Montessori Kozmik Eğitim Uygulamaları Destekli Fen Eğitimi Programının 5-6 Yaş Çocukların Bilimsel Süreç Becerilerine Etkisi
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Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma, Montessori Kozmik Eğitim Uygulamaları Destekli Fen Eğitimi
Programı’nın, 5-6 yaş çocuklarının bilimsel süreç becerilerine etkisini incelemek
amacıyla yapılmıştır. Nicel araştırma yöntemlerinden öntest-sontest kontrol gruplu
deneme modelinin kullanıldığı araştırmanın çalışma grubunda, Konya İli Meram
ilçesinde bulunan Millî Eğitim Bakanlığı’na bağlı bağımsız bir anaokulunda eğitim
gören 5-6 yaş grubu (20 Deneme grubu, 20 Kontrol grubu) 40 çocuk yer almıştır.
Çocukların bilimsel süreç becerilerini ölçmek amacıyla Büyüktaşkapu (2010)
tarafından geliştirilen “Okul Öncesi Bilimsel Süreç Becerileri Ölçeği” kullanılmıştır.
Bu ölçek, Montessori Kozmik Eğitim Uygulamaları Destekli Fen Eğitimi Programının
öncesi ve sonrasında hem kontrol hem de deneme grubundaki çocuklara uygulanmış;
ayrıca deneme grubuna sontestin uygulandığı tarihten 6 hafta sonra çalışmanın
kalıcılığını test etmek için tekrar uygulanmıştır. Deneme ve kontrol grubundaki
çocuklara öğretmenleri tarafından “Millî Eğitim Bakanlığı Okul Öncesi Eğitim
Programı” uygulanmaya devam ederken, deneme grubundaki çocuklara ek olarak
araştırmacı tarafından “Montessori Kozmik Eğitim Uygulamaları Destekli Fen Eğitimi
Programı” 9 hafta boyunca, haftada 3 oturum olmak üzere uygulanmıştır. Verilerin
analizinde Man-Whitney U testi ve Wilcoxon İşaretli Sıralar testinden yararlanılmıştır.
Bulgular incelendiğinde, deneme ve kontrol grubunu oluşturan çocukların bilimsel
süreç becerileri öntest sıra ortalamaları arasında anlamlı düzeyde bir farkın olmadığı
(p>.05), Montessori Kozmik Eğitim Uygulamaları Destekli Fen Eğitimi Programı’na katılan deneme grubu çocukların bilimsel süreç becerileri öntest ve sontest puanları
arasında, sontest puanları lehine anlamlı düzeyde bir farkın olduğu (p<.001), kontrol
grubunu oluşturan çocukların bilimsel süreç becerileri öntest ve sontest puanları
arasında anlamlı düzeyde bir farkın olmadığı (p>.05) ve deneme ve kontrol grubunu
oluşturan çocukların bilimsel süreç becerileri sontest sıra ortalamaları arasında,
deneme grubu lehine anlamlı düzeyde bir farkın olduğu saptanmıştır (p<.001). Ayrıca,
deneme grubunu oluşturan çocukların bilimsel süreç becerileri sontest ve izleme testi
puanları arasında anlamlı düzeyde bir farkın olmadığı tespit edilmiştir (p>.05). Bu elde
edilen bulgular ile Montessori Kozmik Eğitim Uygulamaları Destekli Fen Eğitimi
Programı’nın çocukların bilimsel süreç becerilerini geliştirmede etkili ve kalıcı olduğu
sonucuna varılmıştır.
This study was conducted to examine the effect of the Montessori Cosmic Education Practices Supported Science Education Program on the scientific process skills of 5–6-year-old children. In the research group in which the pretest-posttest control group experimental model which is one of the quantitative research methods was used, 40 children aged 5-6 years (20 students in the Experimental group, 20 students in the Control group) who are studying in an independent kindergarten affiliated to the Ministry of National Education in Meram district of Konya province were included. "Preschool Scientific Process Skills Scale" developed by Büyüktaşkapu (2010) was used to measure children's scientific process skills. This scale was applied to the children both in the control and experimental groups before and after the Montessori Cosmic Education Practices Supported Science Education Program. In addition, it was applied again to the experimental group 6 weeks after the posttest was applied to test the permanence of the study. While the "Ministry of National Education Preschool Education Program" continued to be applied to the children in the experimental and control groups by their teachers, the "Montessori Cosmic Education Practices Supported Science Education Program" was additionally applied to the children in the experimental group by the researcher for 9 weeks in 3 sessions per week. Man-Whitney U and Wilcoxon Signed Ranks tests were used to analyze the data. When the findings were examined, it was found that there was no significant difference between the pretest of scientific process skills mean rank scores of the children in the experimental and control groups (p>.05). There was a significant difference between the pretest and posttest of scientific process skills scores of the children in the experimental group who participated in the Montessori Cosmic Education Practices Supported Science Education Program in favor of the posttest scores (p<.001). There was no significant difference between the pretest and posttest of scientific process skills scores of the children in the control group (p>.05). There was a significant difference between the posttest of scientific process skills mean rank scores of the children in the experimental and control groups in favor of the experimental group (p<.001). In addition, it was determined that there was no significant difference between the posttest of scientific process skills and follow-up test scores of the children in the experimental group (p>.05). With these findings, it was concluded that the Montessori Cosmic Education Practices Supported Science Education Program was effective and permanent in developing children's scientific process skills.
This study was conducted to examine the effect of the Montessori Cosmic Education Practices Supported Science Education Program on the scientific process skills of 5–6-year-old children. In the research group in which the pretest-posttest control group experimental model which is one of the quantitative research methods was used, 40 children aged 5-6 years (20 students in the Experimental group, 20 students in the Control group) who are studying in an independent kindergarten affiliated to the Ministry of National Education in Meram district of Konya province were included. "Preschool Scientific Process Skills Scale" developed by Büyüktaşkapu (2010) was used to measure children's scientific process skills. This scale was applied to the children both in the control and experimental groups before and after the Montessori Cosmic Education Practices Supported Science Education Program. In addition, it was applied again to the experimental group 6 weeks after the posttest was applied to test the permanence of the study. While the "Ministry of National Education Preschool Education Program" continued to be applied to the children in the experimental and control groups by their teachers, the "Montessori Cosmic Education Practices Supported Science Education Program" was additionally applied to the children in the experimental group by the researcher for 9 weeks in 3 sessions per week. Man-Whitney U and Wilcoxon Signed Ranks tests were used to analyze the data. When the findings were examined, it was found that there was no significant difference between the pretest of scientific process skills mean rank scores of the children in the experimental and control groups (p>.05). There was a significant difference between the pretest and posttest of scientific process skills scores of the children in the experimental group who participated in the Montessori Cosmic Education Practices Supported Science Education Program in favor of the posttest scores (p<.001). There was no significant difference between the pretest and posttest of scientific process skills scores of the children in the control group (p>.05). There was a significant difference between the posttest of scientific process skills mean rank scores of the children in the experimental and control groups in favor of the experimental group (p<.001). In addition, it was determined that there was no significant difference between the posttest of scientific process skills and follow-up test scores of the children in the experimental group (p>.05). With these findings, it was concluded that the Montessori Cosmic Education Practices Supported Science Education Program was effective and permanent in developing children's scientific process skills.
Açıklama
Anahtar Kelimeler
Montessori Kozmik Eğitim, Bilimsel Süreç Becerileri, Okul Öncesi Fen Eğitimi, Montessori Cosmic Education, Scientific Process Skills, Preschool Science Education
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Doğan, Ö.F., (2023). Montessori Kozmik Eğitim Uygulamaları Destekli Fen Eğitimi Programının 5-6 Yaş Çocukların Bilimsel Süreç Becerilerine Etkisi. (Doktora Tezi). Selçuk Üniversitesi, Sosyal Bilimler Enstitüsü, Konya.
