Web 2.0 destekli fen eğitiminin 7. sınıf öğrencilerinin grafik okuryazarlığına etkisi
Date
2024-02-09
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Gelişen ve değişen bilgi çağında bireylerin kullanması gereken bazı beceriler bulunmakta, bu beceriler arasında okuryazarlık becerisi de yer almaktadır. Eğitimde de öğrencilerden okuryazar bireyler olmaları beklenmektedir. Fen derslerinde kullanılan grafiklerin bireylerin okuryazar olmalarında etkili olduğu söylenebilir. Ancak yapılan çalışmalar öğrencilerin grafikleri anlama, yorumlama veya çizme becerilerinin yanı grafik okuryazarlıklarının düşük olduğunu göstermektedir. Bu nedenle grafik okuryazarlığını arttıracak çalışmalar yapmanın önemli olduğu düşünülmektedir. Bu araştırmada Web 2.0 destekli fen eğitiminin 7. sınıf öğrencilerinin grafik okuryazarlığına etkisi incelenmiştir. Araştırma karma araştırma yöntemlerinden olan iç içe (gömülü) desen kullanılmıştır. Grafik eğitiminin deneysel uygulama kısmında ön test-son test kontrol gruplu yarı deneysel desen tercih edilmiştir. Araştırma 2022-2023 eğitim öğretim yılının birinci döneminde İstanbul ili Bağcılar ilçesinde bir ortaokulda bulunan 54 öğrenci ile gerçekleştirilmiştir. Çalışma grubunda 27 öğrenci deney grubunu oluştururken 27 öğrenci ise kontrol grubunu oluşturmaktadır. Deney grubuna Web 2.0 destekli fen eğitimi, kontrol grubuna ise fen bilimleri programına uygun olacak şekilde dersler devam etmiştir. Araştırmada veri toplama aracı olarak, nicel kısım için "Grafik Okuryazarlık Ölçeği (TOGS)", nitel kısım için ise "Yarı Yapılandırılmış Görüşme Formu" ve "Çalışma Yaprağı" kullanılmıştır. Toplanan nicel veriler SPSS 29.0.1 paket programı ile analiz edilirken, nitel veriler içerik analizine tabi tutulmuştur. Araştırma bulgularına göre, Web 2.0 destekli grafik eğitiminin, öğrencilerin grafik okuryazarlıklarına etkisinde deney ve kontrol grubu öğrencileri arasında anlamlı farklılık bulunmuştur. Bu bulguya göre öğrencilerin grafik okuryazarlık becerilerinin arttığı sonucunu ortaya koymaktadır. Grafik okuma (yorumlama) becerilerinde deney ve kontrol grubu öğrencileri arasında anlamlı fark bulunmazken, deney grubu öğrencilerinin son test sonucuna göre puanlarına artış meydana gelmiştir. Grafik çizme becerisi ile ilgili deney grubu ve kontrol grubu öğrencileri arasında anlamlı fark bulunmuştur. Deney grubu öğrencilerinin grafik çizme becerileri Web 2.0 destekli fen eğitimi sonrası gelişme göstermiştir. Öğrencilerin grafik eğitimi sonrasında, grafiksel becerilerin özellikle çizme becerilerinin eğitim sonrası geliştiğini, grafiksel becerilerde en çok eksenlerde zorlandıklarını ifade etmişlerdir. Özellikle çizme becerilerinin geliştiğini belirtmişlerdir. Bu bağlamda çalışma sonucunda Web 2.0 destekli fen eğitiminin öğrencilerin grafik okuryazarlığını geliştirmede etkili olduğu belirlenmiştir. Öğrencilerin grafik okuryazarlık becerileri, grafik çizme becerileri ve grafik okuma (yorumlama) becerilerinin Web 2.0 araçları ile gelişeceği ve buna ilişkin çalışmaların arttırılması gerektiği söylenebilir.
In the developing and changing information age, there are some skills that individuals need to use, and literacy skills are among these skills. In education, students are expected to be literate individuals. It can be said that graphics used in science lessons are effective in making individuals literate. However, studies show that students' graphic literacy is low as well as their ability to understand, interpret or draw graphs. For this reason, it is thought that it is important to carry out studies to increase graphic literacy. In this study, the effect of Web 2.0 supported science education on the graphic literacy of 7th grade students was examined. Nested (embedded) design, which is one of the mixed research methods, was used in the research. In the experimental application part of graphic education, quasi-experimental design with pretest-posttest control group was preferred. The research was carried out with 54 students in a secondary school in Bağcılar district of Istanbul province in the first semester of the 2022-2023 academic year. In the study group, 27 students constitute the experimental group and 27 students constitute the control group. The experimental group received Web 2.0-supported science education and the control group received lessons in accordance with the science programme. In the study, "Graphic Literacy Scale (GLS)" was used for the quantitative part and "Semi-structured Interview Form" and "Worksheet" were used for the qualitative part as data collection tools. While the quantitative data collected were analysed with SPSS 29.0.1 package programme, qualitative data were subjected to content analysis. According to the research findings, a significant difference was found between the experimental and control group students in the effect of Web 2.0 supported graphic education on students' graphic literacy. According to this finding, it is concluded that students' graphic literacy skills increased. While there was no significant difference between the experimental and control group students in graph reading (interpretation) skills, the scores of the experimental group students increased according to the post-test result. There was a significant difference between the experimental group and control group students in graph drawing skills. Graph drawing skills of the experimental group students improved after Web 2.0 supported science education. The students stated that their graphical skills, especially drawing skills, improved after the graphical education and that they had the most difficulty in axes in graphical skills. They especially stated that their drawing skills improved. In this context, as a result of the study, it was determined that Web 2.0 supported science education was effective in improving students' graphic literacy. It can be said that students' graphic literacy skills, graphic drawing skills and graphic reading (interpretation) skills will improve with Web 2.0 tools and related studies should be increased.
In the developing and changing information age, there are some skills that individuals need to use, and literacy skills are among these skills. In education, students are expected to be literate individuals. It can be said that graphics used in science lessons are effective in making individuals literate. However, studies show that students' graphic literacy is low as well as their ability to understand, interpret or draw graphs. For this reason, it is thought that it is important to carry out studies to increase graphic literacy. In this study, the effect of Web 2.0 supported science education on the graphic literacy of 7th grade students was examined. Nested (embedded) design, which is one of the mixed research methods, was used in the research. In the experimental application part of graphic education, quasi-experimental design with pretest-posttest control group was preferred. The research was carried out with 54 students in a secondary school in Bağcılar district of Istanbul province in the first semester of the 2022-2023 academic year. In the study group, 27 students constitute the experimental group and 27 students constitute the control group. The experimental group received Web 2.0-supported science education and the control group received lessons in accordance with the science programme. In the study, "Graphic Literacy Scale (GLS)" was used for the quantitative part and "Semi-structured Interview Form" and "Worksheet" were used for the qualitative part as data collection tools. While the quantitative data collected were analysed with SPSS 29.0.1 package programme, qualitative data were subjected to content analysis. According to the research findings, a significant difference was found between the experimental and control group students in the effect of Web 2.0 supported graphic education on students' graphic literacy. According to this finding, it is concluded that students' graphic literacy skills increased. While there was no significant difference between the experimental and control group students in graph reading (interpretation) skills, the scores of the experimental group students increased according to the post-test result. There was a significant difference between the experimental group and control group students in graph drawing skills. Graph drawing skills of the experimental group students improved after Web 2.0 supported science education. The students stated that their graphical skills, especially drawing skills, improved after the graphical education and that they had the most difficulty in axes in graphical skills. They especially stated that their drawing skills improved. In this context, as a result of the study, it was determined that Web 2.0 supported science education was effective in improving students' graphic literacy. It can be said that students' graphic literacy skills, graphic drawing skills and graphic reading (interpretation) skills will improve with Web 2.0 tools and related studies should be increased.
Description
Keywords
Grafik eğitimi, Grafik okuryazarlığı, Öğrenci, Web 2.0, Graphic education, Graphic literacy, Student