Sosyal bilgiler dersi kazanımlarıyla bütünleştirilmiş bilimsellik odaklı karakter eğitimi programının etkililiği

Bu araştırmada, ders kazanımlarıyla bütünleştirilmiş karakter eğitimi programının, ilköğretim 7. sınıf Sosyal Bilgiler dersinde doğrudan verilecek değerler arasında yer alan bilimselliğin kazandırılmasına olan etkisini tespit etmek amaçlanmıştır. Ön test-son test ve kontrol gruplu yarı deneysel desene göre yapılan bu araştırmanın sürecinde, öncelikli olarak ders kazanımlarıyla uyumlu karakter eğitimi programı ve ölçme araçları geliştirilmiştir. Bu kapsamda uygulanacak olan 12 ders saatlik program hazırlanmış ve programın bilimsellik değerinin edindirilmesine olan etkisini ölçebilmek için 5’li Likert tipi sorulardan oluşan Bilimsellik Ölçeği geliştirilmiştir. Ayrıca öğrenci tercihlerinin nedenlerini ortaya koyabilmek amacıyla yarı yapılandırılmış görüşme formu hazırlanmıştır. Bu ön hazırlıkların tamamlanmasından sonra bizzat araştırmacının katılımı ile yürütülen uygulama aşamasına geçilmiştir. Araştırmanın uygulaması, 2008 yılının Bahar Döneminde İstanbul ilinin Ümraniye ilçesinde bulunan bir devlet ilköğretim okulunda gerçekleştirilmiştir. Uygulamaya başlamadan önce sınıflardan biri deney diğeri kontrol grubu olarak atanmıştır. Grupların denk olduğu istatistikî işlemle tespit edilmiştir. Deney grubuna ders kazanımlarıyla bütünleştirilmiş bilimsellik odaklı karakter eğitimi programı uygulanırken kontrol grubunda normal ders programı uygulanmıştır. Haftada 3 ders saati olmak üzere toplam 12 ders saati süren uyguma sonucunda bilimsellik destekli karakter eğitimi programının öğrencilerin bilimsellik düzeylerinin yükselmesine istatistikî olarak anlamlı olacak biçimde olumlu etki yaptığı saptanmıştır.

Bilimsellik ,

Sosyal bilgiler ,

Karakter eğitimi ,

Değerler eğitimi ,

Being scientific ,

Being scientific is among direct values of 7th grade Social Studies curriculum. In this study, it was aimed to determinate the effect of the social studies integrated character education program on this value.In this study, pretest-posttest quasi-experimental design was used and a character education program and a measurement tool were developed in connection with aims of the social studies course. In this context, a course schedule was prepared for 12 hours and to measure the effect of this program on being scientific value, 5 point Likert scale was developed. Besides, to determine the reasons of the students’ choices, a semi-structured interview form was developed. After those preliminaries, the researcher began to the implementation phase. The implementation phase was fulfilled in spring term of 2008, in a state school in Umraniye district of Istanbul. Before the implementation phase, a class was determined as experimental group while another was chosen as control group. Equivalence of the groups was determined through statistical procedures. The social studies integrated character education program was implemented to the experimental group and the normal program was implemented to the control group. The implementation phase was proceeded throughout 12 hours. After this, it was found that being scientific value supported character education program had statistically meaningful effect on being scientific value. In this context, after the analyse of the data following results were found: 1. The mean scores of the students in experimental group in the whole post-test of being scientific scale is higher than those of the students in control group. The score difference between the groups are statistically significant. 2. The mean scores of the students in experimental group in the curiosity and ciritical thinking sub-dimensions of post-test of being scientific scale is higher than those of the students in control group. The score difference between the groups are statistically significant. 3. The mean scores of the students in experimental group in the convincing and ethic sub-dimensions of post-test of being scientific scale is higher than those of the students in control group. The score difference between the groups are statistically significant. 4. The mean scores of the students in experimental group in the freedom sub-dimension of post-test of being scientific scale is higher than those of the students in control group. The score difference between the groups are statistically significant. 5. The mean scores of the students in experimental group in the whole delayed post test of being scientific scale is higher than those of the students in control group. The score difference between the groups are statistically significant. 6. The mean scores of the students in experimental group in the curiosity and ciritical thinking sub-dimensions of delayed post-test of being scientific scale is higher than those of the students in control group. The score difference between the groups are statistically significant. 7. The mean scores of the students in experimental group in the convincing and ethic sub-dimensions of delayed post-test of being scientific scale is higher than those of the students in control group. The score difference between the groups are statistically significant. 8. The mean scores of the students in experimental group in the freedom sub-dimension of delayed post-test of being scientific scale is higher than those of the students in control group. The score difference between the groups are statistically significant.We can express those data briefly like this: The effect of the being scientific based character education program on gaining necessary knowledge, attitude and behaviors was positive. In other words, character education program effected the students’ being scientific levels positively and that effect was long lasting. Besides, results that were gathered through analyse of the quantitative data were supoorted with the qulitative data.

Character education ,

Social studies ,

Values education ,