Sosyal bilgiler öğretiminde öğrenme stiline göre yapılan eğitim faaliyetlerinin öğrencilerin kavramsal gelişim sürecine etkisi


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Thesis Type: Postgraduate

Institution Of The Thesis: Yildiz Technical University, Graduate School Of Social Sciences, Social Studies Teacher, Turkey

Approval Date: 2019

Thesis Language: Turkish

Student: ÖZGE PAŞAOĞLU KOÇAK

Supervisor: Mustafa Şeker

Abstract:

The importance of learning has been emphasised by numerous researchers and

philosophers. According to many teachers, meaningful learning occurs by means of

conducting a research and establishing a conceptual relationship between new and

existing concepts. This research aims at analysing the impact of educational activities

applied in accordance with the learning styles on the conceptual development process

of students in teaching social sciences. 112 students of primary school 4th grade,

studying at Atikali Primary School affiliated to Fatih District Directorate of National

Education in Istanbul, constitute the universe of this research. During this research,

the students have been split by the researcher into two groups such as experimental

group and control group. First of all, the students have been applied “Marmara

Learning Styles Scale”. Then, “Word Association Test” which was prepared by the

researcher has been applied as a pre-test. “Word Association Test” was developed

using twelve concepts that were extracted from the 4th grade students‟ course unit

titled “People, Places and Environments” of the Social Studies Teaching Programme

which is taught on the levels of introduction, advancement and reinforcement. For

seven weeks, the students on the experimental group were taught in line with the

course plans prepared according to the learning styles, on the other hand, the ones in

the control group were taught in line with the plans of the guide book. Later, “Word

Association Test” was applied as a final test. In the analysis of the acquired

quantitative data, SPSS 18.0 has been utilised. Meaningfulness of the results of final

test of the Word Association Test applied to the students in the experimental and

control groups are compared to the results of “independent t test”. As a result of this

comparative analysis, within the results of the final test, meaningful differentiation in

favor of experimental group has been detected. The success average belonging to the

students in the experimental group is observed higher than the control group. The

programme implemented within the scope of this research is found effective.

Key Words: Concept Learning, Learning, Learning Style, Social Studies