Publication: İl ve İlçede Öğrenim Gören Ortaokul 7. Sınıf Öğrencilerinde Atıklar ve Geri Dönüşüm Konusunda Eğitsel Oyunlarla Farkındalık Oluşturulması
Abstract
Araştırma, 'Evsel Atıklar ve Geri Dönüşüm' konusunda geliştirilen eğitsel oyunların bu konuya yönelik farkındalık oluşturma üzerindeki etkisini belirlemek amacıyla yapılmıştır. Araştırmada ön test-son test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmanın çalışma grubunu biri Rize İli ve diğeri Rize ili Çayeli ilçesinde bulunan iki ortaokulun 7. sınıfında öğrenim görmekte olan toplam 96 öğrenci oluşturmaktadır. İl deney ve kontrol grubunda 29'ar, ilçe deney ve kontrol grubunda ise 19'ar öğrenci bulunmaktadır. 'Evsel Atıklar ve Geri Dönüşüm' konusunun öğretiminde deney gruplarında araştırmacı tarafından geliştirilen 'Kupa Kimin?', 'Bende Kimde?', 'Yansıma' ve 'Zili Çal' adında grupla oynanabilen eğitsel oyunlar, kontrol gruplarında Fen Bilimleri dersi öğretim programı etkinlikleri kullanılmıştır. Araştırmanın nicel verileri tüm gruplara ön test ve son test olarak uygulanan 'Evsel Atıklar ve Geri Dönüşüm Bilgi Testi', nitel verileri ise deney gruplarına uygulanan 'Yarı Yapılandırılmış Görüşme Formu' ve deney grupları tarafından hazırlanan 'Evsel Atıkların Değerlendirilmesine Yönelik Modeller' ile toplanmıştır. Nicel verilerin analizi parametrik ve parametrik olmayan tekniklerle; nitel verilerin analizi ise yarı yapılandırılmış görüşme formu için içerik analizi, hazırlanan öğrenci modelleri için betimsel analiz ile yapılmıştır. Evsel atıklar ve geri dönüşüm konusunun öğretimde kullanılan eğitsel oyunların öğrencilerin evsel atıklar, geri dönüşüm, geri dönüşümün faydaları, etkili geri dönüşüm için yapılması gerekenler ve yeniden kullanma konularındaki bilgi düzeylerini ve farkındalıklarını arttırdığı belirlenmiştir. Eğitsel oyunların öğrenciler tarafından bilişsel ve duyuşsal alanda etkili bir araç olarak görüldüğü tespit edilmiştir. Bu doğrultuda eğitsel oyunların öğrenmeyi kolaylaştırdığı, etkili öğrenmeyi sağladığı, bilgilendirdiği, bilinçlendirdiği, derse ya da konuya yönelik olumlu duygular geliştirmeyi sağladığı, dersi ve konuyu sıkıcılıktan kurtardığı, konsantrasyon sağlamaya yardımcı olduğu sonucuna ulaşılmıştır. Araştırma sonunda, öğrencilerin 5 atık türünü kullanarak 6 kategoride model oluşturdukları tespit edilmiştir. Oluşturulan modellerin eğitsel oyunlarla gerçekleştirilen öğretimin bilişsel, duyuşsal ve psikomotor alanlardaki etkisini yansıttığı sonucuna ulaşılmıştır.
The aim of the present study is to develop an educational game suitable for the acquisition of the subject 'Domestic Waste and Recycling' included in the curriculum of the 7th-grade sciences lesson in secondary schools and to determine the effect of the educational game developed on raising awareness for the related subject, and to indicate the opinions of students on the educational game and the education provided with such games. In the study, a quasi-experimental design with a pre-test-post-test control group was used. The study group consisted of ninety-six 7th-grade students in total from two secondary schools located in the province of Rize and the district of Çayeli of Rize province. In the province experimental and control group, 29 students were included while the district experimental and control group comprised of 19 students. In teaching the subject of Domestic Waste and Recycling, educational game called 'Who Won the Cup?', 'I Got it?', 'Reflection' and 'Ring!' developed by the researcher were played with the experimental groups while educational program activities of the science lesson were used with the control groups. Quantitative data of the research were collected with the 'Domestic Waste and Recycling Information Test' applied in pre-test and post-test forms, while qualitative data were collected through the use of the 'Semi-Structured Interview Form' applied to experimental groups and the 'Models for the Evaluation of Household Waste' prepared by experimental groups. Quantitative data were analyzed through parametric and non-parametric techniques; qualitative data were analyzed with the content for the semi-structured interview form and with descriptive analysis for the student models prepared. It was determined that the educational games used in teaching the subject of domestic waste and recycling are effective in enhancing the knowledge level and awareness of the students regarding domestic waste, recycling, and the advantages of recycling, what needs to be done for effective recycling and reuse. Educational games were determined to be evaluated as an effective tool in cognitive and affective aspects by students. In this regard, it was concluded that educational games facilitate learning, ensure effective learning, being informative, raise awareness, develop affirmative emotions for the subject or lesson, hinder the boringness in the course of lesson or subject, and enable concentration. As a result of the research, it was found that students formed models in 6 categories using 5 waste types. It was found out that the teaching models created with educational games reflected their effects on cognitive, affective, and psychomotor areas.
The aim of the present study is to develop an educational game suitable for the acquisition of the subject 'Domestic Waste and Recycling' included in the curriculum of the 7th-grade sciences lesson in secondary schools and to determine the effect of the educational game developed on raising awareness for the related subject, and to indicate the opinions of students on the educational game and the education provided with such games. In the study, a quasi-experimental design with a pre-test-post-test control group was used. The study group consisted of ninety-six 7th-grade students in total from two secondary schools located in the province of Rize and the district of Çayeli of Rize province. In the province experimental and control group, 29 students were included while the district experimental and control group comprised of 19 students. In teaching the subject of Domestic Waste and Recycling, educational game called 'Who Won the Cup?', 'I Got it?', 'Reflection' and 'Ring!' developed by the researcher were played with the experimental groups while educational program activities of the science lesson were used with the control groups. Quantitative data of the research were collected with the 'Domestic Waste and Recycling Information Test' applied in pre-test and post-test forms, while qualitative data were collected through the use of the 'Semi-Structured Interview Form' applied to experimental groups and the 'Models for the Evaluation of Household Waste' prepared by experimental groups. Quantitative data were analyzed through parametric and non-parametric techniques; qualitative data were analyzed with the content for the semi-structured interview form and with descriptive analysis for the student models prepared. It was determined that the educational games used in teaching the subject of domestic waste and recycling are effective in enhancing the knowledge level and awareness of the students regarding domestic waste, recycling, and the advantages of recycling, what needs to be done for effective recycling and reuse. Educational games were determined to be evaluated as an effective tool in cognitive and affective aspects by students. In this regard, it was concluded that educational games facilitate learning, ensure effective learning, being informative, raise awareness, develop affirmative emotions for the subject or lesson, hinder the boringness in the course of lesson or subject, and enable concentration. As a result of the research, it was found that students formed models in 6 categories using 5 waste types. It was found out that the teaching models created with educational games reflected their effects on cognitive, affective, and psychomotor areas.
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