Sekizinci sınıf fen bilgisi dersi maddedeki değişim ve enerji ünitesinde analoji yöntemine dayalı öğretimin öğrencilerin akademik başarılarına ve kalıclığa etkisi
The effect of analogy-based teaching on students? academic achievement and retention of knowledge on the contents of ?change in matter state and energy? from the eighth grade science course
Yazar: ESMA KAYHAN
Danışman: YRD. DOÇ. DR. MUZAFFER ÖZCAN
Çukurova Üniversitesi / Sosyal Bilimler Enstitüsü / İlköğretim Bölümü / İlköğretim Ana Bilim Dalı
Derece: Yüksek Lisans, 2009
Konu: Eğitim ve Öğretim = Education and Training
Dizin: Akademik başarı = Academic achievement ; Analoji = Analogy ; Kalıcılık = Permanence

Özet:
Bu çalışmanın temel amacı, sekizinci sınıf Fen Bilgisi dersi, ? Maddedeki Değişim ve Enerji? ünitesinin öğretiminde analoji kullanımının öğrencilerin akademik başarılarına ve öğrendikleri bilgilerin kalıcılığına etkisini araştırmaktır.Araştırma 2007-2008 öğretim yılının güz yarıyılında, Adana ili Seyhan ilçesinde bulunan bir devlet ilköğretim okulunda gerçekleştirilmiştir. Deney grubunda 45, kontrol grubunda 45 olmak üzere toplam 90 öğrenci çalışma gurubunda yer almıştır. Çalışma onbir hafta sürmüştür. Gruplar öğrencilerin hazırbulunuşluk seviyelerine göre seçilmiştir. Dersler deney grubunda analoji yöntemi kullanımı ile kontrol grubunda ise öğretmen merkezli geleneksel öğretim ile işlenmiştir. Deney ve kontrol gruplarına ? Fen Bilgisi Başarı Testi? öntest ve sontest olarak kullanılmış, öğrenilen bilgilerin kalıcılığını belirlemek için ise başarı testi, sontest uygulamasından 4 hafta sonra yeniden uygulanmıştır.Araştırma süresince başarı testinden elde edilen verilerin aritmetik ortalama ve standart sapma değerleri betimsel olarak verildikten sonra, kovaryans analizleri yapılmıştır.Sonuç olarak Fen Bilgisi başarı testi sontest puanları açısından, analoji yöntemi kullanıldığı deney grubu başarı sontest puanlarının aritmetik ortalaması öğretmen merkezli geleneksel öğretimin uygulandığı kontrol grubunun başarı sontest puanlarından az yüksek olmasına karşın deney grubu lehine anlamlı farklılık bulunmuştur. Bu farklılıklar ile analoji yöntemi kullanımının öğrencilerin Fen Bilgisi dersine ilişkin başarıları üzerinde öğretmen merkezli geleneksel öğretime göre daha etkili olduğu belirlenmiştir.Deney ve kontrol grupları öğrenilen bilgilerin kalıcılığı açısından incelendiğinde ise deney grubunda bulunan öğrencilerin kalıcılık puanlarının kontrol grubunda bulunan öğrencilerin kalıcılık puanlarından oldukça yüksek olduğu bulunmuştur. Yapılan istatistiksel analizler sonucunda sontest puanları açısından analoji yönteminin kullanıldığı deney grubu lehine anlamlı farklılık bulunmuştur.Anahtar Kelimeler: Analoji, Öğretmen merkezli öğretim, Fen Bilgisi Öğretimi, Akademik başarı, Kalıcılık.

Abstract:
The main purpose of this research is to investigate the effect of analogy-based teaching on students? academic achievement and retention of knowledge on the contents of ?change in matter state and energy? from the eighth grade science course.The study was carried out in a state-run primary school in Seyhan, Adana on the fall period of 2007-2008 school years. There were totally 90 students; 45 students in experimental group and 45 students in control group. The study lasted 11 weeks. Groups were selected according to students? readiness levels. Lessons were conducted with analogy method in experimental group and with traditional teacher-centered method in control group. In experimental and control groups ?Science Achievement Test? was used as pre-test and post-test, and the achievement test was applied again four weeks after post-test to identify the retention of learned knowledge.After the arithmetic mean and standard deviation values obtained during the research were given descriptively, analyses of covariance were done.As a consequence, although, in terms of post-test grades in Science achievement test, achievement post-test grades? arithmetic mean of experimental group in which analogy method was used was slightly higher than achievement post-test grades of control group in which traditional teacher-centered method was used, significant difference was found in favour of experimental group. Through these differences it was determined that the use of analogy method was more effective than traditional teacher-centered method on students? academic achievement in Science course.When experimental and control groups were analysed in terms of knowledge retention, it was found that retention grades of students in experimental group were considerably higher than those of students in control group. After statistical analyses, significant difference was found in terms of post-test grades in favour of experimental group in which analogy method was used.Keywords: Analogy, teacher-centered instruction, Science Education, academic achievement, retention.ABSTRACTTHE EFFECT OF ANALOGY-BASED TEACHING ON STUDENTS? ACADEMIC ACHIEVEMENT AND RETENTION OF KNOWLEDGE ON THE CONTENTS OF ?CHANGE IN MATTER STATE AND ENERGY? FROM THE EIGHTH GRADE SCIENCE COURSEEsma KAYHANMSc Thesis, Department of Primary EducationSupervisor: Yard. Doç. Dr. Muzaffer ÖZCANJanuary, 2009, 76 PagesThe main purpose of this research is to investigate the effect of analogy-based teaching on students? academic achievement and retention of knowledge on the contents of ?change in matter state and energy? from the eighth grade science course.The study was carried out in a state-run primary school in Seyhan, Adana on the fall period of 2007-2008 school years. There were totally 90 students; 45 students in experimental group and 45 students in control group. The study lasted 11 weeks. Groups were selected according to students? readiness levels. Lessons were conducted with analogy method in experimental group and with traditional teacher-centered method in control group. In experimental and control groups ?Science Achievement Test? was used as pre-test and post-test, and the achievement test was applied again four weeks after post-test to identify the retention of learned knowledge.After the arithmetic mean and standard deviation values obtained during the research were given descriptively, analyses of covariance were done.As a consequence, although, in terms of post-test grades in Science achievement test, achievement post-test grades? arithmetic mean of experimental group in which analogy method was used was slightly higher than achievement post-test grades of control group in which traditional teacher-centered method was used, significant difference was found in favour of experimental group. Through these differences it was determined that the use of analogy method was more effective than traditional teacher-centered method on students? academic achievement in Science course.When experimental and control groups were analysed in terms of knowledge retention, it was found that retention grades of students in experimental group were considerably higher than those of students in control group. After statistical analyses, significant difference was found in terms of post-test grades in favour of experimental group in which analogy method was used.Keywords: Analogy, teacher-centered instruction, Science Education, academic achievement, retention.ABSTRACTTHE EFFECT OF ANALOGY-BASED TEACHING ON STUDENTS? ACADEMIC ACHIEVEMENT AND RETENTION OF KNOWLEDGE ON THE CONTENTS OF ?CHANGE IN MATTER STATE AND ENERGY? FROM THE EIGHTH GRADE SCIENCE COURSEEsma KAYHANMSc Thesis, Department of Primary EducationSupervisor: Yard. Doç. Dr. Muzaffer ÖZCANJanuary, 2009, 76 PagesThe main purpose of this research is to investigate the effect of analogy-based teaching on students? academic achievement and retention of knowledge on the contents of ?change in matter state and energy? from the eighth grade science course.The study was carried out in a state-run primary school in Seyhan, Adana on the fall period of 2007-2008 school years. There were totally 90 students; 45 students in experimental group and 45 students in control group. The study lasted 11 weeks. Groups were selected according to students? readiness levels. Lessons were conducted with analogy method in experimental group and with traditional teacher-centered method in control group. In experimental and control groups ?Science Achievement Test? was used as pre-test and post-test, and the achievement test was applied again four weeks after post-test to identify the retention of learned knowledge.After the arithmetic mean and standard deviation values obtained during the research were given descriptively, analyses of covariance were done.As a consequence, although, in terms of post-test grades in Science achievement test, achievement post-test grades? arithmetic mean of experimental group in which analogy method was used was slightly higher than achievement post-test grades of control group in which traditional teacher-centered method was used, significant difference was found in favour of experimental group. Through these differences it was determined that the use of analogy method was more effective than traditional teacher-centered method on students? academic achievement in Science course.When experimental and control groups were analysed in terms of knowledge retention, it was found that retention grades of students in experimental group were considerably higher than those of students in control group. After statistical analyses, significant difference was found in terms of post-test grades in favour of experimental group in which analogy method was used.Keywords: Analogy, teacher-centered instruction, Science Education, academic achievement, retention.ABSTRACTTHE EFFECT OF ANALOGY-BASED TEACHING ON STUDENTS? ACADEMIC ACHIEVEMENT AND RETENTION OF KNOWLEDGE ON THE CONTENTS OF ?CHANGE IN MATTER STATE AND ENERGY? FROM THE EIGHTH GRADE SCIENCE COURSEEsma KAYHANMSc Thesis, Department of Primary EducationSupervisor: Yard. Doç. Dr. Muzaffer ÖZCANJanuary, 2009, 76 PagesThe main purpose of this research is to investigate the effect of analogy-based teaching on students? academic achievement and retention of knowledge on the contents of ?change in matter state and energy? from the eighth grade science course.The study was carried out in a state-run primary school in Seyhan, Adana on the fall period of 2007-2008 school years. There were totally 90 students; 45 students in experimental group and 45 students in control group. The study lasted 11 weeks. Groups were selected according to students? readiness levels. Lessons were conducted with analogy method in experimental group and with traditional teacher-centered method in control group. In experimental and control groups ?Science Achievement Test? was used as pre-test and post-test, and the achievement test was applied again four weeks after post-test to identify the retention of learned knowledge.After the arithmetic mean and standard deviation values obtained during the research were given descriptively, analyses of covariance were done.As a consequence, although, in terms of post-test grades in Science achievement test, achievement post-test grades? arithmetic mean of experimental group in which analogy method was used was slightly higher than achievement post-test grades of control group in which traditional teacher-centered method was used, significant difference was found in favour of experimental group. Through these differences it was determined that the use of analogy method was more effective than traditional teacher-centered method on students? academic achievement in Science course.When experimental and control groups were analysed in terms of knowledge retention, it was found that retention grades of students in experimental group were considerably higher than those of students in control group. After statistical analyses, significant difference was found in terms of post-test grades in favour of experimental group in which analogy method was used.Keywords: Analogy, teacher-centered instruction, Science Education, academic achievement, retention.