10. Sınıf Felsefe Dersinde Zenginleştirilmiş Öğretim Programının Öğrencilerin Üst Düzey Düşünme Becerilerine Etkisi

Abstract

The purpose of this research is to determine the effect of the enriched curriculum on the subject of Philosophy of Knowledge in the 10th grade Philosophy Course on the cognitive skills of the students. The research was carried out by the researcher in eight weeks in the MEB 2021-2022 academic year. In the research, mixed-method research was used to determine what needs to be done to improve the program by making a critical evaluation of the current philosophy program. The research, philosophy teaching program to be developed for secondary school 10th-grade students, was implemented in Hayme Ana Anatolian Girls' Technical and Vocational High School in the Central district of Kütahya province in the 2021-2022 academic year. The research was completed with a total of 14 lessons for eight weeks, one day a week, 40 minutes for one lesson, and two consecutive lessons on the same day. Experimental and control groups consist of 54 students in total. The enriched philosophy curriculum developed for the Philosophy of Information, an achievement test consisting of open-ended evaluation questions, and a semi-structured observation form were used as data collection tools in the research. The stated program and test tools were prepared, arranged, and developed in line with the purposes of the research by taking the opinions of eight experts, three from the philosophies, three from the measurement and evaluation department, and two from the education programs and teaching department. The answers given to the achievement test in the research were themed and coded through the MAXQDA program. The analysis of qualitative data was carried out by two people. The analysis of the quantitative data was carried out using the scoring key. Independent groups t-test was used to determine the significant difference between groups. Inter-rater reliability was made with the Fleiss Kappa test and a value of 0.72 was determined. After the analysis, it was observed that the students achieved a success rate of 32% on Plato, 48% on the Sophists, 24% on the Septics, 30% on Descartes, and 52% on Hegel.