PRIMARY EDUCATION 7TH GRADE ‘‘HUMAN AND ECOLOGY ’’ UNIT OF SCIENCE AND TECHNOLOGY CURRICULUM’S EFFECTS ON STUDENTS’ CONSCIUSNESS OF ENVIRONMENT

7. SINIF FEN VE TEKNOLOJİ DERSİ ÖĞRETİM PROGRAMI “İNSAN VE ÇEVRE” ÜNİTESİ ÖĞRENCİ KAZANIMLARININ GERÇEKLEŞME DÜZEYİNİN BELİRLENMESİ

Abstract

This research has been developed for the purpose of identiying students’ acquisition’s realization level in secondary school 7th grade ‘human and ecology’ unit in science and technology curriculum. Research was applied on an 7th grade students of a secondary school in the center of Kahta, which is a county in Adıyaman. Sampling,178 students joined this search from the school in the center of the county. Firstly 30 questions has been prepared which are suitable for the ‘human and technology’ unit by the researcher and applied to the 8th grade students who learned this unit a year before. According to the answers given by students matrix of items score was prepared and item’s difficulty index and discriminative power of each item has been calculated. Five items whose difficulty index and discriminative power love,have been eliminated from the test and question number has been decreased to 25. Also while doing the elimination, an expert’s opinion has been taken. After that,this 25 questions along with the personal information and manner scale about environment science, applied to the 7th grade students as a pre-test before the unit has been learned and as a post test after the unit has beeen learned. The post test was applied three weeks after the pre-test. Additionally for searching whether there is a meaningful difference between the post test’s and pre-test’s success, according to the gender of students, the educational statue of their parents,how frequent their parents help students about their lesson subjects,how much they use the internet for their lesson per a week,whether they have their own room or not,their science and technology, marks in their school report in previous term,the frequency of their watching documentary per a week,number of their siblings,the period they play computer games per a week,the frequency of their reading magazines about science;is analysed by using t- test,one way variant techniques,and for the statistical data SPSS-15 ready package program. Besides while comparising among the groups Tukey test has been used. Research indications are interpreted according to the 0,05 of meaningfullness level The avarage of the correct answers in the pre and post tests and students attitude to the lesson, help of the parents for the their study, their fathers’ education statue and marks on their school reports’ effect on the success, meaningfull difference has been found. On the other hand, it can be understood that; their gender, mothers’ education statue, frequency of their watching documentary, frequency of following the magazines on science, their internet usage per a week, the time used for the pc games per week and number of siblings’ affects on the students’ success and there is a meaningfull difference observed. Furthermore; students’ time used for watching documentary per a week and their marks on the school reports has a meaningful difference on their attitude to the lesson. The earlier the environmental education begins, the better. Because information and attitudes established during the pre-school and school age form the basis of future desired behaviours. Particularly during the childhood and adolescent period, it is very important to develop empathy in relations with the nature and further to gain love of nature. For this purpose and also in order to protect the environment, it is necessary to demonstrate environmentally friendly behaviours (Erten, 2003). Environmental education intended for children can have two main objectives. First is to create a cultural accumulation in children, and the second is to introduce the environment, environmental issues, solutions therefor, and in particular areas of responsibility of the children to this end. Such form of an education first starts in the family and then proceeds with the school. If this education is not received within the family, there is a growing role on the part of the school. For this purpose, teachers and students as the basic elements of this education system should have relevant awareness. If this requirement can be satisfied, individuals start to acquire positive behaviours resulting in intended environmental protection (Ünal and Dımışkı, 1999). Material and Method In this section, the study model, population and sample, data gathering tools used and their method of application, in-classroom practices and statistical methods and techniques employed in the analysis of the data are described.In this study, the single-group pretest and posttest semiexperimental design was used. Furthermore, a survey was applied to get student opinions. The study covers seventh grade students of the Kubilay Primary School located in the Kahta district of the Adıyaman Province. The pretest and posttest was applied to students attending the “Science and Environment” class to explore to what extent students actually gained the intended outputs of the Science and Technology curriculum for 7th grades. Population and Sample This study was carried out in order to determine to what extent students actually gained the intended outputs of the “Human and Environment” unit of the Science and Technology curriculum for elementary 7th grades. The study population consists of 7th grade students at primary schools in the Kahta district of the Adıyaman province. And the study sample consists of 178 students from 7th grade classes of the Kubilay Primary School in Kahta. Data Gathering and Practices In this study aimed at determining to what extent students actually gained the intended outputs of the human and environment unit of the Science and Technology curriculum for elementary 7th grades, pretest and posttest method was used to gather data. 30 questions prepared during the first phase of the study were applied to 8th grade students who attended this class in the previous year, then the researcher carried out the reliability and validity analyses based on student answers and reduced the number of questions to 25. When designing the pr

Özet

Bu araştırma ilköğretim 7. Sınıf Fen ve Teknoloji dersi öğretim programı "İnsan ve Çevre" ünitesindeki öğrenci kazanımlarının gerçekleşme düzeyinin belirlenmesi amacıyla gerçekleştirilmiştir. Araştırma, Adıyaman'ın Kahta ilçe merkezinde bulunan Kubilay İlköğretim okulunun 7. sınıflarında öğrenim gören 178 öğrenci üzerinde yürütülmüştür. Bu çalışmada veriler, araştırmacı tarafından geliştirilen bir başarı testi ve bir de tutum ölçeği olmak üzere iki araçla elde edilmiştir. Bu araçlardan tutum ölçeğinin geçerliliği ile güvenirliği uzman kanısı ve pilot uygulama ile sağlanmıştır. Başarı testinin ise madde güçlüğü ve ayırıcılık indeksi hesaplanarak kullanıma hazır hale getirilmiştir. Tek gruplu ön test-son test modelinde yürütülen araştırmada tutum ölçeği ve başarı testi, ünite işlenmeden önce 7. Sınıf öğrencilerine "ön test" şeklinde ve ünite işlendikten sonra "son test" şeklinde uygulanmıştır. Son test, ön testten üç hafta sonra uygulanmıştır. Uygulamadan elde edilen veriler, tek yönlü varyans analizi (ANOVA), bağımsız örneklem t-testi (Independent Sample t-test) ve bağımlı örneklem t-testi (Paired Sample t-test) teknikleri ile analiz edilmiştir. Gruplar arası karşılaştırmalarda ise Tukey testi kullanılmıştır. Araştırma bulguları 0.01 anlamlılık düzeyine göre yorumlanmıştır. Ayrıca son testin ön testten başarı farkının, öğrencilerin cinsiyetlerine, anne ve babalarının eğitim durumlarına, ailelerin ne sıklıkla derslere yardımcı olmalarına, derslerle ilgili haftalık ne kadar süre internet kullanmalarına, önceki dönem fen ve teknoloji derslerinin karne notlarına, haftalık belgesel izleme sıklıklarına, kardeş sayısına, haftalık pc oyunları oynama sürelerine ve fen bilimleri ile ilgili dergileri okuma sıklıkları durumuna göre anlamlı bir fark olup olmadığını araştırmak amacıyla analiz edilmiştir. Öğrencilerin fen ve teknoloji dersi karne notları, ailelerin öğrencilerin derslerine yardımcı olmaları ile ön test ve son testteki kazanımlara ulaşma oranının öğrencilerin başarı puanlarına etkisinde; belgesel izleme sıklığının da öğrencilerin derse karşı tutumuna etkisinde anlamlı bir farklılık (p .01) görülmemektedir