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Journals / International Journal of Environmental and Science Education (elektronik) / 2012 / Cilt: 7 - Sayı: 2

Ortaöğretim sınıflarındaki çevresel yer temelli sorgulamada öğrencilerin tutum ve başarılarının araştırılması

Investigating student attitudes and achievements in an environmental place-based inquiry in secondary classrooms

T. Brian GAUTREAU
Ian C. BİNNS
Pages
167–195
Publication Date
2022-10-18
DOI
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AI Summary & Key Takeaways

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

The quantitative results show some attitude measures are correlated with ability-group tracking, and that little change in science atti-tudes occurred during the course of the study for the three groups.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Student attitudes toward science and content achievements were examined in three second-ary Biology I classrooms using an environmentally place-based curriculum as well as a tra-ditional curriculum.
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Key Findings & Data:Results also indicate that overall test scores on an end-of-unit test were not significantly different between the in-quiry-based and traditional curricula.
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Conclusion & Impact:The quantitative results show some attitude measures are correlated with ability-group tracking, and that little change in science atti-tudes occurred during the course of the study for the three groups.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

Student attitudes toward science and content achievements were examined in three second-ary Biology I classrooms using an environmentally place-based curriculum as well as a tra-ditional curriculum. Student attitudes were measured using Likert-scale science attitude surveys administered at the beginning of the school year and once again following comple-tion of weeklong ecology curricula. Content achievements were assessed on a pre- and post-test as well as an end-of-unit test. The quantitative results show some attitude measures are correlated with ability-group tracking, and that little change in science atti-tudes occurred during the course of the study for the three groups. Results also indicate that overall test scores on an end-of-unit test were not significantly different between the in-quiry-based and traditional curricula. Qualitative analysis of the pre- and post-tests show growth in ecology knowledge for all three classrooms, with the Inquiry-Based Academic Class achieving the greatest gains. The results warrant an exploration of curricula that use place-based inquiry as a teaching tool and learning goal by educators interested in student content achievements and keeping science attitudes from decreasing while fostering critical thinking skills.

Özet

Öğrencilerin, üç ortaöğretim biyoloji 1 dersindeki, fenne yönelik tutumları ve içerik başa-rıları, geleneksel öğretim programı kadar çevre tabanlı öğretim programları da kullanıla-rak analiz edilmiştir. Öğrencilerin tutumları, okul yılının başında bir hafta süren çevrebi-lim öğretim programı tamamlandıktan sonra uygulanan likert tipi fen tutum anketi kulla-nılarak ölçülmüştür. İçerik başarıları, ünite sonu testi yanında ön-test ve son-test ile öl-çülmüştür. Nicel veriler, tutum ölçümlerinin yetenek grup takipleri ile ilişkili olduğunu ve üç grupta uygulamalarda elde edilen fen tutumlarında az bir değişimin olduğunu gös-termektedir. Bulgular, ayrıca, ünite sonu testine ilişkin genel test puanlarının, sorgulama temelli ve geleneksel öğretim programları arasında anlamlı olarak farklılaşmadığını gös-termiştir. Ön ve son testlerin nitel analizleri, üç grup için çevrebilim bilgisinde artış ve sorgulamaya dayalı akademik sınıfta en yüksek kazanımın olduğunu göstermektedir.

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Cite This Article

GAUTREAU, T. B., BİNNS, I. C. (2022). Ortaöğretim sınıflarındaki çevresel yer temelli sorgulamada öğrencilerin tutum ve başarılarının araştırılması. International Journal of Environmental and Science Education (elektronik), Cilt: 7 - Sayı: 2, 167–195. https://ajindex.com/articles/540796

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