DEVELOPING ELEMENTARY STUDENTS’ REFLECTIVE THINKING SKILLS THROUGH SCENARIO-BASED LEARNING
The purpose of this study is to develop the 7th grade students’ (attending a secondary school) reflective thinking skills in Science courses via scenario-based learning and to state whether there is a significant difference between their reflective thinking skills and their academic success. The res...
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| Autores principales: | , , |
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/c7479e81fd33465387a51e3cb26d3487 |
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| Sumario: | The purpose of this study is to develop the 7th grade students’ (attending a secondary school) reflective thinking skills in Science courses via scenario-based learning and to state whether there is a significant difference between their reflective thinking skills and their academic success. The research is a quasi experimental study; in this research experimental figure consisting of pre-test, last-test control group was used. Study group of this research was 60 seventh grade students, 30 of them was the experimental group, the rest was the control group, in 2015-2016 education year at Hürriyet Secondary School in Adıyaman. In the study data collection tool, academic achievement-test and the attitude scale towards science and technology were used. ‘Human-Environment Relations Unit Academic Achievement Test’ and ‘Reflective Thinking Scale’ are used with the purpose of data collecting tools in the study. The data is analyzed with Independent samples t-test, Paired samples t-test, Pearson correlation test, Arithmetic mean and Standard deviation. According to the data obtained from the study it can be stated that students’ reflective thinking skills develope via scenario-based learning, their academic success increases and there is a positive and significant relationship between their reflective thinking skills and academic success. According to the results of the study, mixing the scenario-based learning and different teaching methods and transferring the Science courses units included in curriculum to the students and examining the effectiveness of this can be suggested. |
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