0,05) The purpose of this study to investigate effect of activity-based training on ecological footprint awareness of gifted students who continuing Science and Art Center (SAC). Gifted students in SAC continues educational activities in non-school time. This research was carried out in the spring semester of 2014-2015 academic year. In this study, one group pretest-posttest design was used that one of the qualitative research methods. The sample group of the study were selected through the suitable sampling method and consisted of 57 gifted students who continuing SAC in Kahramanmaraş city. “Ecological Footprint Awareness Scale” was used as a data collection tool developed by Coşkun and Sarıkaya (2014). To calculate the Cronbach's alpha reliability coefficient of this scale 151 elemantary school students were used in Kahramanmaraş city and cronbach's alpha reliability coefficient was calculated as 0,92. Before the activity-based training “the Ecological Footprint Awareness Scale” was applied as a pre-test to the SAC students. The Kolmogorov-Smirnov test used. Then, activity based training was carried out for five-week with the same group. Subsequently the “Ecological Footprint Awareness Scale” was applied as a post-test to the SAC students so experimental procedure was terminated. The data acquired in the study were analyzed by using statistical methods of percentage, frequency, arithmetic mean, t test and ANOVA. Before and after the activity based training, the mean of ecological footprint of pre-test and post-test were compared with t- test for paired samples for SAC students. As a result of the statistical analysis, the mean of ecological footprint pre-test score was fuound as = 3,85 and the mean of ecological footprint post-test scores was found as = 4,11. Significant differences were found between post-test scores and pre-test scores statistically (p<0.05). At the same time the mean of ecological footprint of pre-test and post-test were compared according to gender and grade level for gifted students and no significant differences were found between pre and post-test scores according to gender and grade level (p>0.05). STRUCTURED ABSTRACT"> [PDF] ETKİNLİK TEMELLİ EĞİTİMİN ÜSTÜN YETENEKLİ ÖĞRENCİLERİN EKOLOJİK AYAK İZİ FARKINDALIĞINA ETKİSİ | [PDF] EFFECT OF ACTIVITY-BASED TRAINING ON ECOLOGICAL FOOTPRINT AWARENESS OF GIFTED STUDENTS 0,05)"> 0,05) The purpose of this study to investigate effect of activity-based training on ecological footprint awareness of gifted students who continuing Science and Art Center (SAC). Gifted students in SAC continues educational activities in non-school time. This research was carried out in the spring semester of 2014-2015 academic year. In this study, one group pretest-posttest design was used that one of the qualitative research methods. The sample group of the study were selected through the suitable sampling method and consisted of 57 gifted students who continuing SAC in Kahramanmaraş city. “Ecological Footprint Awareness Scale” was used as a data collection tool developed by Coşkun and Sarıkaya (2014). To calculate the Cronbach's alpha reliability coefficient of this scale 151 elemantary school students were used in Kahramanmaraş city and cronbach's alpha reliability coefficient was calculated as 0,92. Before the activity-based training “the Ecological Footprint Awareness Scale” was applied as a pre-test to the SAC students. The Kolmogorov-Smirnov test used. Then, activity based training was carried out for five-week with the same group. Subsequently the “Ecological Footprint Awareness Scale” was applied as a post-test to the SAC students so experimental procedure was terminated. The data acquired in the study were analyzed by using statistical methods of percentage, frequency, arithmetic mean, t test and ANOVA. Before and after the activity based training, the mean of ecological footprint of pre-test and post-test were compared with t- test for paired samples for SAC students. As a result of the statistical analysis, the mean of ecological footprint pre-test score was fuound as = 3,85 and the mean of ecological footprint post-test scores was found as = 4,11. Significant differences were found between post-test scores and pre-test scores statistically (p<0.05). At the same time the mean of ecological footprint of pre-test and post-test were compared according to gender and grade level for gifted students and no significant differences were found between pre and post-test scores according to gender and grade level (p>0.05). STRUCTURED ABSTRACT">

ETKİNLİK TEMELLİ EĞİTİMİN ÜSTÜN YETENEKLİ ÖĞRENCİLERİN EKOLOJİK AYAK İZİ FARKINDALIĞINA ETKİSİ

Bu çalışmanın amacı etkinlik temelli eğitimin Bilim Sanat Merkezlerine (BİLSEM) devam eden üstün yetenekli öğrencilerin ekolojik ayak izi farkındalığına etkisini incelemektir. Üstün yetenekli öğrenciler, eğitim-öğretim faaliyetlerine okul dışı zamanlarda devam etmektedir. Bu araştırma gerçekleştirilmiştir. Çalışmada nicel araştırma yöntemlerinden biri olan "gerçek deneysel desen" modellerinden tek grup ön test-son test deseni kullanılmıştır. Çalışmanın örneklemi kolay ulaşılabilir örnekleme yöntemine göre seçilmiş olup Kahramanmaraş ili BİLSEM'e devam eden 57 üstün yetenekli öğrenciden oluşmaktadır. Veri toplama aracı olarak Coşkun ve Sarıkaya (2014) tarafından geliştirilen "Ekolojik Ayak İzi Farkındalık Ölçeği" kullanılmıştır. Ölçeğin Cronbach's alpha güvenirlik katsayısı Kahramanmaraş ilindeki 151 ortaokul öğrencisi kullanılarak 0,92 olarak hesaplanmıştır. Etkinlik temelli eğitimden önce BİLSEM öğrencilerine "Ekolojik Ayak İzi Farkındalık Ölçeği" ön test olarak uygulanmıştır. Bu çalışmada ön test ve son test sonuçlarına ait veri setinin normal dağılım gösterip göstermediği Kolmogorov-Simirnov testine bakılarak anlaşılmıştır. Ardından aynı gruba beş haftalık etkinlik temelli eğitim yapılmıştır. Son test olarak tekrar "Ekolojik Ayak İzi Farkındalık Ölçeği" uygulanarak deneysel işlem süreci sona erdirilmiştir. Bu çalışmadan elde edilen veriler yüzde, frekans, aritmetik ortalama, t testi ve ANOVA kullanılarak analiz edilmiştir. BİLSEM öğrencilerinin etkinlik temelli eğitim öncesi ve sonrasında ekolojik ayak izi ön test ve son test ortalamaları bağımlı gruplar t testi ile karşılaştırılmıştır. İstatistiksel analizler sonucunda ekolojik ayak izi ön test ortalamaları = 3,85; ekolojik ayak izi son test ortalamaları = 4,11 olarak bulunmuştur. Ön test ve son test ortalamaları arasındaki fark istatistiksel olarak anlamlı bulunmuştur (p0,05)

EFFECT OF ACTIVITY-BASED TRAINING ON ECOLOGICAL FOOTPRINT AWARENESS OF GIFTED STUDENTS

The purpose of this study to investigate effect of activity-based training on ecological footprint awareness of gifted students who continuing Science and Art Center (SAC). Gifted students in SAC continues educational activities in non-school time. This research was carried out in the spring semester of 2014-2015 academic year. In this study, one group pretest-posttest design was used that one of the qualitative research methods. The sample group of the study were selected through the suitable sampling method and consisted of 57 gifted students who continuing SAC in Kahramanmaraş city. “Ecological Footprint Awareness Scale” was used as a data collection tool developed by Coşkun and Sarıkaya (2014). To calculate the Cronbach's alpha reliability coefficient of this scale 151 elemantary school students were used in Kahramanmaraş city and cronbach's alpha reliability coefficient was calculated as 0,92. Before the activity-based training “the Ecological Footprint Awareness Scale” was applied as a pre-test to the SAC students. The Kolmogorov-Smirnov test used. Then, activity based training was carried out for five-week with the same group. Subsequently the “Ecological Footprint Awareness Scale” was applied as a post-test to the SAC students so experimental procedure was terminated. The data acquired in the study were analyzed by using statistical methods of percentage, frequency, arithmetic mean, t test and ANOVA. Before and after the activity based training, the mean of ecological footprint of pre-test and post-test were compared with t- test for paired samples for SAC students. As a result of the statistical analysis, the mean of ecological footprint pre-test score was fuound as = 3,85 and the mean of ecological footprint post-test scores was found as = 4,11. Significant differences were found between post-test scores and pre-test scores statistically (p0.05). STRUCTURED ABSTRACT

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Turkish Studies (Elektronik)-Cover
  • ISSN: 1308-2140
  • Yayın Aralığı: Yılda 4 Sayı
  • Başlangıç: 2006
  • Yayıncı: Mehmet Dursun Erdem