Sorgulama tabanlı eklektik okul öncesi eğitim etkinliklerinin etkisinin incelenmesi
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2016
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Abstract
Bu araştırma, sorgulamalı eğitim yaklaşımlarından, yapılandırmacı yaklaşım, İlk Yıllar Programı (Primary Years Programme), Çocuklar İçin Felsefe (Philosophy For Children-P4C) ve öyküleştirme (storyline) yaklaşımlarından yararlanılarak oluşturulan eğitim etkinliklerinin okul öncesi eğitim çocukları üzerindeki etkisinin incelenmesi amacıyla yapılmıştır. Çalışma grubunu, İstanbul ilinde bulunan Orhangazi ilkokuluna devam eden 51-70 aylık toplam 30 öğrenci oluşturmaktadır. Araştırma ön test-eğitim- son test kontrol gruplu deneme modelindedir. Deney grubu öğrencilerine 5 hafta süresince sorgulama tabanlı eğitim etkinlikleri uygulanmıştır. Kontrol grubundaki öğrenciler ise varolan eğitime devam etmişlerdir.Deney ve kontrol gruplarına uygulanan kikare testi sonucunda dört kavram arasında da anlamlılık belirlenmiştir. Anahtar Kelimeler: Okul öncesi eğitim, sorgulamalı eğitim, PYP, P4C, öyküleĢtirme
This research was done to examine the effects of inquiry based approaches such as, Primary Years Programme, Philosophy For Children (P4C) and storyline approach on pre-school children. The working group consist of 51/70 months children who attend to Orhangazi primary school in Istanbul. These experiment group students were applied the inquiry based education activities during five weeks. The students in control group kept on the present education. A significancy ( meaningfullness) was determined also between these four notions at the end of the Chi-square test which was applies to both the experiment and the control groups. Key words: pre-school education, inquiry based education, PYP, P4C, storyline
This research was done to examine the effects of inquiry based approaches such as, Primary Years Programme, Philosophy For Children (P4C) and storyline approach on pre-school children. The working group consist of 51/70 months children who attend to Orhangazi primary school in Istanbul. These experiment group students were applied the inquiry based education activities during five weeks. The students in control group kept on the present education. A significancy ( meaningfullness) was determined also between these four notions at the end of the Chi-square test which was applies to both the experiment and the control groups. Key words: pre-school education, inquiry based education, PYP, P4C, storyline
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Eğitim ve Öğretim, Eğitim etkinliği, Education and Training, Okul öncesi eğitim, Effectiveness of training, Sorgulayıcı öğretme, Preschool education, Inquisitorial teaching, Öykü tabanlı öğrenme yöntemi, Storyline method
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170