İLKÖĞRETİM ÖĞRENCİLERİNİN (4. VE 5. SINIF) DÜNYASINDAKİ CANLI VE CANSIZ KAVRAMINA CİNSİYETİN ETKİSİ

Canlı ve cansız kavramları temel kavramlar arasında yer almaktadır. Çalışmamızın amacı ilkokul 4. ve ortaokul 5. sınıf öğrencilerinin dünyasında şekillenen canlı ve cansız kavramlarının cinsiyete göre değişkenlik gösterip göstermediğini tespit etmektir. Bu amaçla çalışma, Türkiye’nin yedi bölgesinde, rastgele belirlenen ilkokul 4 ve ortaokul 5. sınıflarında okuyan 1066 öğrenci ile gerçekleştirilmiştir. Çalışmaya katılan bu öğrencilerin 531’i kız, 535’i erkek öğrencidir. Her bölgeden bir il (İstanbul, Ankara, İzmir, Hakkari, Erzurum, Adana ve Trabzon) ve her ilden bir okul rastgele seçilmiştir. Çalışmada betimsel tarama modeli kullanılmıştır. Veri toplama aracı olarak ise, 14 maddeden oluşan ve araştırmacı tarafından geliştirilen bir anket uygulanmıştır. Anket sonucunda elde edilen nicel veriler SPSS 14 paket programı kullanılarak değerlendirilmiştir. Verilerin analizinde ki-kare testi kulanılmıştır. Çalışma sonucunda ilkokul 4. ve ortaokul 5. sınıf öğrencilerinin zihnindeki canlı ve cansız kavramı ile cinsiyet arasında genel olarak bir ilişki bulunamamıştır. Bu durumda cinsiyet göz önünde bulundurulmaksızın bu konuların kavranmasına ve oluşabilecek yanılgıların giderilmesine dikkat edilmesi önerilmektedir.

Anahtar Kelimeler:

Canlı, Cansız, Cinsiyet, Ilkokul Öğrencileri, Ortaokul Öğrencileri.

THE EFFECT OF GENDER TO LIVING AND NON-LIVING THINGS CONCEPTS IN THE WORLD OF PRIMARY SCHOOL (4th AND 5th CLASSES) STUDENTS

Children begin to observe curiously the living and non-living nature they live in. They try to know and define the objects with their various characteristics. In time, they perceive the world and environment regularly and systematically. Some wrong information developed uniquely by the students in such a manner that out of scientific facts in time causes significant obstacles within the learning process. As the children develop, learn and their interaction with the environment increases, the living and non-living concepts take form and have new meanings. In our study, it has been tried to be revealed by means of quantitative data that whether the characteristics of living and non-living things differentiate from each other by gender according to them. Totally 1066 students participated in our study, of which 531 are females and 535 are males, in 12 primary schools determined at random in 7 provinces of Turkey, being one province from each region. In this study descriptive survey model is used. The data was obtained from a questionnaire which is consisting of 14 questions. The quantitative data obtained was analyzed by using SPSS 14 package programme. In this research chi-square test was used for analyzing data. 49.5 % of the female students and 50.5 % of the male students have emphasized that they learned the existence of living and non-living things around them in their families for the first time. 51.4 % of the female students and 48.6 % of the male students have stated that human comes to their minds when living thing is said. 57.9 % of the female students and 42.1 % of the male students participated in the survey have stated that moving is the first thing coming to their mind when the characteristics of living things is said. Whereas 520 students identified that not-moving is the first thing coming to their mind when the characteristics of non-living things is said, this rate is 49% for female students and 51% for male students. Whereas 390 students who participated in the survey identified that the most distinctive characteristic between living things and non-living things is their ability to move, this rate is 51.5% for female students and 48.5% for male students. 360 students who participated in the survey have stated that the most important common characteristic of living things and non-living things is to disappear in time. 537 students have stated that they have noticed that the plants are alive by their growing when we water for the first time, this rate is 52.9% for female students and 47.1% for male students. 537 students have stated that they have noticed that the animals are alive when they saw them moving and playing for the first time, this rate is 42.2% for female students and 57.8% for male students. The expressions, “I have noticed for the first time that there are invisible living things around me, when my teacher shown in the microscope” and “when the invisible living thing is said, germ is the first thing coming to my mind” are the options mostly marked by the female and male student and there were not any difference according to the gender. Whereas 685 students who participated in the survey expressed that some of the invisible living things are beneficial and some of them are harmful, this rate is 51.1% for female students and 48.9% for male students. Whereas 362 students who participated in the survey indicated that they noticed that humans are living things for the first time when they saw that they are moving, this rate is 54.4% for female students and 45.6% for male students. Whereas 322 students who participated in the survey indicated that the most surprising case for them with respect to the living things is the invisible living things, this rate is 49.1% for female students and 50.9% for male students. Whereas 264 students who participated in the survey indicated that the most surprising case for them with respect to the non-living things is that the non-living things do not die, this rate is 47.3% for female students and 52.7 % for male students. As a consequence of the research, it has been revealed that the living and non-living things concepts in the mind of the elementary school (4th and 5th classes) pupils do not differentiate from each other by gender. Living and non-living concepts are the basic concepts of biology and as a result of this research it is recommended that the elementary pupils be taught living and non-living things without looking gender.

Keywords:

Living Things, Non-Living Things, Gender, Elementary Pupils.,

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