Robotik Destekli Uygulamaların Akademik Başarı ve Bilimsel Süreç Becerilerine Etkisi: 4. Sınıf Fen Bilimleri Dersi Örneği

摘要

The purpose of this research is to investigate the effect of the robotic integrated activities on students' academic achievement and scientific process skills in the science lesson of the fourth graders at "Microscopic Living and Environment" unit. In order to test the research problems, semi-experimental method and pretestposttest control group design were used. The research sample consists of 87 students at the fourth grade level of a public school in a district center in the Western Black Sea region. The study was performed over a sixweek period in the 2016-2017 academic year and 44 of the students were selected as the control group and 43 of the students as the experimental group. While the students in the experimental group were thought with robotic integrated activities, the control group students were trained based on the standard curriculum in 2017. "Academic Achievement Test" and "Scientific Process Skills Test" were used as pretest and posttest for experimental and control groups. Data were analyzed by t-test for dependent and independent groups in SPSS software. According to the findings of the study, it was concluded that the academic achievement and scientific process skills of experimental group students using robotic integrated activities increased. Similarly, it was observed that the academic achievement and scientific process skills of the control group students using the methods appropriate to the Science course (4th grade) curriculum increased. When academic achievement and scientific process skill achievement scores were examined, it was seen that the scores of the experimental group were higher than those of the control group. However, there is no statistically significant difference.