P4C yöntemine göre yapılan fen bilimleri dersinin çocukların fen başarılarına, yaratıcı yazmalarına ve değer eğitimine olan etkisi
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Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Alanya Alaaddin Keykubat Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma, Çocuklar İçin Felsefe (P4C) temelli fen öğretiminin ilkokul 4. sınıf öğrencilerinin fen başarısı, yaratıcılık düzeyi ve değer eğitimi kazanımları üzerindeki etkilerini incelemeyi amaçlamaktadır. Çalışma, 2023–2024 eğitim-öğretim yılında Antalya ili Alanya ilçesinde yer alan bir devlet ilkokulunda gerçekleştirilmiştir. Araştırmada nicel veriler, deney ve kontrol gruplu yarı deneysel desenle; nitel veriler ise eylem araştırması deseni doğrultusunda toplanmıştır. Kontrol grubuna Millî Eğitim Bakanlığı'nın mevcut öğretim programı doğrultusunda geleneksel yöntemle öğretim yapılmış; deney grubunda ise P4C yaklaşımına uygun olarak hazırlanan ders planları doğrultusunda fen öğretimi gerçekleştirilmiştir. Araştırmada hem nicel hem de nitel veri toplama yöntemlerinden yararlanılmıştır. Fen başarısı, öğrencilerin ön test ve son test puanları esas alınarak değerlendirilmiş; elde edilen veriler bağımlı örneklemler t-testi ve bağımsız örneklemler t-testi ile analiz edilmiştir. Analiz sonuçları, deney grubunun ön test ve son test ortalamalarında artış olduğunu göstermiş; ancak bu artış istatistiksel olarak anlamlı bulunmuştur (p < .05). Yaratıcı yazma düzeyi, öğrencilerin yazdığı hikâyeler doğrultusunda Fatma Susar Kırmızı'nın Yaratıcı Yazma Ölçütleri temel alınarak değerlendirilmiş ve elde edilen veriler içerik analizi yöntemiyle çözümlenmiştir. Bulgular, deney grubunda yaratıcı düşünme becerilerinde anlamlı düzeyde bir gelişim olduğunu ortaya koymuştur. Değer eğitimi açısından ise P4C temelli öğretim sürecinin öğrencilere değerleri doğrudan aktarmaktan ziyade, bu değerlere kendi düşünsel süreçleriyle ulaşmalarını sağladığı belirlenmiştir. Öğrenciler; empati, adalet, sorumluluk ve iş birliği gibi temel değerlere ders süreci içinde kendiliğinden ulaşmış ve bu değerleri içselleştirmiştir. Sonuç olarak, P4C temelli fen öğretiminin öğrencilerin yaratıcı yazma becerilerini geliştirdiği, değerleri yapaylıktan uzak bir biçimde yapılandırmalarına olanak tanıdığı ve fen başarısı üzerinde olumlu etkiler oluşturduğu söylenebilir. Bu yönüyle P4C yöntemi hem bilişsel hem de duyuşsal gelişimi destekleyen bütüncül ve çağdaş bir öğretim yaklaşımı olarak öne çıkmaktadır.
This study aims to investigate the effects of Philosophy for Children (P4C)-based science teaching on the science achievement, creativity levels, and value education gains of 4th-grade primary school students. The study was conducted during the 2023–2024 academic year at a public primary school located in the Alanya district of Antalya province. In the study, quantitative data were collected using a quasi-experimental design with experimental and control groups, while qualitative data were obtained through an action research design. In the control group, science instruction was carried out through traditional methods in accordance with the current curriculum of the Ministry of National Education, whereas in the experimental group, science teaching was implemented based on lesson plans prepared in line with the P4C approach. Both quantitative and qualitative data collection methods were utilized in the study. Science achievement was assessed based on students' pre-test and post-test scores, and the data obtained were analyzed using paired samples t-test and independent samples t-test. The analysis results revealed that there was an increase in the pre-test and post-test mean scores of the experimental group, and this increase was found to be statistically significant (p < .05). Creativity levels were evaluated based on the stories written by the students, using the Creative Writing Criteria developed by Fatma Susar Kırmızı, and the data obtained were analyzed through content analysis. The findings indicated a significant improvement in creative thinking skills among the students in the experimental group. In terms of value education, it was determined that the P4C-based teaching process enabled students to reach values not through direct transmission but through their own cognitive processes. During the lessons, students naturally reached and internalized fundamental values such as empathy, justice, responsibility, and cooperation. As a result, it can be stated that P4C-based science teaching improves students' creative writing skills, allows them to construct values in an authentic way, and creates positive effects on science achievement. In this respect, the P4C approach stands out as a holistic and contemporary teaching method that supports both cognitive and affective development.
This study aims to investigate the effects of Philosophy for Children (P4C)-based science teaching on the science achievement, creativity levels, and value education gains of 4th-grade primary school students. The study was conducted during the 2023–2024 academic year at a public primary school located in the Alanya district of Antalya province. In the study, quantitative data were collected using a quasi-experimental design with experimental and control groups, while qualitative data were obtained through an action research design. In the control group, science instruction was carried out through traditional methods in accordance with the current curriculum of the Ministry of National Education, whereas in the experimental group, science teaching was implemented based on lesson plans prepared in line with the P4C approach. Both quantitative and qualitative data collection methods were utilized in the study. Science achievement was assessed based on students' pre-test and post-test scores, and the data obtained were analyzed using paired samples t-test and independent samples t-test. The analysis results revealed that there was an increase in the pre-test and post-test mean scores of the experimental group, and this increase was found to be statistically significant (p < .05). Creativity levels were evaluated based on the stories written by the students, using the Creative Writing Criteria developed by Fatma Susar Kırmızı, and the data obtained were analyzed through content analysis. The findings indicated a significant improvement in creative thinking skills among the students in the experimental group. In terms of value education, it was determined that the P4C-based teaching process enabled students to reach values not through direct transmission but through their own cognitive processes. During the lessons, students naturally reached and internalized fundamental values such as empathy, justice, responsibility, and cooperation. As a result, it can be stated that P4C-based science teaching improves students' creative writing skills, allows them to construct values in an authentic way, and creates positive effects on science achievement. In this respect, the P4C approach stands out as a holistic and contemporary teaching method that supports both cognitive and affective development.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, Felsefe
