Öğrencilerin Sorgulama Becerilerine Yönelik Bir Karşılaştırma Araştırması: Takım-OyunTurnuva ve Birleştirme Teknikleri

Hormonlar konusu fen eğitiminde önemli bir yere sahiptir.Eğitimin her kademesinde yer alan bu konu soyut kavramlardanoluşması sebebiyle öğrencileri ezbere yönlendirmekte veöğrenme sürecinde becerilerini kullanmalarını kısıtlamaktadır.Bu sebeple hormonlar konusunun öğreniminde öğrencilerinbecerilerini kullanmalarına ve geliştirmelerine imkân sağlayanetkinlikler önem arz etmektedir. Sunulan çalışmada hormonlarkonusunda işbirlikli öğrenme yaklaşımın iki farklı tekniği olanTakım-Oyun-Turnuva ve Birleştirme tekniklerine dayalıgerçekleştirilen etkinliklerin üniversite öğrencilerinin sorgulamabecerilerine etkisinin karşılaştırılması amaçlanmıştır. Bu amaçlaöğrenciler Grup-1 (N=23) ve Grup-2 (N=29) olmak üzere ikigruba ayrılmıştır. Grup-1’de Takım-Oyun-Turnuva, Grup-2’deise Birleştirme tekniği kullanılmıştır. Uygulamalar 9 hafta sürmüşve veri toplama amacıyla uygulamalardan önce ve sonra olmaküzere Sorgulama Becerileri Ölçeği kullanılmıştır. Bulgulara göre,grupların ön test ve son test puanları arasında anlamlı gelişmebulunurken, son test puanları arasında anlamlı farklılık tespitedilmemiştir. Elde edilen sonuçlara göre her iki tekniğin deöğrencilerin sorgulama becerilerini geliştirdiği fakat aralarındaanlamlı bir farklılığın olmadığı sonucuna varılmıştır.

A Comparative Research for Students’ Inquiry Skills: Team-Game-Tournament and Jigsaw

Hormones have an important place in science education. This issue is memorized by the students and it also makes a challenge to use their skills because it consists of abstract concepts. For this reason, activities that provide students to use and improve their skills have great importance. In the present research, a comparison of the impact of two different techniques of cooperative learning approach, which were team-game-tournament and jigsaw, on undergraduates’ inquiry skills in the context of hormones issue was conducted. For this purpose, participants were assigned to Group-1 (N=23) and Group-2 (N=29). Team-game-tournament was used in Group-1 and jigsaw was conducted in Group-2. Treatment was accomplished during nine weeks and the Inquiry Skills Scale was used before and after the instructions for data collection. According to the results, there was significant improvement between students’ pre- and post-tests. However, the post-test scores of groups were not significantly different. It was concluded that both techniques improved students' inquiry skills but there was no difference between them.

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