Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2021, Cilt: 6 Sayı: 3, 275 - 282, 01.07.2021
https://doi.org/10.24331/ijere.929401

Öz

Kaynakça

  • Akçay, H. ve Baltacı, A. (2017). Astronomi Öğretiminde Öğrenme Amaçlı Çoklu Yazma Etkinliklerinin Değerlendirilmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 138-151.
  • Akçay, H., Özyurt, B. B. ve Bezir Akçay, B. (2014). Çoklu yazma etkinliklerinin fen ve teknoloji dersi öğretiminde kullanılmasının öğrenci başarısı ve kavram öğrenmeye etkisi. Bayburt Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 15-31.
  • Akkuş, R., Günel. M. ve Hand, B. (2007). Comparing an inquiry-based approach known as the science writing heuristic to traditional science teaching practices: are there differences? International Journal of Science Education, 29(14), 1745–1765.
  • Akyol, C. ve Dikici, A. (2009). Şiirle öğretim tekniğinin öğrencilerin başarı ve tutumlarına etkisi. İlköğretim Online, 8(1), 48-56.
  • Altunoğlu, B. D., ve Atav, E. (2005). Teacher expectations for a more effective biology education. Hacettepe University Education Faculty Journal, 28, 19-28.
  • Anupam, K. (2014). Development and validation of mathetics style programme in mathematics for grade IX students.International Journal on New Trends in Education and Their Implications, 5(3), 1309-6249.
  • Bereiter, C. & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Erlbaum.
  • Çardak, Ü. (2010). Fen ve teknoloji dersine ilişkin günlük tutmanın öğrenci başarısı ve tutumu üzerine etkisi. Yayınlanmamış yüksek lisans tezi, Sakarya Üniversitesi Fen Bilimleri Enstitüsü.
  • Demircioğlu, H., Demircioğlu, G. ve Ayas, A. (2006). Hikayeler ve kimya öğretimi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30, 110-119.
  • Duru, M. K. ve Gürdal, A. (2002). İlköğretim fen ve teknoloji dersinde kavram haritasıyla ve gruplara kavram haritası çizdirilerek öğretimin öğrenci başarısına etkisi. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Bildiriler Kitabı, Cilt: 1, s: 310-316, ODTÜ, Ankara.
  • Duymaz, N. ve Özer Keskin, M. (2011). Hücre konusunun öğrenilmesinde öğrenme amaçlı yazma etkinliklerinin kullanımı ve analoji üretme. Yayınlanmamış yüksek lisans tezi, Gazi Üniversitesi Eğitim bilimleri enstitüsü.
  • Erol, G. (2010). Asit-baz konusunun çoklu yazma etkinlikleri ve yaparak yazarak bilim öğrenme metodu kullanılarak öğretilmesinin değerlendirilmesi. Yayınlanmamış yüksek lisans tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Flower, L. & Hayes, J. (1980). The cognition of discovery: Defining a rhetorical problem. College Composition and Communication, 31, 21–32. Flower, L. & Hayes, J. (1984). Images, plans, and prose: The representation of meaning in writing. Written Composition 1, 120–160.
  • Galbraith, D. (1999). Writing as a knowledge-constituting process. In D. Galbraith and M. Torrance, edsKnowing what to write: conceptual processes in text production, pp. 139–159. Amsterdam University Press: Amsterdam.
  • Gladys, J. U. (2014). The effect of individual and collaborative concept mapping learning strategies on chemistry students’ anxiety and academic achievement. International Journal of Innovative Education Research, 2(3), 19-28.
  • Günel, M., Atila, M. E. ve Büyükkasap, E. (2009). Farklı betimleme modlarının öğrenme amaçlı yazma aktivitelerinde kullanımlarının 6. sınıf yaşamımızdaki elektrik ünitesinin öğrenimine etkisi. İlköğretim online, 8(1),183-198.
  • Hand, B., Hohenshell, L. & Prain V. (2004). Exploring students’ responses to conceptual questions when engaged with planned writing experiences: A study with year 10 science Students. Journal of Research in Science Teaching, 4(2) 186-210.
  • Hand, B., Prain, V. & Wallace, C. (2002). Influences of writing tasks on students’ answers to recall and higher- level test questions. Research in Science Education, 32(1), 19-34.
  • Hildebrand, G. (1998). Disrupting hegemonic writing practices in school science: Contesting the right way to write. Journal of Research in Science Teaching, 35(4), 345–362.
  • Hohenshell, L. M. & Hand, B. (2006). Writing-to-learn strategies in secondary school cell biology: A mixed method study. International Journal of Science Education, 28(2), 261-289.
  • Kaptan, F. ve Korkmaz H. (2001). Çoklu Zeka Kuramı Tabanlı Fen Öğretimi Öğrenci Başarısı ve Tutumuna Etkisi.IV.Fen Bilimleri Eğitimi Kongresi Bildiri Kitapçığı, 6-8 Eylül 2001.Ankara: Hacettepe Üniversitesi Basımevi.
  • Keys, C. W. (2000). Investigating the thinking processes of eighth grade writers during the composition of a scientific laboratory report. Journal of Research in Science Teaching, 37(7),676-690.
  • Klein, P. (1999). Reopening inquiry into cognitive processes in writing-to-learn. Educational Psychology Review, 11(3), 203–270.
  • Klein, P. (2006). The challenges of scientific literacy: From the viewpoint of second generation cognitive science. International Journal of Science Education, 28(2–3), 143–178.
  • Lawwill, K. S. (1999). Using writing to learn strategies: Promoting peer collaboration among high school science teachers. Unpublished doctora’s thesis, Virginia Polytechnic Institute and State University.
  • Levin, T. & Wagner, T. (2006). In their own words: Understanding student conceptions of writing through their spontaneous metaphors in the science classroom. Instructional Science, 34, 227-278.
  • Mason, L. & Boscolo, P. (2000). Writing and conceptual change. What changes? Instructional Science, 28(3), 199–226.
  • Nakiboğlu, M., Altıparmak, M. (2002). Aktif öğrenmede bir grup tartıĢması yöntemi olarak “Beyin fırtınası”. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi’nde sunulmuş bildiri. 16-18 Eylül 2002, Ankara.
  • Özyurt, B. B. ve Akçay, H. (2011). Canlılarda üreme büyüme ve gelişme ünitesinin çoklu yazma etkinlikleri kullanılarak öğretilmesinin değerlendirilmesi. Yayınlanmamış yüksek lisans tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü
  • Prain, V. (2006). Learning from writing in secondary science: some theoretical and practical implications. International Journal of Science Education, 28(2–3), 179–201.
  • Rijlaarsdam, G. & Couzijn, M. (2002). Effects of observation of reader’s feedback on understanding in physics. Paper presented at the Ontological, Epistemological, Linguistic and Pedagogical Considerations of Language and Science Literacy: Empowering Research and Informing Instruction and Teacher Education, International Conference, University of Victoria, British Columbia, Canada, September 12–15.
  • Rijlaarsdam, G., Couzijn, M., Janssen, T., Braaksma, M. & Kieft, M. (2006). Writing experimental manuals in science education: The impact of writing genre and audience. International Journal of Science Education, 28(2–3), 203–234.
  • Scheppegrell, M. (1998). Grammar as resource: Writing a description. Research in the Teaching of English, 25, 67–96.
  • Shanahan, T. (2004). Overcoming the dominance of communication: Writing to think and to learn. In T. L. Jetton & J. A. Dole (Eds.), Adolescent literacy research and practice. New York: Guilford.
  • Sperling, M. & Freedman, S. W. (2001). Review of writing research. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.). Washington, DC: American Educational Research Association.
  • Tynjala, P., Mason, L. & Lonka, K. (Eds.) (2001) Writing as a learning tool. Amsterdam: Kluwer Press.
  • Uluğ, F. (2004). Okulda başarı: Etkili öğrenme ve ders çalışma yöntemleri. İstanbul: Remzi Kitabevi.
  • Unsworth, L. (2000). Investigating subject-specific literacies in school learning. In L. Unsworth, eds Researching language in schools and communities. Continuum (Cassell): London.
  • Unsworth, L. (2001). Teaching Multiliteracies across the Curriculum: Changing Contexts of Text and Image in Classroom Practice. Buckingham, UK: Open University Press.

THE ASSESSMENT OF MULTIPLE WRITING ACTIVITIES IN TEACHING THE "ECOSYSTEM ECOLOGY" SUBJECTS

Yıl 2021, Cilt: 6 Sayı: 3, 275 - 282, 01.07.2021
https://doi.org/10.24331/ijere.929401

Öz

In this study, the effect of multiple writing activities in teaching "Ecosystem Ecology" subjects on the academic achievements of students was analyzed. The study was conducted in a high school in the Kaynarca district of the Sakarya province in the second term of the 2018-2019 academic year. The sample of the study consists of 48 students studying in the 10th grade. 48 students, which formed the sample, randomly formed Experiment 1 and Experiment 2 groups. While the Experiment 1 group was taught the "Ecosystem Ecology" subjects with classic-traditional teaching methods (direct instruction-catechize), the Experiment 2 group was taught with multiple writing activities. The study is a quantitative research and the data were collected by using pretest-posttest with a quasi-experimental control group. The "Ecosystem Ecology" success test that was developed by the researcher was applied as the pre-test and post-test in the study as the data collection tool. The obtained data were analyzed by using the SPSS 20 statistical program with"Mann Whitney U Test" and "Wilcoxon Sign Rank Test". Analysis results showed that compared to the classic-traditional teaching method, teaching“Ecosystem Ecology" subjects by using multiple writing activities positively affected the student's success.

Kaynakça

  • Akçay, H. ve Baltacı, A. (2017). Astronomi Öğretiminde Öğrenme Amaçlı Çoklu Yazma Etkinliklerinin Değerlendirilmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 138-151.
  • Akçay, H., Özyurt, B. B. ve Bezir Akçay, B. (2014). Çoklu yazma etkinliklerinin fen ve teknoloji dersi öğretiminde kullanılmasının öğrenci başarısı ve kavram öğrenmeye etkisi. Bayburt Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 15-31.
  • Akkuş, R., Günel. M. ve Hand, B. (2007). Comparing an inquiry-based approach known as the science writing heuristic to traditional science teaching practices: are there differences? International Journal of Science Education, 29(14), 1745–1765.
  • Akyol, C. ve Dikici, A. (2009). Şiirle öğretim tekniğinin öğrencilerin başarı ve tutumlarına etkisi. İlköğretim Online, 8(1), 48-56.
  • Altunoğlu, B. D., ve Atav, E. (2005). Teacher expectations for a more effective biology education. Hacettepe University Education Faculty Journal, 28, 19-28.
  • Anupam, K. (2014). Development and validation of mathetics style programme in mathematics for grade IX students.International Journal on New Trends in Education and Their Implications, 5(3), 1309-6249.
  • Bereiter, C. & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Erlbaum.
  • Çardak, Ü. (2010). Fen ve teknoloji dersine ilişkin günlük tutmanın öğrenci başarısı ve tutumu üzerine etkisi. Yayınlanmamış yüksek lisans tezi, Sakarya Üniversitesi Fen Bilimleri Enstitüsü.
  • Demircioğlu, H., Demircioğlu, G. ve Ayas, A. (2006). Hikayeler ve kimya öğretimi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30, 110-119.
  • Duru, M. K. ve Gürdal, A. (2002). İlköğretim fen ve teknoloji dersinde kavram haritasıyla ve gruplara kavram haritası çizdirilerek öğretimin öğrenci başarısına etkisi. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Bildiriler Kitabı, Cilt: 1, s: 310-316, ODTÜ, Ankara.
  • Duymaz, N. ve Özer Keskin, M. (2011). Hücre konusunun öğrenilmesinde öğrenme amaçlı yazma etkinliklerinin kullanımı ve analoji üretme. Yayınlanmamış yüksek lisans tezi, Gazi Üniversitesi Eğitim bilimleri enstitüsü.
  • Erol, G. (2010). Asit-baz konusunun çoklu yazma etkinlikleri ve yaparak yazarak bilim öğrenme metodu kullanılarak öğretilmesinin değerlendirilmesi. Yayınlanmamış yüksek lisans tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Flower, L. & Hayes, J. (1980). The cognition of discovery: Defining a rhetorical problem. College Composition and Communication, 31, 21–32. Flower, L. & Hayes, J. (1984). Images, plans, and prose: The representation of meaning in writing. Written Composition 1, 120–160.
  • Galbraith, D. (1999). Writing as a knowledge-constituting process. In D. Galbraith and M. Torrance, edsKnowing what to write: conceptual processes in text production, pp. 139–159. Amsterdam University Press: Amsterdam.
  • Gladys, J. U. (2014). The effect of individual and collaborative concept mapping learning strategies on chemistry students’ anxiety and academic achievement. International Journal of Innovative Education Research, 2(3), 19-28.
  • Günel, M., Atila, M. E. ve Büyükkasap, E. (2009). Farklı betimleme modlarının öğrenme amaçlı yazma aktivitelerinde kullanımlarının 6. sınıf yaşamımızdaki elektrik ünitesinin öğrenimine etkisi. İlköğretim online, 8(1),183-198.
  • Hand, B., Hohenshell, L. & Prain V. (2004). Exploring students’ responses to conceptual questions when engaged with planned writing experiences: A study with year 10 science Students. Journal of Research in Science Teaching, 4(2) 186-210.
  • Hand, B., Prain, V. & Wallace, C. (2002). Influences of writing tasks on students’ answers to recall and higher- level test questions. Research in Science Education, 32(1), 19-34.
  • Hildebrand, G. (1998). Disrupting hegemonic writing practices in school science: Contesting the right way to write. Journal of Research in Science Teaching, 35(4), 345–362.
  • Hohenshell, L. M. & Hand, B. (2006). Writing-to-learn strategies in secondary school cell biology: A mixed method study. International Journal of Science Education, 28(2), 261-289.
  • Kaptan, F. ve Korkmaz H. (2001). Çoklu Zeka Kuramı Tabanlı Fen Öğretimi Öğrenci Başarısı ve Tutumuna Etkisi.IV.Fen Bilimleri Eğitimi Kongresi Bildiri Kitapçığı, 6-8 Eylül 2001.Ankara: Hacettepe Üniversitesi Basımevi.
  • Keys, C. W. (2000). Investigating the thinking processes of eighth grade writers during the composition of a scientific laboratory report. Journal of Research in Science Teaching, 37(7),676-690.
  • Klein, P. (1999). Reopening inquiry into cognitive processes in writing-to-learn. Educational Psychology Review, 11(3), 203–270.
  • Klein, P. (2006). The challenges of scientific literacy: From the viewpoint of second generation cognitive science. International Journal of Science Education, 28(2–3), 143–178.
  • Lawwill, K. S. (1999). Using writing to learn strategies: Promoting peer collaboration among high school science teachers. Unpublished doctora’s thesis, Virginia Polytechnic Institute and State University.
  • Levin, T. & Wagner, T. (2006). In their own words: Understanding student conceptions of writing through their spontaneous metaphors in the science classroom. Instructional Science, 34, 227-278.
  • Mason, L. & Boscolo, P. (2000). Writing and conceptual change. What changes? Instructional Science, 28(3), 199–226.
  • Nakiboğlu, M., Altıparmak, M. (2002). Aktif öğrenmede bir grup tartıĢması yöntemi olarak “Beyin fırtınası”. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi’nde sunulmuş bildiri. 16-18 Eylül 2002, Ankara.
  • Özyurt, B. B. ve Akçay, H. (2011). Canlılarda üreme büyüme ve gelişme ünitesinin çoklu yazma etkinlikleri kullanılarak öğretilmesinin değerlendirilmesi. Yayınlanmamış yüksek lisans tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü
  • Prain, V. (2006). Learning from writing in secondary science: some theoretical and practical implications. International Journal of Science Education, 28(2–3), 179–201.
  • Rijlaarsdam, G. & Couzijn, M. (2002). Effects of observation of reader’s feedback on understanding in physics. Paper presented at the Ontological, Epistemological, Linguistic and Pedagogical Considerations of Language and Science Literacy: Empowering Research and Informing Instruction and Teacher Education, International Conference, University of Victoria, British Columbia, Canada, September 12–15.
  • Rijlaarsdam, G., Couzijn, M., Janssen, T., Braaksma, M. & Kieft, M. (2006). Writing experimental manuals in science education: The impact of writing genre and audience. International Journal of Science Education, 28(2–3), 203–234.
  • Scheppegrell, M. (1998). Grammar as resource: Writing a description. Research in the Teaching of English, 25, 67–96.
  • Shanahan, T. (2004). Overcoming the dominance of communication: Writing to think and to learn. In T. L. Jetton & J. A. Dole (Eds.), Adolescent literacy research and practice. New York: Guilford.
  • Sperling, M. & Freedman, S. W. (2001). Review of writing research. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.). Washington, DC: American Educational Research Association.
  • Tynjala, P., Mason, L. & Lonka, K. (Eds.) (2001) Writing as a learning tool. Amsterdam: Kluwer Press.
  • Uluğ, F. (2004). Okulda başarı: Etkili öğrenme ve ders çalışma yöntemleri. İstanbul: Remzi Kitabevi.
  • Unsworth, L. (2000). Investigating subject-specific literacies in school learning. In L. Unsworth, eds Researching language in schools and communities. Continuum (Cassell): London.
  • Unsworth, L. (2001). Teaching Multiliteracies across the Curriculum: Changing Contexts of Text and Image in Classroom Practice. Buckingham, UK: Open University Press.
Toplam 39 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Bülent Karaçar

İzzet Kurbanoglu

Yayımlanma Tarihi 1 Temmuz 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 6 Sayı: 3

Kaynak Göster

APA Karaçar, B., & Kurbanoglu, İ. (2021). THE ASSESSMENT OF MULTIPLE WRITING ACTIVITIES IN TEACHING THE "ECOSYSTEM ECOLOGY" SUBJECTS. International Journal of Educational Research Review, 6(3), 275-282. https://doi.org/10.24331/ijere.929401
AMA Karaçar B, Kurbanoglu İ. THE ASSESSMENT OF MULTIPLE WRITING ACTIVITIES IN TEACHING THE "ECOSYSTEM ECOLOGY" SUBJECTS. IJERE. Temmuz 2021;6(3):275-282. doi:10.24331/ijere.929401
Chicago Karaçar, Bülent, ve İzzet Kurbanoglu. “THE ASSESSMENT OF MULTIPLE WRITING ACTIVITIES IN TEACHING THE ‘ECOSYSTEM ECOLOGY’ SUBJECTS”. International Journal of Educational Research Review 6, sy. 3 (Temmuz 2021): 275-82. https://doi.org/10.24331/ijere.929401.
EndNote Karaçar B, Kurbanoglu İ (01 Temmuz 2021) THE ASSESSMENT OF MULTIPLE WRITING ACTIVITIES IN TEACHING THE "ECOSYSTEM ECOLOGY" SUBJECTS. International Journal of Educational Research Review 6 3 275–282.
IEEE B. Karaçar ve İ. Kurbanoglu, “THE ASSESSMENT OF MULTIPLE WRITING ACTIVITIES IN TEACHING THE ‘ECOSYSTEM ECOLOGY’ SUBJECTS”, IJERE, c. 6, sy. 3, ss. 275–282, 2021, doi: 10.24331/ijere.929401.
ISNAD Karaçar, Bülent - Kurbanoglu, İzzet. “THE ASSESSMENT OF MULTIPLE WRITING ACTIVITIES IN TEACHING THE ‘ECOSYSTEM ECOLOGY’ SUBJECTS”. International Journal of Educational Research Review 6/3 (Temmuz 2021), 275-282. https://doi.org/10.24331/ijere.929401.
JAMA Karaçar B, Kurbanoglu İ. THE ASSESSMENT OF MULTIPLE WRITING ACTIVITIES IN TEACHING THE "ECOSYSTEM ECOLOGY" SUBJECTS. IJERE. 2021;6:275–282.
MLA Karaçar, Bülent ve İzzet Kurbanoglu. “THE ASSESSMENT OF MULTIPLE WRITING ACTIVITIES IN TEACHING THE ‘ECOSYSTEM ECOLOGY’ SUBJECTS”. International Journal of Educational Research Review, c. 6, sy. 3, 2021, ss. 275-82, doi:10.24331/ijere.929401.
Vancouver Karaçar B, Kurbanoglu İ. THE ASSESSMENT OF MULTIPLE WRITING ACTIVITIES IN TEACHING THE "ECOSYSTEM ECOLOGY" SUBJECTS. IJERE. 2021;6(3):275-82.

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