Cover Image

Acquiring Scientific Process and Innovative Thinking Skills for Secondary School Sixth Grade Students through Digital Activities: An Action Research

Emine Akkaş Baysal, Ali Osman Yörük, İjlal Ocak

Abstract


This research aims to develop students' scientific process and innovative thinking skills using digital activities in distance and face-to-face education. A total of 12 sixth-grade students in a primary school participated in the study. The research was action research. The analysis was carried out in the "Transmission of Electricity" unit within the scope of the sixth-grade Science Course in 5 weeks and 20-course hours. The quantitative data were collected with "The scientific Process Skills Scale" and "Innovative Thinking Scale". Semi-structured interview forms, researcher, and student diaries were used to acquire qualitative data. The study's findings revealed that students showed improvement in gaining scientific processes and innovative thinking skills. It was observed that there was a significant difference between the mean scores of the science process skills test applied before and after the application in favor of the post-test. It was determined that students' use of scientific thinking skills increased during the experiments and activities. Moreover, students identified themselves with the work of scientists and improved their skills in conducting scientific processes. This situation shows that students can gain a scientific approach and innovative thinking skills with the active use of digital activities, especially in Science.


Full Text:

Download PDF

References


Akkaya, A. (2018). The effects of serious games on students’ conceptual knowledge of object-oriented programming and computational thinking skills. Unpublished Master’s Thesis, Boğaziçi University, İstanbul.

Aktamış, H. & Ergin, Ö. (2007). Bilimsel süreç becerileri ile bilimsel yaratıcılık arasındaki ilişkinin belirlenmesi [Determining the relationship between scientific process skills and scientific creativity]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(2007), 11-23.

Alkın-Şahin, S. & Tunca, N. (2013). Düşünme becerileri ve düşünmeyi destekleyen sınıf ortamı öğretmen davranışları. yeni öğrenme - öğretme yaklaşımları ve uygulama örnekleri [Thinking skills and classroom environment teacher behaviors that support thinking. new learning-teaching approaches and practice examples]. (Edt. M. Güven ve G. Ekici). Ankara: Pegem Akademi Yayıncılık.

Anagün, Ş. S. & Yaşar, Ş. (2009). İlköğretim beşinci sınıf fen ve teknoloji dersinde bilimsel süreç becerilerinin geliştirilmesi [Developing science process skills in primary school fifth grade science and technology lesson]. Elementary Education Online, 8(3), 843-865.

Anagün, Ş. S. (2008). İlköğretim beşinci sınıf öğrencilerine yapılandırmacı öğrenme yoluyla fen okuryazarlığının geliştirmesi: bir eylem araştırması [Developing science literacy through constructivist learning in primary school fifth grade students: an action research.]. Doktora Tezi. Anadolu Üniversitesi, Eskişehir.

Aras, B. (2020). Ortaokul öğrencilerinin inovatif (yenilikçi) düşünme düzeylerinin çeşitli değişkenler açisindan incelenmesi (Afyonkarahisar il örneklemi) [Investigation of innovative thinking levels of secondary school students in terms of various variables (Afyonkarahisar province sample)]. Yayınlanmamış yüksek lisans tezi, Afyon Kocatepe Üniversitesi, Afyon.

Arslan, A. (1995). İlkokul öğrencilerinde gözlemlenen bilimsel beceriler [Scientific skills observed in primary school students.]. Yayınlanmamış doktora tezi, Hacettepe Üniversitesi Sosyal Bilimler [ Enstitüsü. Ankara.

Atmatzidou, S., & Demetriadis, S. (2016). Advancing students’ computational thinking skills through educational robotics: A study on age and gender relevant differences. Robotics and Autonomous Systems, 75, 661-670.

Aydoğdu, B. (2006). İlköğretim fen ve teknoloji dersinde bilimsel süreç becerilerini etkileyen değişkenlerin incelenmesi [Investigation of variables affecting science process skills in primary school science and technology lesson]. Yayımlanmamış yüksek lisans tezi, Dokuz Eylül Üniversitesi, İzmir.

Aydoğdu, B., Tatar, N., Yıldız, E. & Buldur, S. (2012). The science process skills scale development for elementary school students. Journal of Theoretical Educational Science, 5(3), 292-311.

Ayob, A., Hussain, A., Mustafa, M. M., & Shaarani, M. F. A. S. (2011). Nurturing creativity and innovative thinking through experiential learning. Procedia-Social and Behavioral Sciences, 18, 247-254.

Ayyildiz, Y., & Tarhan, L. (2015). Development of the self-directed learning skills scale. International Journal of Lifelong Education, 34(6), 663-679.

Barak, M., Morad, S. & Ragonis, N. (2013). Students’ innovative thinking and their perceptions about the ideal learning environment. Proceedings of the 8th International Conference on Knowledge Management in Organizations, 111–125.

Barut, E., Tuğtekin, U. & Kuzu, A. (2016). Robot uygulamalar ile bilgi işlemsel düşünme becerilerine bakış [An overview of computational thinking skills with robot applications]. 3rd International Conference on New Trend in Education (ICNTE 2016) Bildiri Kitabı, İzmir.

Batı, K., Çalışkan, İ. & Yetişir, M. İ. (2017). Fen eğitiminde bilgi işlemsel düşünme ve bütünleştirilmiş alanlar yaklaşım [Computational thinking and integrated fields approach in science education]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 41, 91103.

Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2020). Eğitimde bilimsel araştırma yöntemleri [Scientific research methods in education.]. Ankara: Pegem Akademi.

Büyüktaşkapu, S. (2010). 6 yaş çocuklarının bilimsel süreç becerilerini geliştirmeye yönelik yapılandırmacı yaklaşıma dayalı bir bilim öğretim programı önerisi [A science curriculum proposal based on a constructivist approach to develop the science process skills of 6-year-old children]. Doktora Tezi, Selçuk Üniversitesi Sosyal Bilimler Enstitüsü, Konya.

Can, B. & Pekmez, E. Ş. (2010). Bilimin doğası etkinliklerinin ilköğretim yedinci sınıf öğrencilerinin bilimsel süreç becerilerinin geliştirilmesindeki etkisi [The effect of nature of science activities on the development of science process skills of primary school seventh grade students]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27, 113-123.

Çellek, T. (2002). Yaratıcılık ve eğitim sistemimizdeki boyutu [Creativity and its size in our education system]. Bilim, Eğitim ve Düşünce Dergisi, 2( 1), 2-4.

Çepni, S., Ayas, A., Johnson, D. & Turgut, M. F. (1997). Fizik öğretimi [Physics teaching]. Ankara: YÖK.

Charyton, C. & Merrill, J. A. (2009). Assessing general creativity and creative engineering design in first year engineering students. Journal of engineering education, 98(2), 145-156.

Deveci, İ. & Kavak, S. (2020). Ortaokul öğrencilerinin yenilikçilik algıları ve yenilikçi düşünme eğilimleri: bir keşfedici ardışık desen [Middle school students' perceptions of innovativeness and innovative thinking tendencies: an exploratory sequential pattern]. Eğitimde Nitel Araştırmalar Dergisi, 8(1), 346-378. doi:10.14689/issn.2148-2624.1.8c.1s.15m

Drucker, P. (2007). The practice of management. Butterworth-Heinemann, Cambridge.

Frick, R. W. 1996. The appropriate use of null hypothesis testing. Psychological Methods, 1, 379-390.

González, J., Martín, G.O., Bruno, M.A. & Prado, F.E. (2016). La “quínoa” (Chenopodium quinoa) como alternativa forrajera en la zona de los Valles Calchaquíes (Noroeste Argentino). Lilloa, 53(1), 74–78.

Gülbahar, Y., Kert, B.S. & Kalelioğlu, F. (2019). Bilgi işlemsel düşünme becerisine yönelik öz yeterlik algısı ölçeği: geçerlik ve güvenirlik çalışması [Self-efficacy perception scale for computational thinking skills: validity and reliability study]. Turkish Journal of Computer and Mathematics Education, 10(1), 1-29.

Ha, Y. & Stoel, L. (2004). Internet apparel shopping behaviors: the influence of general innovativeness. International Journal of Retail & Distribution Management, 32(8), 377-385.

Hirca, N. (2013). Using an animated case scenario based on constructivist 5e model to enhance pre-service teachers' awareness of electrical safety. Educational Sciences: Theory and Practice, 13(2), 1325-1334.

Karasar, N. (2005). Bilimsel Araştırma Yöntemi. Ankara : Nobel Yayınları.

Lawson, A. E. (2001). A review of research on formal reasoning a science teaching. Journal of Research in Science Teaching, 22(7), 569-617.

McGuinness, C. (2000). ACTS (Activating Children’s Thinking Skills): A methodology for enhancing thinking skills. In ESRC TLRP First Programme Conference.

MEB. (2018). Fen bilimleri dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: Millî Eğitim Bakanliği Talim ve Terbiye Kurulu Başkanlığı. Ankara, Türkiye.

OECD (2010). Are the New Millennium Learners Making the Grade? Technology Use and Educational Performance in PISA 2006. OECD: Paris, France

Ongowo, R. O. & Indoshi, F. C. (2013). Science process skills in the Kenya certificate of secondary education biology practical examinations. Creative Education, 4(11), 713-717.

Opulencia, L.M. (2011). Correlates of science achievement among grade-VI pupils in selected elementary schools San Francisco District, Division of San Pablo City. Laguna State Polytechnic University.

Özdamar, K. (1999) Paket Programlar İle İstatistiksel Veri Analizi 1. Kaan Kitabevi, Eskişehir

Özkan, M. & Kargın, E. K. (2017). Problem çözme yöntemiyle öğretimin ortaokul öğrencilerinin fen bilimleri dersindeki akademik başarılarına etkisi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 29(2), 497-513.

Pacia, R. D. (2014). Teacher-centered and student- focused approaches in learning high school physics. Master’s Thesis. Laguna State Polytechnic University, San Pablo City Laguna.

Polat, R. H., & Tümkaya, S. (2010). Sınıf öğretmenliği öğrencile




DOI: https://doi.org/10.17509/jsl.v5i3.44806

Refbacks

  • There are currently no refbacks.




Copyright (c) 2022 Emine Akkaş Baysal, Ali Osman Yörük, İjlal Ocak

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Journal of Science Learning is published by Universitas Pendidikan Indonesia
in collaboration with the Indonesian Society of Science Educators
Jl. Dr. Setiabudhi 229 Bandung 40154, West Java, Indonesia
Website: http://www.upi.edu
Email: js
learning@upi.edu
View My Stats