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Journals / Batı Anadolu Eğitim Bilimleri Dergisi / 2025 / Cilt: 16 Sayı: 3

The Effect Of Reflectıve Thınkıng Actıvıtıes On Students' Achıevement In Socıal Scıences Course And Theır Learnıng And Innovatıon Skılls

Yansıtıcı Düşünme Etkinliklerinin Öğrencilerin Sosyal Bilgiler Dersi Başarısı ile Öğrenme ve Yenilik Becerilerine Etkisi

Güven Kemerkaya(MİLLİ EĞİTİM BAKANLIĞI AKSARAY)0000-0001-9837-3726
Ali Meydan(Nevşehir Hacı Bektaş Veli Üniversitesi)0000-0002-1278-096X
Pages
4464–4494
Publication Date
2025-12-27
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

A statistically significant difference was found between the experimental and control groups in favour of the experimental group regarding both academic achievement and learning and innovation skills.

📌 3 Key Takeaways

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Objective & Hypothesis:The social studies course is built upon three fundamental approaches, aiming to help students become active citizens, think reflectively, and reason like social scientists.
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Key Findings & Data:The study group consisted of 67 fifth-grade students enrolled in a state secondary school in the central district of Aksaray during the spring term of the 2023–2024 academic year.
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Conclusion & Impact:A statistically significant difference was found between the experimental and control groups in favour of the experimental group regarding both academic achievement and learning and innovation skills.
🔬Design:Araştırma Makalesi
📍Scope:2023–2024 Verileri
⚙️Variables:Sosyal bilgiler · yansıtıcı düşünme · öğrenme ve yenilik becerisi

Abstract

The social studies course is built upon three fundamental approaches, aiming to help students become active citizens, think reflectively, and reason like social scientists. Reflective thinking, one of these key approaches, enables individuals to construct their own learning, critically evaluate existing knowledge, and lay a foundation for future learning. Within this context, the present study aimed to examine the impact of reflective thinking-based activities on students’ academic achievement in social studies and their learning and innovation skills. The research employed a quasi-experimental design within the quantitative research paradigm. The study group consisted of 67 fifth-grade students enrolled in a state secondary school in the central district of Aksaray during the spring term of the 2023–2024 academic year. The implementation lasted eleven weeks, during which reflective thinking activities were carried out with the experimental group. Data collection tools included the Learning and Innovation Skills Scale (LIS) and a social studies achievement test. Additionally, a semi-structured interview form was used to obtain student opinions on the process. Quantitative data were analysed through statistical software, while qualitative data were examined using content analysis. Findings showed that reflective thinking significantly improved students’ academic performance in social studies and enhanced their learning and innovation skills. Furthermore, both the implementing teacher and experimental group students stated that these activities supported learning and reinforced knowledge. A statistically significant difference was found between the experimental and control groups in favour of the experimental group regarding both academic achievement and learning and innovation skills.

Özet

Sosyal bilgiler dersi üç temel yaklaşım üzerine kurgulanmış bir derstir. Sosyal bilgiler dersi ile öğrencilerin etkin vatandaş olmaları, yansıtıcı düşünmeleri ve sosyal bilimci mantığı ile çalışmaları amaçlanmıştır. Sosyal bilgilerin temel yaklaşımlarından biri olan yansıtıcı düşünme bireylerin kendi öğrenmelerini kurgulamaları, öğrendiklerini değerlendirmeleri yeni öğrenmeler için alt yapı oluşturmalarını sağlamaktadır. Bu bağlamda araştırmada yansıtıcı düşünmeye dayalı etkinliklerin öğrencilerin sosyal bilgiler dersi akademik başarıları ile öğrenme ve yenilik becerilerine etkisin ortaya koymayı amaçlamıştır. Araştırma nicel araştırma yöntemlerinden yarı deneysel desen ile yürütülmüştür. Araştırmanın çalışma grubunu 2023-2024 eğitim öğretim yılı bahar döneminde Aksaray il merkezinde bir devlet ortaokulunda öğrenim gören 67 beşinci sınıf öğrencisi oluşturmaktadır. Araştırmanın uygulama süreci on bir haftalık yansıtıcı düşünme etkinliklerinin deney grubuna uygulanması ile sonuçlanmıştır. Araştırma verilerin elde etmek için “Öğrenme ve Yenilik Becerileri Ölçeği” ÖYBÖ ve sosyal bilgiler başarı testi kullanılmıştır. Araştırmanın uygulama süreci ile ilgili deney grubu öğrencilerinin görüşlerini almak için yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmanın nicel verileri nicel istatistiksel analiz programı kullanılarak yapılmıştır. Araştırmanın nitel verileri içerik analizi kullanılarak çözümlenmiştir. Araştırma sonucunda yansıtıcı düşünmenin öğrencilerin sosyal bilgiler ders başarısını oldukça yüksek oranda artırdığını ve ayrıca yansıtıcı düşünme etkinliklerinin öğrencilerin öğrenme ve yenilik becerilerini anlamlı düzeyde artırdığı bulgusu elde edilmiştir. Bunun yanında uygulama öğretmeni ve deney grubu öğrencileri yansıtıcı düşünme etkinliklerinin öğrenmeyi kolaylaştırdığı ve bilgilerini pekiştirdikleri yönünde görüş bildirmişlerdir. Araştırmada deney ve kontrol grubu arasında hem akademik başarı hem de öğrenme ve yenilik becerileri açısından deney grubu lehine anlamlı farkın olduğu bulgularına ulaşılmıştır.

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Cite This Article

Kemerkaya, G., Meydan, A. (2025). The Effect Of Reflectıve Thınkıng Actıvıtıes On Students' Achıevement In Socıal Scıences Course And Theır Learnıng And Innovatıon Skılls. Batı Anadolu Eğitim Bilimleri Dergisi, Cilt: 16 Sayı: 3, 4464–4494. https://doi.org/10.51460/baebd.1758786

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