Çoklu zeka kuramına göre hazırlanan öğretim etkinliklerinin 9. sınıf öğrencilerinin biyoloji başarılarına ve öğrenilen bilgilerin kalıcılığına etkisi
The effects of education activities that are prepared according to the theory of multiple intelligences on 9th class students' success of biology and the knowledge that are learned
- Tez No: 205299
- Danışmanlar: PROF.DR. KAZIM YILDIZ
- Tez Türü: Yüksek Lisans
- Konular: Biyoloji, Eğitim ve Öğretim, Biology, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2007
- Dil: Türkçe
- Üniversite: Gazi Üniversitesi
- Enstitü: Eğitim Bilimleri Enstitüsü
- Ana Bilim Dalı: Ortaöğretim Fen ve Matematik Alanları Eğitimi Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 110
Özet
This research has been planned to identify the social and emotional development characteristics of autistic children between 24-36 months. The research group is comprised of 60 autistic children (10 girls and 50 boys) whose ages vary between 24-36 month who are registered with the Autistic Children Protection and Orientation Association (ODER). In the research, the ?Personal Information Form? has been used to gather information about the autistic children and their families and the ?Scale for the Evaluation of Social and Emotional Development for Autistic Children? which was developed by the researcher to identify the social and emotional development characteristics of the child. Information on the research has been obtained through face-to-face interviews with the families by the researcher. The structural validity of the test has also been identified by way of comparison of the groups whose condition is known in terms of the measured characteristic. For this purpose, the results of the t-test performed for the points which the normal and autistic children obtained in the scale for the evaluation of social and emotional development have been calculated. A significant difference has been found between the points which the autistic and normally-developing children obtained in the scale for the evaluation of social and emotional development [t = 13.30, p < 100]. The test points which the children who display normal development (X = 213.66) are higher compared to those obtained by the autistic children (X = 148.80).Cronbach's Alpha coefficient has been calculated with regard to the reliability of the scale for the evaluation of social and emotional development, and on the other hand, the item correlation aggregates have been calculated in order to explain to what extent the items contained in the test distinguish the individuals in terms of the measured characteristic. Cronbach's Alpha coefficient is .92 for the autistic children; .89 for normallydeveloping children and .97 on the total. Item-total correlations are observed to vary between .86 and .33. These results indicate that all of the items sufficiently distinguish the children in terms of social-emotional development. The fact that the revised item-total correlations are .30 and higher is consrued that the items well distinguish the individuals in terms of the measured characteristic. In the statistical evaluation of the data so obtained, the Mann Whitney-U Test and Kruskal Wallis-H Test which are of non-parametric tests have been performed. According to the data obtained; it is observed that there is a significant difference between the points obtained in the scale for the evaluation of social and emotional development by the children by the number of siblings and sequence of birth (p < 0.5). it is observed that there is a significant difference between the points of the scale for the evaluation of social and emotional development of the children by the father's status of education (p < 0.5).
Özet (Çeviri)
In the Research, the feasibility of the Multiple Intelligences Theory in the education of Biology and its effects on students? success and permanence of the knowledge that are learned have been evaluated. The people who have taken part in the research are the students that takes biology lesson in high schools. The Studentes groups that have taken part in the Research are Students of 9A and 9D in Hakkâri High School. While 9A is the experiment group, 9D is the control group. The number of the Students in the study groups is seventy two. In the research, a pre-test and a final-test have been used for experiment and control groups. One mounth later, the final-test has been done again as a permanence test. The differences between the success points of experiment and control groups have been controlled with a ?t? test. In the Research, significance/meaningfullness level has been accepted as .05. At the and of the research; 1) In the application process that has been carried on by a lesson plan prepared according to the Multiple Intelligences Theory, it has been observed that the Studentes have taken part in lessons actively, they have showed concern for the different methods and materials and they have got impressed by the applications. 2) While there isn?t a significant difference between the pre-test points of the groups, a significant difference has been seen between their final test points in favour of experiment group. It has been seen that the activities that has been prepared according to the Multiple Intelligences Theory has effected the students? success positively. 3) It the has been determined that there is a significant difference between the final test and the permanence test points of the control group but there isn?t a significant difference between the final test and permanence test points of the experiment group. It has been seen that the knowledge that have been learned by the activities according to the Multiple Intelligences Theory are more permanant than the ones that have been learned according to the traditional methods. At the end of the research, there are some suggestions that are made by researcher according to the data.
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