Sosyal bilgiler derslerinde küresel sorunların öğretimi üzerine bir eylem araştırması
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Dosyalar
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın temel amacı, sosyal bilgiler dersinde aktif öğrenme yöntem ve tekniklerine dayalı olarak gerçekleştirilen eylem araştırması etkinliklerinin küresel sorunların öğretimine katkılarını belirlemektir. Teknik, bilimsel ve işbirlikçi eylem araştırması modeli çerçevesinde tasarlanan bu çalışmanın çalışma grubunu, Çorum İl Millî Eğitim Müdürlüğü’ne bağlı bir ortaokulda öğrenim gören 30 yedinci sınıf öğrencisi, uygulamada yer alan bir sosyal bilgiler öğretmeni ve 20 öğrenci velisi oluşturmaktadır. Araştırma kapsamında öncelikle, Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü’nden “Etik Kurul Kararı” ve Çorum İl Millî Eğitim Müdürlüğü’nden resmî izin alınmıştır. Daha sonra, 2022-2023 eğitim-öğretim yılı bahar yarıyılında Çorum İl Millî Eğitim Müdürlüğü’ne bağlı bir ortaokulda öğrenim gören gönüllü öğrencilerle, veli izin onayı doğrultusunda, sosyal bilgiler dersinde küresel sorunların öğretimine yönelik dört haftalık bir çalışma gerçekleştirilerek veriler toplanmıştır. Araştırmada veri toplama aracı olarak, araştırmacı tarafından geliştirilen “Kişisel Bilgi Formu”, “Küresel Sorunlar Değerlendirme Formu” ve “Küresel Sorunlar Farkındalık Ölçeği” uygulanmıştır. Ayrıca, öğrencilerin küresel sorunlarla ilgili ön bilgilerini, konuya dair merak ettiklerini, etkinlikler aracılığıyla edindikleri kazanımları ve daha fazla bilgiye nasıl ulaşabileceklerini belirlemek amacıyla KWLH formu kullanılmıştır. Araştırma süreci boyunca, öğrencilerin küresel sorunlarla ilgili bilgi ve kavram yanılgılarını belirlemek ve bu yanılgıların giderilip giderilmediğini tespit etmek amacıyla çeşitli aktif öğrenme yöntemleri, teknikleri ve etkinliklerden (akvaryum, balık kılçığı, dedikodu, istasyon, kart gösterme, kartopu, kavram bulmacası, kavram karikatürü, kelime ilişkilendirme testi, pazaryeri, rulman, tanılayıcı dallanmış ağaç, tereyağı-ekmek, yapılandırılmış grid, zihin haritası, balon patlatma, doğru-yanlış, grup sıralaması, köstebek vurmaca, uçak etkinliği) yararlanılmıştır. Bunun yanı sıra, öğrenci günlükleri, metafor çalışmaları, görseller ve videolar gibi destekleyici materyaller de kullanılmıştır. Yapılan öğretim faaliyetlerinin ve aktif öğrenme etkinliklerinin etkisini ölçmek amacıyla hem araştırmacı hem de öğretmen tarafından gözlem formu uygulanmıştır. Süreci değerlendirmek için öğrenciler, öğretmen ve velilerle yarı yapılandırılmış görüşmeler yapılarak ek veriler toplanmıştır. Çalışmanın nicel verilerinin analizi SPSS 22 (Statistical Package for Social Sciences 22) ve Mplus paket programları ile gerçekleştirilmiştir. İstatistiksel analizlerde, parametrik ya da non-parametrik testlerin kullanılmasına karar vermek için verilerin normallik dağılımı (basıklık, çarpıklık, saçılım ve histogram grafikleri) incelenmiştir. Verilerin normal dağılım gösterdiği belirlenince, parametrik analiz yöntemlerinden bağımlı ve bağımsız örneklemler için t testi ile tek yönlü ANOVA analizleri uygulanmıştır. Nitel verilerin analizinde ise içerik analizi yöntemi kullanılmıştır. Araştırmanın sonuçları incelendiğinde, küresel sorunlara yönelik ön test-son test başarı ve farkındalık düzeylerinde cinsiyetin, anne-baba eğitim düzeyinin ve bilgi kaynaklarının (internet, televizyon, kitap, dergi, okul, aile, çevre) anlamlı bir etkisinin olmadığı tespit edilmiştir. Öğrencilerin küresel sorunlara ilişkin bilgi ve farkındalık düzeylerinin, uygulama öncesi ve sonrası anlamlı şekilde değişip değişmediğini belirlemek amacıyla yapılan analizlerde, Küresel Sorunlar Değerlendirme Formu ve Küresel Sorunlar Farkındalık Ölçeği son test puanlarının ön test puanlarına göre anlamlı şekilde farklılaştığı ve bu değişimin son test lehine olduğu görülmüştür. Araştırma bulguları, uygulama öncesinde öğrencilerin büyük çoğunluğunun küresel sorunlarla ilgili kavramlara dair bilgi sahibi olmadığını, ancak kavram yanılgılarının da bulunmadığını ortaya koymuştur. Uygulama sürecinde gerçekleştirilen aktif öğrenme yöntemleri, teknikleri ve etkinlikleri sayesinde öğrencilerin küresel sorunların nedenleri, sonuçları ve önlenme yollarına dair bilgileri kalıcı bir şekilde öğrendikleri ve öğrenme sürecinde eğlendikleri belirlenmiştir. Öğretmen ve velilerle yapılan görüşmelerde de küresel sorunların öğretimine yönelik gerçekleştirilen etkinliklerin öğrencilere olumlu katkılar sağladığı sonucuna ulaşılmıştı.
The main aims of this research is to determine the contributions of action research activities based on active learning methods and techniques in social studies course to the teaching of global problems. The study group of this study, designed within the framework of technical, scientific and collaborative action research model, consists of 30 seventh-grade students studying in a middle school affiliated to Çorum Provincial Directorate of National Education, a social studies teacher involved in the application and 20 parents of the students. Within the scope of the research, firstly, the “Ethics Committee Decision” from Necmettin Erbakan University Institute of Educational Sciences and official permission from Çorum Provincial Directorate of National Education were obtained. Then, in the spring semester of the 2022-2023 academic year, a four-week study on the teaching of global problems in social studies course was conducted with volunteer students studying in a middle school affiliated to Çorum Provincial Directorate of National Education, in line with the parental permission approval, and data were collected. In the study, the “Personal Information Form”, “Global Problems Assessment Form” and “Global Problems Awareness Scale” developed by the researcher were used as data collection tools. In addition, the KWLH form was used to determine the students’ prior knowledge about global problems, their curiosity about the subject, the gains they acquired through the activities and how they can access more information. Throughout the research process, various active learning methods, techniques and activities (aquarium, fishbone, gossip, station, card showing, snow ball, concept puzzle, concept cartoon, word association test, marketplace, ball bearing, diagnostic branched tree, butter-bread, structured grid, mind map, balloon popping, true-false, group ranking, whack-a-mole, airplane activity) were used in order to determine the students’ knowledge and misconceptions about global problems and to determine whether these misconceptions were eliminated. In addition, supporting materials such as student diaries, metaphor studies, visuals and videos were also used. In order to measure the effect of the teaching activities and active learning activities, an observation form was applied by both the researcher and the teacher. In order to evaluate the process, semi-structured interviews were conducted with students, teachers and parents and additional data were collected. The analysis of the quantitative data of the study was carried out with SPSS 22 (Statistical Package for Social Sciences 22) and Mplus package programs. In statistical analyses, the normality distribution of the data (kurtosis, skewness, scatter and histogram graphs) was examined in order to decide whether to use parametric or non-parametric tests. When it was determined that the data showed a normal distribution, t-test and one-way ANOVA analyses were applied for dependent and independent samples from parametric analysis methods. In the analysis of qualitative data, the content analysis method was used. When the results of the study were examined, it was determined that gender, parental education level and information sources (internet, television, books, magazines, school, family, environment) did not have a significant effect on the pretest-post-test success and awareness levels regarding global problems. In the analyses conducted to determine whether the students' knowledge and awareness levels regarding global issues changed significantly before and after the application, it was observed that the Global Issues Evaluation Form and Global Issues Awareness Scale post-test scores differed significantly from the pre-test scores and this change was in favor of the post-test. The research findings revealed that the majority of the students did not have knowledge about the concepts related to global issues before the application, but they did not have any misconceptions. It was determined that the students learned the information about the causes, consequences and prevention methods of global issues permanently and had fun during the learning process thanks to the active learning methods, techniques and activities implemented during the application process. It was also concluded in the interviews conducted with teachers and parents that the activities carried out for the teaching of global issues made positive contributions to the students.
The main aims of this research is to determine the contributions of action research activities based on active learning methods and techniques in social studies course to the teaching of global problems. The study group of this study, designed within the framework of technical, scientific and collaborative action research model, consists of 30 seventh-grade students studying in a middle school affiliated to Çorum Provincial Directorate of National Education, a social studies teacher involved in the application and 20 parents of the students. Within the scope of the research, firstly, the “Ethics Committee Decision” from Necmettin Erbakan University Institute of Educational Sciences and official permission from Çorum Provincial Directorate of National Education were obtained. Then, in the spring semester of the 2022-2023 academic year, a four-week study on the teaching of global problems in social studies course was conducted with volunteer students studying in a middle school affiliated to Çorum Provincial Directorate of National Education, in line with the parental permission approval, and data were collected. In the study, the “Personal Information Form”, “Global Problems Assessment Form” and “Global Problems Awareness Scale” developed by the researcher were used as data collection tools. In addition, the KWLH form was used to determine the students’ prior knowledge about global problems, their curiosity about the subject, the gains they acquired through the activities and how they can access more information. Throughout the research process, various active learning methods, techniques and activities (aquarium, fishbone, gossip, station, card showing, snow ball, concept puzzle, concept cartoon, word association test, marketplace, ball bearing, diagnostic branched tree, butter-bread, structured grid, mind map, balloon popping, true-false, group ranking, whack-a-mole, airplane activity) were used in order to determine the students’ knowledge and misconceptions about global problems and to determine whether these misconceptions were eliminated. In addition, supporting materials such as student diaries, metaphor studies, visuals and videos were also used. In order to measure the effect of the teaching activities and active learning activities, an observation form was applied by both the researcher and the teacher. In order to evaluate the process, semi-structured interviews were conducted with students, teachers and parents and additional data were collected. The analysis of the quantitative data of the study was carried out with SPSS 22 (Statistical Package for Social Sciences 22) and Mplus package programs. In statistical analyses, the normality distribution of the data (kurtosis, skewness, scatter and histogram graphs) was examined in order to decide whether to use parametric or non-parametric tests. When it was determined that the data showed a normal distribution, t-test and one-way ANOVA analyses were applied for dependent and independent samples from parametric analysis methods. In the analysis of qualitative data, the content analysis method was used. When the results of the study were examined, it was determined that gender, parental education level and information sources (internet, television, books, magazines, school, family, environment) did not have a significant effect on the pretest-post-test success and awareness levels regarding global problems. In the analyses conducted to determine whether the students' knowledge and awareness levels regarding global issues changed significantly before and after the application, it was observed that the Global Issues Evaluation Form and Global Issues Awareness Scale post-test scores differed significantly from the pre-test scores and this change was in favor of the post-test. The research findings revealed that the majority of the students did not have knowledge about the concepts related to global issues before the application, but they did not have any misconceptions. It was determined that the students learned the information about the causes, consequences and prevention methods of global issues permanently and had fun during the learning process thanks to the active learning methods, techniques and activities implemented during the application process. It was also concluded in the interviews conducted with teachers and parents that the activities carried out for the teaching of global issues made positive contributions to the students.
Açıklama
Doktora Tezi
Anahtar Kelimeler
Aktif Öğrenme, Eylem Araştırması, Küresel Sorunlar, Sosyal Bilgiler, Active Learning, Action Research, Globel Issues, Social Studies
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Ateş, Y. (2025). Sosyal bilgiler derslerinde küresel sorunların öğretimi üzerine bir eylem araştırması. (Yayımlanmamış doktora tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü Türkçe ve Sosyal Bilimler Eğitimi Anabilim Dalı, Konya.
