İstanbul İli Bahçelievler ilçesindeki bir devlet ilköğretim okulunda öğrenim gören 8.sınıf öğrencisi oluşturmuştur. Araştırmada iki veri toplama aracı kullanılmıştır. Öğrencilerin öğrenme stilleri Grasha-Riechmann Öğrenme Stili Envanteri, akademik başarıları asit baz konusu akademik başarı testi ile belirlenmiştir. Araştırmanın verileri frekans, yüzde dağılımı, t-testi ve tek yönlü varyans analizi (ANOVA) kullanılarak analiz edilmiştir. Yapılan analizler sonucunda öğrencilerin fen ve teknoloji dersine yönelik son test akademik başarılarına ait kontrol ve deney grubu arasında anlamlı farklılık olduğu ortaya çıkmıştır. Öğrencilerinin yarıya yakının işbirlikçi, geriye kalanının da rekabetçi ve bağımsız öğrenme stiline sahip olduğu, görülmüştür. Ayrıca öğrencilerin öğrenme stillerinin akademik başarıları üzerinde etkili olduğu sonucuna ulaşılmıştır.

The effect of problem-based learning in a web environment on the academic achievement of students with different learning styles

This study aims to design a learning environment supported with problem-based learning in a web-environment, with the purpose of providing a more meaningful and permanent learning experience for the students, and to examine the effects of this learning environment on students’ academic achievement and, it is aimed to carry out students’ learning styles and discuss the correlation between learning style and student’ success in science and technology. The study uses a pretest posttest control group experimental design. A total of 56 eighth grade students attending a public primary education school in Istanbul, Turkey participated in the study. Grasha Riechmann Learning Style Inventory and ‘‘The Acid Base Success Test’’ was applied to determine in order their learning styles and academic achievement. Frequency, percent distribution, t_test and one-way ANOVA were used to analyze data. As a result it was found that nearly half of the students have collaborative learning style, It was also found that students’ learning styles are efficient on academic achievement.

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