Yaşam Temelli Fen Eğitiminin Öğrenci Başarısına ve Çevre Bilinci Üzerine Etkisi

Abstract

This study aims to investigate the influence of Context Based Science Education on the achievement of fifth graders, on permanence of their achievement and on their improvement in terms of environmental consciousness; and also to take their opinions about the activities at the end of the teaching process. For this purpose, on the subjects "Heat and Temperature, Human and Environment Relationship, Variables Influencing the Brightness of Lamp in a Simple Electrical Circuit", from the fields of science education, 5E model activities within Context Based Science Education were developed, administered and at the end students were asked to state their opinions regarding the process. Population of the study consisted of 60 students studying at two different fifth grade classes at a secondary school in Ankara which was determined using convenience sampling method. In this study in which interwoven pattern mixed method of research design was made use of, data was collected through achievement tests developed by the researcher, which were "Heat and Temperature Achievement Test, Human and Environment Relationship Achievement Test, Variables Influencing the Brightness of Lamp in a Simple Electrical Circuit Achievement Test", through "Environmental Consciousness Scale" which was prepared by another researcher and semi-structured interview forms prepared by the researcher. Data was analysed using descriptive data processing methods and the results were presented as average, standard deviation, table and graphic presentation. In order to provide equilibration between groups, independent samples t-test was used to analyse pre-test scores; dependent samples t-test and ANCOVA were used in order to find out if there was a meaningful difference between the average pretest-posttest scores of achievement test and environmental consciousness scale; and MANCOVA was used to analyse permanence test and pre-test and post –test scores. Semi-structured interviews were analysed making use of content analysis method. Results revealed that the method used increased achievement and environmental consciousness of the students as well as ensuring permanence of knowledge. Also, it was concluded that students perceived their learning environment as constructivist. At the end of the study recommendations regarding alternative activities and applications for improving context based science education activities were presented.