Yapılandırmacı Yaklaşım ve Öğrenme Stillerinin Laboratuvar Uygulamalarında Başarı ve Bilimsel Süreç Becerileri Üzerine Etkisi

Year 2011, Volume: 10 Issue: 1, 311 - 324, 26.06.2011

Ercan Arı , Hale Bayram

Abstract

Bu araştırmanın amacı, öğrenme stillerine göre belirlenmiş laboratuvar deney gruplarında geleneksel ve yapılandırmacı yaklaşıma göre tasarlanmış öğretim uygulamalarının bilimsel başarıya ve bilimsel süreç becerilerinin gelişimine olan etkisini belirleyebilmektir. Bu araştırmada, “Öntest-Sontest Kontrol Gruplu Deneme Modeli” kullanılmıştır. Araştırmanın sonucuna göre öğrencilerin bilimsel başarıları, kullanılan öğretim yaklaşımları ve öğrenme stillerinin ortak etkisine bağlı olarak anlamlı bir farklılık göstermemektedir. Bu bulguya göre; öğretim yaklaşımı ve öğrenme stili faktörleri ayrı ayrı düşünüldüğünde bilimsel başarılar arasında anlamlı bir fark oluşurken, iki değişkenin ortak etkisinin anlamlı bir fark yaratmadığı görülmektedir. Aynı şekilde öğrencilerin bilimsel süreç becerileri, kullanılan öğretim yaklaşımları ve öğrenme stillerinin ortak etkisine bağlı olarak anlamlı bir farklılık göstermemektedir. Bu bulguya göre; yaklaşım ve öğrenme stili faktörleri ayrı ayrı düşünüldüğünde bilimsel süreç becerileri son test puan ortalamaları arasında anlamlı bir fark oluşurken, bilimsel başarıda olduğu gibi iki değişkenin ortak etkisinin anlamlı bir fark yaratmadığı görülmektedir

Keywords

Yapılandırmacılık, Öğrenme Stilleri, Kimya Laboratuvarı, Bilimsel Süreç Becerileri

The Influence of Constructivist Approach and Learning Styles on Achievement and Science Process Skills in the Laboratory

Abstract

The purpose of this study, laboratory test group was determined according to the learning styles
of traditional and constructivist approaches to teaching applications designed according to scientific achievement
and scientific process is to determine the impact of skills development. In this study, the independent variables:
learning styles, traditional and constructivist approach to the design based on laboratory experiments, scientific
achievement and scientific process skills of the dependent variables. In this study, "Pre-test with control group
of experiment model was utilized. Scientific achievements of students, teaching approaches used (Constructivist
and Traditional), and common effects of learning styles do not vary significantly, depending. According to these
findings, teaching approach and learning style are the factors considered separately, a significant difference
between academic success, while in the joint effect of two variables are not a significant difference.

Keywords

Constructivism, Learning Style, Chemical Laboratory, Scientific Process Skills.

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