Çocukların okul dışı fen öğrenmeleri: Aile desteği

Year 2020, , 46 - 63, 31.01.2020

Rahime Çobanoğlu , Gülfem Dilek Yurttaş Kumlu

https://doi.org/10.19128/turje.613091

Cited By: 7

Abstract

Bu çalışmada (a) basit fen materyallerinin çocukların ev ortamında bulunup bulunmadığı, (b) ailelerin çocuklarıyla birlikte informal fen etkinliklerine katılım sıklığı, (c) temel fen konularını öğrenmeleri için ailelerin çocuklarına sundukları fırsatların düzeyi ve (d) çocukların öğretim düzeyinin ailelerin fen öğrenmeleri için çocuklarına sağladıkları destek üzerindeki etkisi araştırılmıştır. Bu kesitsel tarama çalışmasında veriler, Türkiye’nin kuzey bölgesindeki bir ilde yaşayan 735 veliden toplanmıştır. Bulgular çocukların çoğunluğunun ev ortamında temel fen materyallerine sahip olmadıklarını göstermiştir. Özellikle bilim gezilerine katılmaya ilişkin olarak ailelerin çocuklarını destekleme düzeyi düşük bulunmuştur. Ailelerin çocuklarını en çok sağlık, güvenlik ve beslenme konularını öğrenmeleri için destekledikleri belirlenmiştir. MANOVA sonuçları, okul öncesi ve ilkokul çocuklarının ailelerine kıyasla ortaokul çocuklarının ailelerinin doğa ve bilim etkinlikleri yapma boyutunda çocuklarını önemli ölçüde daha düşük düzeyde desteklediklerini ortaya koymuştur. Ayrıca, okul öncesi çocukları ile karşılaştırıldıklarında ortaokul çocuklarının madde, enerji ve canlılar ile ilgili fen konularını öğrenmeleri için aileleri tarafından daha düşük düzeyde desteklendikleri saptanmıştır. İlkokul ve ortaokul çocuğu olan ailelere kıyasla okul öncesi çocuğu olan ailelerin gökyüzü ile ilgili fen konularını öğrenmelerine yönelik çocuklarına daha çok fırsat sundukları tespit edilmiştir.

Keywords

Aile desteği, Fen öğrenme, Okul dışında fen

Children’s science learning outside school: Parental support

Abstract

This study examined (a) the availability of basic science materials in children’s home environment, (b) the frequency of parents’ involvement in informal science activities with their children, (c) the level of opportunities parents offered their children for learning basic science subjects, and (d) the effect of grade level on parental support for children’s science learning. In this cross-sectional survey study, data were collected from 735 parents in a city in the north region of Turkey. Results revealed that most children did not have basic science materials at home. Parental support for making science trips was especially low. The parents supported their children’s learning most in the area of health, security, and nutrition. The MANOVA results indicated that the parents of middle school children supported their children significantly less to do science and nature activities compared to the parents of preschool and elementary school children. The middle school children were also less likely to be supported by their parents to learn science subjects related to matter, energy, and livings compared to preschool children. The parents of preschool children offered more opportunities for their children to learn science subjects related to sky compared to the parents of elementary and middle school children.

Keywords

Parental support, Science learning, Science outside school

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