Sosyal beceri temelli etkinliklerin ilkokul öğrencilerinin eleştirel düşünmelerine ve empatik eğilimlerine etkisi
Küçük Resim Yok
Tarih
2022
Yazarlar
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Dergi ISSN
Cilt Başlığı
Yayıncı
Sivas Cumhuriyet Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada sosyal beceri temelinde gerçekleştirilen etkinliklerin ilkokul öğrencilerinin eleştirel düşünmelerine ve empatik eğilimlerine olan etkisini belirlemek amaçlanmıştır. Araştırmada nicel araştırma yöntemlerinden ön test-son test deney-kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırma 2020-2021 eğitim-öğretim yılı ikinci döneminde gerçekleştirilmiştir. İç Anadolu Bölgesindeki bir ilin devlet okulunda dördüncü sınıflarda öğrenim gören bir deney (Ndeney=17) ve iki kontrol grubu (Nkontrol-1=16; Nkontrol-2=16) olmak üzere 49 ilkokul öğrencisi araştırmaya dâhil edilmiştir. Sosyal beceri temelinde gerçekleştirilen etkinlikler öncesi ve sonrası ilkokul öğrencilerinin eleştirel düşünme ve empatik eğilimlerindeki değişimini ölçmek amacıyla Sosyal Beceri Ölçeği, Eleştirel Düşünme Algı Ölçeği ve KA-Sİ Çocuk ve Ergenler İçin Empatik Eğilim Ölçeği ön test-son test olarak uygulanmıştır. İşlem basamağı ise ilkokul öğrencilerine yönelik toplam sekiz farklı sosyal beceri temelli etkinlik sürecini kapsamaktadır. Veriler kovaryans analizi (ANCOVA) ve bağımlı gruplar t-testi kullanılarak analiz edilmiş ve puanlar arasındaki varyanslara göre etki büyüklüğü (etakare [?2]) hesaplanmıştır. Araştırmada sosyal beceri temelli etkinlik süreci deney ve kontrol grubu ilkokul öğrencilerinin eleştirel düşünme beceri ön test ortalama puanları kontrol alındığında son test ortalama puanları arası farkın istatiksel olarak anlamlı olmadığı tespit edilmiştir. Ancak deney grubu ilkokul öğrencilerinin ön-son test eleştirel düşünme ortalama puanları arasındaki farkın istatistiksel olarak anlamlı olduğu ve etki büyüklüğünün büyük bir etki olduğu tespit edilmiştir. Bununla birlikte sosyal beceri temelli etkinlik süreci deney ve kontrol grubu ilkokul öğrencilerinin sosyal beceri ve empatik eğilim ön test ortalama puanları kontrol alındığında son test ortalama puanları arası farkın deney grubu lehine istatiksel olarak anlamlı olduğu görülmüştür. Ayrıca deney grubu ilkokul öğrencilerinin ön-son test sosyal beceri ve empatik eğilim ortalama puanları arasındaki farkın istatistiksel olarak anlamlı olduğu ve etki büyüklüğünün orta büyüklükte olduğu tespit edilmiştir. İlkokullarda sınıf öğretmenlerinin Hayat Bilgisi, Fen Bilimleri ve Sosyal Bilgiler gibi derslerde düzenleyebilecekleri grup etkinliklerinin iletişim kurma, tartışma, paylaşma, problem çözme ve karar verme gibi süreçleri içermesi ve öğrencilere sosyal beceri kazandırabileceği gibi olaylara farklı başkasının gözünden yaklaşarak eleştirel düşünme becerisi ve empatik eğilim oluşturabilmelerini sağlayabilir. Anahtar Kelimeler: Eleştirel düşünme, empatik eğilim, ilkokul öğrencileri, sosyal beceri
This study aimed to determine the effect of activities conducted based on social skills on primary school students' critical thinking and empathic tendencies. In the research, a quasi-experimental design with a pretest-posttest experiment-control group, which is one of the quantitative research methods, was used. The research was carried out in the second semester of the 2020-2021 academic year. Forty-nine primary school students, one experimental (Nexperiment=17) and two control groups (Ncontrol-1=16; Ncontrol-2=16) studied in a public school in a province in the Central Anatolia Region, were involved in the study. Social Skills Scale, Critical Thinking Perception Scale and KA-SI Empathic Tendency Scale for Children and Adolescents were applied as pretest-posttest to measure the change in critical thinking and empathic tendencies of primary school students before and after the activities on social skills. The process step includes eight different social skills-based activity processes for primary school students. Data were analysed using analysis of covariance (ANCOVA) and dependent groups t-test, and the effect size (e-square [?2]) was calculated according to the variances between the scores. In the research, when the critical thinking skill pretest average scores of the experimental and control group primary school students in the social skill-based activity process were examined, it was concluded that the difference between the posttest average scores was not statistically significant. However, the difference between the pre-posttest critical thinking average scores of the experimental group primary school students was statistically significant, and the effect size was large. Nevertheless, when the social skill and empathic tendency pre-test average scores of the primary school students in the experimental and control groups of the social skills-based activity process were examined, the difference between the post-test mean scores was statistically significant in favour of the experimental group. In addition, it was determined that the difference between the pre-posttestsocial skill and empathic tendency average scores of the experimental group primary school students was statistically significant, and the effect size was medium. In primary schools, group activities that primary school teachers can organize in lessons such as Life Sciences, Science and Social Studies include processes such as communication, discussion, sharing, problem solving and decision making, and can provide students with social skills, as well as enable them to develop critical thinking skills and empathic tendencies by approaching events from a different perspective. Keywords: Critical thinking, empathictendency, primaryschoolstudents, socialskill
This study aimed to determine the effect of activities conducted based on social skills on primary school students' critical thinking and empathic tendencies. In the research, a quasi-experimental design with a pretest-posttest experiment-control group, which is one of the quantitative research methods, was used. The research was carried out in the second semester of the 2020-2021 academic year. Forty-nine primary school students, one experimental (Nexperiment=17) and two control groups (Ncontrol-1=16; Ncontrol-2=16) studied in a public school in a province in the Central Anatolia Region, were involved in the study. Social Skills Scale, Critical Thinking Perception Scale and KA-SI Empathic Tendency Scale for Children and Adolescents were applied as pretest-posttest to measure the change in critical thinking and empathic tendencies of primary school students before and after the activities on social skills. The process step includes eight different social skills-based activity processes for primary school students. Data were analysed using analysis of covariance (ANCOVA) and dependent groups t-test, and the effect size (e-square [?2]) was calculated according to the variances between the scores. In the research, when the critical thinking skill pretest average scores of the experimental and control group primary school students in the social skill-based activity process were examined, it was concluded that the difference between the posttest average scores was not statistically significant. However, the difference between the pre-posttest critical thinking average scores of the experimental group primary school students was statistically significant, and the effect size was large. Nevertheless, when the social skill and empathic tendency pre-test average scores of the primary school students in the experimental and control groups of the social skills-based activity process were examined, the difference between the post-test mean scores was statistically significant in favour of the experimental group. In addition, it was determined that the difference between the pre-posttestsocial skill and empathic tendency average scores of the experimental group primary school students was statistically significant, and the effect size was medium. In primary schools, group activities that primary school teachers can organize in lessons such as Life Sciences, Science and Social Studies include processes such as communication, discussion, sharing, problem solving and decision making, and can provide students with social skills, as well as enable them to develop critical thinking skills and empathic tendencies by approaching events from a different perspective. Keywords: Critical thinking, empathictendency, primaryschoolstudents, socialskill
Açıklama
Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Eğitim Programları ve Öğretim Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
