Beyin temelli öğrenmeye göre okul öncesi eğitim programında yer alan bilişsel etkinliklerin ilkokula hazır bulunuşluğa etkisinin incelenmesi
Yükleniyor...
Dosyalar
Tarih
2018
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, amaç beyin temelli öğrenme etkinliklerinin ilkokula hazırbulunuşluğa etkisini incelemektir. Bu amaçla yapılan çalışma 2017/2018 Eğitim Öğretim yılında Ekim ayından Aralık ayı sonuna kadar özel bir anaokuluna devam eden 5-6 yaş grubu 45 öğrenci ile gerçekleştirilmiştir. Araştırma tek gruplu bir öntest- sontest modeline göre gerçekleştirilmiştir. Ekim-Aralık aylarını kapsayan süre içerisinde öğrencilere beyin temelli etkinlikler uygulanmıştır. Bu araştırmada Marmara İlköğretime Hazırbulunşluk Ölçeği kullanılmıştır. Uygulama ve gelişim formu yoluyla elde edilen veriler tanımlanmış SPSS programına yüklenmiştir. Bu veriler araştırmanın alt problemlerine göre analiz edilmiştir. Verilerin analizinde istatistiksel teknik olarak "t" testi (bağımlı/bağımsız değişken) uygulanmıştır Eşleştirilmiş grup t-testi iki eş grubun ortalamaları arasındaki farkın önemli olup olmadığını test etmek için kullanılmıştır. Amaç farklı iki koşulda elde edilen sonuçların farklı olup olmadığını araştırmaktır. Belirlenen grubun iki farklı zamandaki ölçümlerine ilişkin ortalamalarının karşılaştırılarak söz konusu ortalamalar arasındaki farkın belirli bir güven düzeyinde önemli olup olmadığını test etmek için kullanılmıştır. Tekrarlı ölçümler ile iki ortalamanın karşılaştırıldığı bu durum, tipik örnek araştırılmalarda uygulanan ön test-son test modelidir. Elde edilen bulgulara göre Beyin Temelli Öğrenme Etkinliklerinin okula hazırbulunuşluğa etkili olduğu gözlenmiştir. Bu sonuçlar doğrultusunda, çocuğun öğrenme sürecine etkin katılmasını, öğrendiklerini başka eğitim durumlarına aktarmasını ve yeni durumlarda kullanmasını sağlayacak ortam ve etkinliklerin hazırlanması uygun olacaktır. Zengin ve etkin uyaranlar ile hazırlanmış eğitim ortam-etkinlikleri çocuğun keşfetmesine, araştırma yapmasına, ezber yerine anlamlı öğrenme yapmasına ve bilgiyi anlamdırmasını sağlayacaktır.
The aim of this study is to investigate the effect of brain-based learning activities on primary school readiness. For this purpose, the study was carried out with 45 students aged 5-6 years who attended a special kindergarten from October to the end of December in the 2017/2018 academic year. The study was realized according to a single group pre-test post-test model. Brain based activities were applied to students during the period covering October-December. In this study, Marmara Primary Education readiness scale was used. The data obtained through the application and development form were uploaded to the defined SPSS program. These data were analyzed according to the sub-problems of the study/research. In the analysis of the data, "Dependent Groups t Test" and "Independent Groups t Test analiz were applied as statistical technique. The paired group t-test was used to test whether the difference between the averages of the two identical groups was significant. The aim is to investigate/explore whether the results obtained in two different conditions are different. It was used to test whether the difference between the averages is significant at a certain level of confidence by comparing the mean of the determined group at the two different times. This is the pre-test-post-test model that is used in typical case studies to compare the two averages with repeated measurements. According to the findings, it was observed that Brain Based Learning Activities were effective on school readiness. In line with these results/ Based on these results, it would be appropriate to prepare the environment and activities that will enable the child to participate effectively in the learning process, transfer what they have learned to other educational situations and use them in new situations. Educational environment activities prepared with rich and effective stimuli will enable the child to discover, do research, make meaningful learning instead of memorization and make the information meaningful. Pattern, dependent variable was the pre-school levels of 5-6 year-old children and the independent variable was pre-school activities prepared according to brain based learning approach. In the study/research, pre-school education program which was prepared according to brain based learning approach was applied to the children selected to the experimental group in addition to the daily pre-school curriculum in their environment. The main requirement for a research to be experimental depends on whether the subjects are determined by the experimental process conditions, is by the random technique. (Büyüköztürk, 2001:4) For this reason/That's why, the experimental group was determined from the research universe by random assignment of the kindergarten students in accordance with the logic of the uncontrolled pre- and post-test model. At the beginning and at the end of the study/research, the pretest and posttest measurements of the dependent variable were obtained from the subjects in the study group.
The aim of this study is to investigate the effect of brain-based learning activities on primary school readiness. For this purpose, the study was carried out with 45 students aged 5-6 years who attended a special kindergarten from October to the end of December in the 2017/2018 academic year. The study was realized according to a single group pre-test post-test model. Brain based activities were applied to students during the period covering October-December. In this study, Marmara Primary Education readiness scale was used. The data obtained through the application and development form were uploaded to the defined SPSS program. These data were analyzed according to the sub-problems of the study/research. In the analysis of the data, "Dependent Groups t Test" and "Independent Groups t Test analiz were applied as statistical technique. The paired group t-test was used to test whether the difference between the averages of the two identical groups was significant. The aim is to investigate/explore whether the results obtained in two different conditions are different. It was used to test whether the difference between the averages is significant at a certain level of confidence by comparing the mean of the determined group at the two different times. This is the pre-test-post-test model that is used in typical case studies to compare the two averages with repeated measurements. According to the findings, it was observed that Brain Based Learning Activities were effective on school readiness. In line with these results/ Based on these results, it would be appropriate to prepare the environment and activities that will enable the child to participate effectively in the learning process, transfer what they have learned to other educational situations and use them in new situations. Educational environment activities prepared with rich and effective stimuli will enable the child to discover, do research, make meaningful learning instead of memorization and make the information meaningful. Pattern, dependent variable was the pre-school levels of 5-6 year-old children and the independent variable was pre-school activities prepared according to brain based learning approach. In the study/research, pre-school education program which was prepared according to brain based learning approach was applied to the children selected to the experimental group in addition to the daily pre-school curriculum in their environment. The main requirement for a research to be experimental depends on whether the subjects are determined by the experimental process conditions, is by the random technique. (Büyüköztürk, 2001:4) For this reason/That's why, the experimental group was determined from the research universe by random assignment of the kindergarten students in accordance with the logic of the uncontrolled pre- and post-test model. At the beginning and at the end of the study/research, the pretest and posttest measurements of the dependent variable were obtained from the subjects in the study group.
Açıklama
Anahtar Kelimeler
Okula hazıroluş, Readiness for primary school, beyin temelli öğrenme etkinlikleri, Brain-based learning activities
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Duman, A. (2018). Beyin Temelli Öğrenmeye Göre Okul Öncesi Eğitim Programında Yer Alan Bilişsel Etkinliklerin İlkokula Hazır Bulunuşluğa Etkisinin İncelenmesi. (Yüksek Lisans Tezi). Selçuk Üniversitesi, Sosyal Bilimler Enstitüsü, Konya.
