Eleştirel düşünme becerilerini temel alan fen bilgisi öğretiminin öğrenme ürünlerine etkisi
The effect of critical thinking skills based science education to learning outcomes
Yazar: ORHAN AKINOĞLU
Danışman: PROF.DR. ÖZCAN DEMİREL
Hacettepe Üniversitesi / Sosyal Bilimler Enstitüsü
Derece: Doktora, 2001
Konu: Eğitim ve Öğretim = Education and Training
Dizin: Düşünme = Thinking ; Eleştirel düşünce = Critical thinking ; Fen bilgisi = Science ; Fen bilgisi öğretimi = Science teaching ; Öğrenme = Learning ; İlköğretim = Primary education

Özet:
100 W° V Ayı ÖZET Bu araştımıada, eleştirel düşünme becerilerini temel dan İlköğretim 4"Sınıf Fen Bilgisi öğretiminin, öğrenme ürünlerine etkisi incelenmiştir. Araşîımaada, deneysel araştırma yönteminin kontrol grupla öntest-sontest desem' kutiambmştjr, Ara$!mwJ2000-20ÖÎ öğnptiro yjlmm JI yansında, İstanbul ili Kadıköy İlçesi, îlhami Ertem İlköğretim Okulu 4. Sınıflarından seçilen, öğretmen, yaş, cinsiyet, bilişsel ve duyuşsal nazır buhmuşluluk değişkenleri, açtsmdan birbirine denk. iki grup üzerinde yürütülmüştür. Kontrol grubunda geleneksel öğretim sürdürülmüştür, Deney grubunda ise öğretim, eleştirel düşünme beceriklini temel aten Fen Bilgisi öğretimi, öğrenci çalışma yapraklan, ders materyalleri ve araç-gereçferiyîe, bu anlayışın öngördüğü beceriler çerçevesinde stntf ve laboratuar ortammda sürdürOîmOşrür. Araştırma sürecinin başlangıcında, deney ve kontrol gruplaşma Imırianan çoktan seçmeli Fen Bilgisi testi, eleştirel düşünme becerileri ölçme aracı ve tutum ölçeği uygulanarak ön testler yapılmıştır. Fen Bilgisi testi, eleştirel düşünme becerileri Ölçme aracı ve tutam ölçeği, araştırmanın sonunda gruplara son test olarak uygulanmış, öntest ve sontestîer arasındaki farklarla öğrencilerin erişilen bulunmuştur. Araştırmaya ilişkin veriler yapılan bu ön test ve son testlerden elde edilmiştir. Araştırmada elde edilen bulgular şu şekilde özetlenebilir, 1. Eleştirel düşünme becerilerini temel alan Fen Bilgisi öğretimi gören grubun bilişsel alanın bilgi ve kavrama düzeyindeki erişisi, geleneksel anlayışla öğretim gören grubun bilgi ve kavrama düzeyindeki dişisinden anlamlı derecede yüksektir, 2. Eleştirel düşünme becerilerini temel alan Fen Bilgisi öğretimi gören grubun eleştirel düşünme becerilerinin tutarlılık boyutundaki erişisi5 gelenekselII |0(0

Abstract:
m ABSTRACT \oo<+3o This research examined the effect of 4th grade elementary science teaching, which was based on criticalthinking skiH& on learning outcomes» The research was experimental pretest, posttest design with control grup.The research took place in the 2nd semester of 2000-200.1 academic year Research participats were 4 th grade students of îlhami Ertem Eiemantary school in Kadıköy, İstanbul The instruction given to control group was txaditfcmaUwt the other hand, e^fa^al group took a science instruction bas^ on cri&al dunking ^flfe^nd the groups were equal in terms of teacher,.age, sex3 cognitive and emotional readiness. At the begining of the research control and eiqperimental group were pre-tested with multiple choice science test, critical thinking skills, scale and attitude scale. The participats were post-tested with these scales. Data, -were driven from these pre and post test results. Research findings can be summarized as follows 1- Experimental group students cognitive achievement levels of knowledge and comprehension are significantly higher than control grup students.Therefore, science instruction based on critical thinking skills is more influencial than traditional instruction in cognitive achievement 2- Experimental group students achievement in consistency component of critical thinking skills is significantly higher than control group students achievement.Therefore, science instruction based on critical thinking skills is more influential than traditional instruction fer students achievement in consistency component of critical thinking skills 3- Experimental group students achievement in combining component of critical thinking skills is significantly higher than control group students achievement- Tierefcre, science instruction based on critical thinking skills is more influential than traditional instruction for students achievement in combinmff component of critical thinking skillsm ABSTRACT \oo<+3o This research examined the effect of 4th grade elementary science teaching, which was based on criticalthinking skiH& on learning outcomes» The research was experimental pretest, posttest design with control grup.The research took place in the 2nd semester of 2000-200.1 academic year Research participats were 4 th grade students of îlhami Ertem Eiemantary school in Kadıköy, İstanbul The instruction given to control group was txaditfcmaUwt the other hand, e^fa^al group took a science instruction bas^ on cri&al dunking ^flfe^nd the groups were equal in terms of teacher,.age, sex3 cognitive and emotional readiness. At the begining of the research control and eiqperimental group were pre-tested with multiple choice science test, critical thinking skills, scale and attitude scale. The participats were post-tested with these scales. Data, -were driven from these pre and post test results. Research findings can be summarized as follows 1- Experimental group students cognitive achievement levels of knowledge and comprehension are significantly higher than control grup students.Therefore, science instruction based on critical thinking skills is more influencial than traditional instruction in cognitive achievement 2- Experimental group students achievement in consistency component of critical thinking skills is significantly higher than control group students achievement.Therefore, science instruction based on critical thinking skills is more influential than traditional instruction fer students achievement in consistency component of critical thinking skills 3- Experimental group students achievement in combining component of critical thinking skills is significantly higher than control group students achievement- Tierefcre, science instruction based on critical thinking skills is more influential than traditional instruction for students achievement in combinmff component of critical thinking skills