İstasyon Tekniğinin 7. Sınıf Öğrencilerinin Akademik Başarısına ve Görüşlerine Etkisi

The use of student-centered, active learning-teaching models, methods and techniques play an important role in achieving the desired achievements in science education, in accordance with constructivist approach. The station technique, which is one of these techniques, is defined as it offer learning environments which undertake students’ learning responsibilities, create their products through experiments and activities, encourage learners to research and inquire in the teacher's guidance, encourage students to explore and explore, aim at educating individuals who offer rich experiences, criticize and question them. When investigating literature, the station technique; we can say that students have a positive influence on both cognitive and affective factors that enhance their academic success,, contribute to the development of their creativity and problem-solving skills, encourage to taking responsibility, develop self-confidence, develop positive attitudes toward the classroom, In a large number of research articles about science education, it has been observed that active learning models such as the station technique, which takes the learning center, provide more effective learning than the classical learning models. This study supports 7th grade student's knowledge in DWR-CI subjects of science course through achievement test in quantitative dimension, and then it supports these data with the students’ opinion data which obtained from qualitative dimension. When the literature was investigated, it hadn’t been found any research which determine the effect of station technique used these subjects, and it is thought that this study will be important in terms of providing a general idea to the relevant studies to be performed on the field. In this context, it is aimed to investigate the effect of using station technique in DWR-CI subjects on academic achievement of 7th grade students in this study.The study group consist of seventh grade 54 students in a state middle school in the center of the province of Ordu in the spring of 2016-2017 academic year. In this research, a mixed research method, in which both quantitative and qualitative methods are used together, has been adopted. Before the experimental applications were started, DWR-CI achievement test was applied as a pre-test to the experimental and control groups In a total 2-week experimental application period, it was carried out using current teaching practices the in the control group, while using the station technique in the experimental group.In the study, it was used as a quantitative data collection tool which is "Domestic Waste and Recycling-Chemical Industry Achievement Test” developed by researchers. This test consists of 19 multiple-choice questions and its KR-20 reliability coefficient was 0.74. In addition, it was also used as a qualitative data collection tool which is "Domestic Waste and Recycling-Chemical Industry Semi-Structured Interview Form" developed by the researchers to detail the quantitative findings,  consisting of 9 open ended questions and includes acquisitions with DWR-CI subjects. The achievement levels of the students of the experiment and control groups according to the scores obtained from DWR-CI achievement test; are classified according to three levels of success: "low level" in the range "0 to 6", "moderate" in the range "7 to 12" and "high level" in the range of "13 to 19". Semi-structured interviews were carried out a total of 12 students, including 2 students from each success level determined by the group. Students' responses to semi-structured interview questions was encoded based on the response key form generated by the researchers; "Correct answer (DY)", "wrong answer (YY)" and "empty answer (BY)". While Wilcoxon signed rank test and unidirectional covariance analysis (ANCOVA) were used to analyze the data obtained from quantitative dimension, content analysis was used to analyze the data obtained from qualitative dimension. According to the quantitative results obtained from the study, it was determined that the s had a significant difference in favor of the post- test between the DWR-CI achievement pre-test and post-test scores. The ANCOVA result showed that the students in the experimental and control groups had a significant difference in favor of the experimental group between the post-test mean scores corrected for the EAGD-KEBT pre-test scores. According to the results of semi-structured interviews conducted by the students in order to elaborate the quantitative findings, it was determined that the correct answers of the students with the "high" and "medium" achievement levels in the experimental group were more than the control group. It was concluded that the results of the study showed similar results and that the station technique used in teaching DWR-CI subjects was more effective on the academic success of 7th grade students.

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