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Biyolojide Yaşam Temelli Öğrenmenin Öğrencilerin Başarı ve Tutumlarına Etkisi

Effects Of Context Based Learning On Students’ Achievement and Attitudes In Biology

Journal Name:

  • Kastamonu Üniversitesi Kastamonu Eğitim Dergisi

Publication Year:

  • 2015

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The aim of this study is to determine effect of “context based learning approach” towards student’s biology success and attitudes on biology course. This study was applied to two groups’ first grade students that include 53 students in control group that designed on traditional learning approach and 41 students in experimental group that designed on context based approach by the same teacher over a period of 8 weeks in department of primary teacher training. Achievements test prepared for each biology subjects and attitude test towards biology courses were used as means of collecting quantitative data, interview form which includes open ended questions were implemented as means of collecting qualitative data. Multiple choice academic science achievement test and attitude test towards biology were given to both groups as pre-tests and post-tests. Interview form which includes open ended questions was given only experimental group after context based learning. The result of analysis shows that there is a meaningful difference between context based learning approach and traditional learning on student’s success and attitudes towards biology. The results of interview form which was implemented on experimental group in order to support obtained findings are in favour of our study.
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Abstract (Original Language): 
Bu çalışmanın amacı, biyoloji öğretiminde yaşam temelli öğrenme yaklaşımının öğrencilerin başarılarına ve tutumlarına etkilerini araştırmaktır. İlköğretim sınıf öğretmenliği bölümünden seçilen 41 kişilik deneysel gurupta yaşam temelli öğrenme yaklaşımı, 53 kişilik kontrol gurubunda geleneksel öğrenme yaklaşımı aynı öğretmen tarafından sekiz haftalık bir periyotta uygulanmıştır. Nicel veri toplamak için her biyoloji konusu için hazırlanan başarı testi ve tutum testi, nitel veri toplamak için açık uçlu sorulardan oluşan görüşme formu kullanılmıştır. Her iki gruba ön ve son test olarak akademik başarı testi ve tutum testi uygulanmıştır. Görüşme formu ise sadece deney gurubuna etkinlikten sonra uygulanmıştır. Analiz sonuçları yaşam temelli öğrenme ve geleneksel öğrenme grupları arasında öğrencilerin başarıları ve tutumları açısından anlamlı bir farklılığın olduğunu göstermiştir. Görüşme formunun sonuçları da elde edilen bu bulguları desteklemiştir.
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