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Dergiler / Iğdır Üniversitesi Sosyal Bilimler Dergisi / 2026 / Sayı: 42

Bilim Şenliği Deneyiminin Dördüncü Sınıf Öğrencilerinin Sosyobilimsel Konulara Yönelik Tutumlarına Etkisi

The Effect of the Science Festivals Experience on Fourth-Grade Students’ Attitudes Toward Socio-Scientific Issues

Ulaş Yabanova(ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0003-1244-8235
Derya Girgin(ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0002-6114-7925
İsmail Satmaz(ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0003-2696-3019
Merve Önol(ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ, BAYRAMİÇ MESLEK YÜKSEKOKULU)0000-0001-7575-3435
Sayfa
369–384
Yayın Tarihi
2026-05-19
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Bulgular, bilim şenliğine katılan öğrencilerin sosyobilimsel konulara yönelik toplam tutum puanlarında anlamlı bir artış olduğunu göstermiştir.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Bu araştırmanın amacı, bilim şenliği deneyiminin dördüncü sınıf öğrencilerinin sosyobilimsel konulara yönelik tutumları üzerindeki etkisini incelemektir.
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Temel Bulgular & Veri:Çalışma grubunu, Marmara Bölgesi’nde bir il merkezinin merkez ilçesinde bulunan iki ilkokulda öğrenim gören toplam 303 dördüncü sınıf öğrencisi oluşturmaktadır.
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Sonuç & Katkı:Bulgular, bilim şenliğine katılan öğrencilerin sosyobilimsel konulara yönelik toplam tutum puanlarında anlamlı bir artış olduğunu göstermiştir.
🔬Tür:Araştırma Makalesi
📍Kapsam:2025 Verileri
⚙️Değişkenler:Sosyobilimsel konular · Bilim şenliği · Tutum

Özet

Bu araştırmanın amacı, bilim şenliği deneyiminin dördüncü sınıf öğrencilerinin sosyobilimsel konulara yönelik tutumları üzerindeki etkisini incelemektir. Araştırmada ön test–son test kontrol gruplu yarı deneysel desen kullanılmıştır. Çalışma grubunu, Marmara Bölgesi’nde bir il merkezinin merkez ilçesinde bulunan iki ilkokulda öğrenim gören toplam 303 dördüncü sınıf öğrencisi oluşturmaktadır. Deney grubunda bilim şenliğine katılan öğrenciler, kontrol grubunda ise mevcut öğretim programına devam eden öğrenciler yer almıştır. Veri toplama aracı olarak Sosyobilimsel Konulara Yönelik Tutum Ölçeği kullanılmıştır. Uygulama süreci, 2025 yılı TÜBİTAK 4007 Bilim Şenlikleri Destekleme Programı kapsamında yürütülen ve sağlık, çevre, enerji, geri dönüşüm, iklim değişikliği ve sürdürülebilir yaşam gibi sosyobilimsel konularla ilişkili içerikleri kapsayan üç günlük bilim şenliğinden oluşmaktadır. Verilerin analizinde betimsel istatistikler, t-testi ve MANOVA kullanılmıştır. Bulgular, bilim şenliğine katılan öğrencilerin sosyobilimsel konulara yönelik toplam tutum puanlarında anlamlı bir artış olduğunu göstermiştir. Ayrıca olumlu duygular, endişe, ortak yeterlik ve başkalarına bağımlılık alt boyutlarında anlamlı değişim belirlenirken, kişisel ilgi ve okul ilgi düzeyi boyutlarında anlamlı bir farklılık saptanmamıştır. Sonuç olarak bilim şenliği deneyimi, öğrencilerin sosyobilimsel konulara yönelik tutumlarını destekleyen etkili bir informal öğrenme ortamı olarak değerlendirilmektedir.

Abstract

This study aims to examine the impact of scientific festivals on fourth-year students’ attitudes towards socio-scientific issues. A pre-test–post-test controlled quasi-experimental design was used. The sample included 303 fourth-year students from two primary schools in the central district of a provincial capital in the Marmara Region. The experimental group consisted of students who participated in the science fair, while the control group comprised students following the regular curriculum. The Attitude Scale towards Socioscientific Issues was employed for data collection. The process involved a three-day science festival organised under the 2025 TÜBİTAK 4007 Science Festival Support Programme, covering topics such as health, the environment, energy, recycling, climate change, and sustainable living. Data were analysed using descriptive statistics, t-Tests, and MANOVA. Results showed a significant increase in overall attitude scores towards socio-scientific issues among students involved in the science festival. Significant improvements were also seen in sub-dimensions such as positive emotions, anxiety, shared competence, and reliance on others, while no notable differences were observed in personal interest and school interest levels. Therefore, the science fair experience is regarded as an effective informal learning environment that enhances students’ attitudes towards socio-scientific topics.

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Bu Makaleye Atıf Yap

Yabanova, U., Girgin, D., Satmaz, İ., Önol, M. (2026). Bilim Şenliği Deneyiminin Dördüncü Sınıf Öğrencilerinin Sosyobilimsel Konulara Yönelik Tutumlarına Etkisi. Iğdır Üniversitesi Sosyal Bilimler Dergisi, Sayı: 42, 369–384. https://doi.org/10.54600/igdirsosbilder.1921505

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