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Açıklamalı Yöntemlere Karşı Araştırmaya Dayalı Öğrenme Yaklaşımı: İlköğretim Öğrencilerinin Fen Bilgisi Dersine Yönelik Tutumlarına Etkileri

Inquiry- Based Learning Approach versus Descriptive Methods: Effects on Elementary Students' Attitudes towards Science

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Abstract (2. Language): 
In this study, the effectiveness of the inquiry-based learning approach as to teacher centered descriptive methods was investigated in developing the attitudes towards science of elementary students. The research group consisted of 104 seventh grade students of Beytepe and Mehmet İçkale Primary Schools located in the city of Ankara, district of Çankaya during the spring period within 2004-2005. In the study, "Attitude Scale towards Science" which was developed by Geban et al (1994) has been used in order to measure the attitudes of students towards science. In the study, pretest-posttest with control group experimental design was used. As a result of the study, attitudes of the students towards science are significantly extent higher in inquiry-based science course. These results were supported with the data which were obtained through the interviews with students.
Abstract (Original Language): 
Bu çalışmada; ilköğretim öğrencilerinin fen bilgisi dersine yönelik tutumlarını geliştirmede araştırmaya dayalı öğrenme yaklaşımının, öğretmen merkezli açıklamalı yöntemlere (düz anlatım, soru-cevap) göre etkili olup olmadığı araştırılmıştır. Çalışmanın örneklemini; 2004-2005 eğitim-öğretim yılı bahar döneminde Ankara ili, Çankaya ilçesinde bulunan Beytepe ve Mehmet İçkale İlköğretim okullarında öğrenim gören 104 yedinci sınıf öğrencisi oluşturmuştur. Araştırmada veri toplama aracı olarak; Geban ve ark. (1994) tarafından öğrencilerin fen bilgisi dersine yönelik tutumlarını ölçmek için geliştirilen "Fen Bilgisi Dersi Tutum Ölçeği" kullanılmıştır. Çalışmada, ön test son test kontrol gruplu deneysel desen kullanılmıştır. Çalışmanın sonunda, araştırmaya dayalı fen bilgisi derslerindeki öğrencilerin derse yönelik tutumlarının öğretmen merkezli fen bilgisi dersindeki öğrencilere göre anlamlı düzeyde daha yüksek çıktığı görülmüştür. Bu sonuçlar öğrencilerle yapılan görüşmelerden elde edilen verilerle de desteklenmiştir.

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