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Etkinlik Temelli Öğretim Uygulamalarının 6. Sınıf Öğrencilerinin STEM Beceri Düzeyi Algılarını ve Tutumlarını Geliştirmesine Yönelik Etkisi

The Effect of Activity-Based Instructional Practices on Improving 6th Grade Students' STEM Skill Level Perceptions and Attitudes

Süleyman Yaman(ONDOKUZ MAYIS ÜNİVERSİTESİ)
Hilal Demirel(ONDOKUZ MAYIS ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0003-2731-8521
Samet Demirpolat(ONDOKUZ MAYIS ÜNİVERSİTESİ)0009-0008-8835-8731
Sayfa
1469–1495
Yayın Tarihi
2026-08-30
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Bulgular, etkinlik temelli öğretim sonrasında öğrencilerin STEM beceri düzeyi algıları ve STEM tutumlarında artış olduğunu; ancak bazı alt boyutlarda anlamlı farklılık bulunmadığını göstermiştir.

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Amaç & Hipotez:Bu çalışmada, etkinlik temelli öğretimin ortaokul 6. sınıf öğrencilerinin STEM beceri düzeyi algıları ve STEM tutumları üzerindeki etkisinin incelenmesi amaçlanmıştır.
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Temel Bulgular & Veri:Araştırmada tek gruplu öntest-sontest deneysel desen kullanılmış ve çalışma grubunu Samsun'daki bir devlet ortaokulunda öğrenim gören 21 altıncı sınıf öğrencisi oluşturmuştur.
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Sonuç & Katkı:Bulgular, etkinlik temelli öğretim sonrasında öğrencilerin STEM beceri düzeyi algıları ve STEM tutumlarında artış olduğunu; ancak bazı alt boyutlarda anlamlı farklılık bulunmadığını göstermiştir.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Akıl Ve Zekâ Oyunları · Etkinlik Temelli Uygulamalar · Fen Bilimleri Dersi

Özet

Bu çalışmada, etkinlik temelli öğretimin ortaokul 6. sınıf öğrencilerinin STEM beceri düzeyi algıları ve STEM tutumları üzerindeki etkisinin incelenmesi amaçlanmıştır. Araştırmada tek gruplu öntest-sontest deneysel desen kullanılmış ve çalışma grubunu Samsun'daki bir devlet ortaokulunda öğrenim gören 21 altıncı sınıf öğrencisi oluşturmuştur. Veri toplama aracı olarak STEM Beceri Düzeyleri Algı Ölçeği ve STEM Tutum Ölçeği kullanılmıştır. Uygulamalar, fen bilimleri dersinde deney malzemeleri ve akıl/zekâ oyunları kitleri kullanılarak etkinlik temelli olarak gerçekleştirilmiştir. Veriler, bağımlı gruplar için t testi ve Pearson korelasyon analizi ile incelenmiştir. Bulgular, etkinlik temelli öğretim sonrasında öğrencilerin STEM beceri düzeyi algıları ve STEM tutumlarında artış olduğunu; ancak bazı alt boyutlarda anlamlı farklılık bulunmadığını göstermiştir. Ayrıca, sontest puanları arasında bazı alt faktörler dışında anlamlı bir ilişki belirlenmemiştir. Bu doğrultuda, etkinliklerin beceri ve tutum alt faktörlerini destekleyecek şekilde çeşitlendirilmesi önerilmiştir.

Abstract

This study aimed to investigate the effect of activity-based instruction on 6th-grade students’ perceptions of STEM skill levels and STEM attitudes. A single-group pretest-posttest experimental design was used with 21 students attending a public middle school in Samsun. The STEM Skill Level Perception Scale and STEM Attitude Scale were used as data collection tools. Activities were conducted in science lessons using experimental materials and logic/intelligence game kits. Data were analyzed using a dependent groups t-test and Pearson correlation analysis. The findings showed increased perceptions of STEM skill levels and STEM attitudes following the instruction, although some sub-dimensions showed no significant differences. Furthermore, no significant relationships were found between post-test scores, except for some sub-factors. Accordingly, activities should be diversified to support skill and attitude sub-factors.

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Bu Makaleye Atıf Yap

Yaman, S., Demirel, H., Demirpolat, S. (2026). Etkinlik Temelli Öğretim Uygulamalarının 6. Sınıf Öğrencilerinin STEM Beceri Düzeyi Algılarını ve Tutumlarını Geliştirmesine Yönelik Etkisi. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, Cilt: 14 Sayı: 2, 1469–1495. https://doi.org/10.18506/anemon.1696085

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