THE EFFECTS OF THE ACTIVITIES BASED ON THE THEORY OF SUCCESSFUL
INTELLIGENCE ON THINKING SKILLS IN SOCIAL STUDIES TEACHING IN PRIMARY
SCHOOL
Journal Name:
- Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
Keywords (Original Language):
| Author Name | University of Author | Faculty of Author |
|---|---|---|
Abstract (2. Language):
The purpose of this study was to investigate the effects of the activities
established based on the theory of successful intelligence in the Social
Studies course for 4th grades in primary school on students’ thinking skills.
In the study, the experimental design of pre- and post-test with control
group, one of the actual trial models, was used. The study group consisted
of two 4th grade classes that were determined through the non-random
purposeful selection. In the study, the data were collected through the scale
of critical thinking skill, the Torrance test of creative thinking, and the
inventory of problem-solving for children. The data obtained in the study
were analyzed by transferring them to the SPSS setting. According to the
study results, while there was a significant difference between the pre-test
and post-test scores for critical thinking skills of the students in
experimental group, there was no significant difference between the pretest
and post-test scores of the students in control group. In the creative
thinking skills, there was a difference between the pretest-posttest scores
of the students in the experimental group in favor of the experimental
group. In problem-solving skills, while there was a significant difference
between the pre-test and post-test scores of the students in experimental
group, there was a significant difference between the pre-test and post-test
scores of the students in control group in favor of the post-test. Teachers
could teach the lessons through activities that are based on the theory of
successful intelligence and documented to make positive contributions to
improving the thinking skills of students and practicable for students in
every lesson.
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Abstract (Original Language):
Araştırmanın amacını ilkokul 4. sınıf sosyal bilgiler dersinde başarılı zekâ kuramına dayalı olarak oluşturulan etkinliklerin, öğrencilerin düşünme becerilerine etkisini incelemek oluşturmaktadır. Araştırma da gerçek deneme modellerinden olan öntest-sontest kontrol gruplu deneysel desen kullanılmıştır. Çalışma grubunu, seçkisiz olmayan amaçsal seçim ile belirlenen iki 4. sınıf şubesi oluşturmuştur. Araştırma da eleştirel düşünme becerisi ölçeği, Torrance yaratıcı düşünme testi ile çocuklar için problem çözme envanterinden yararlanılarak veriler toplanmıştır. Araştırma sonuçlarına göre; eleştirel düşünme becerilerinde deney grubu öğrencilerinin öntest-sontest puanları arasında anlamlı bir fark varken, kontrol grubunda öğrencilerinin öntest-sontest puanları arasında anlamlı bir fark yoktur. Yaratıcı düşünme becerilerinde ise deney grubu öğrencilerinin öntest-sontest puanları arasında deney grubu lehine fark bulunmuştur. Problem çözme becerilerinde deney grubu öğrencilerinin öntest-sontest puanları arasında fark yokken, kontrol grubu öğrencilerinin öntest-sontest puanları arasından sontest lehine anlamlı farklılık vardır.
FULL TEXT (PDF):
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