• Ana Sayfa

IB Programı Öğrencilerinin Fen Derslerinde Bilişsel Söylem İşlevleri Kullanımı

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Özkan G. (Yürütücü), Demirel T., Ulukır O., Yüksel H. G.

Yükseköğretim Kurumları Destekli Proje, BAP Araştırma Projesi, 2025 - 2026

  • Proje Türü: Yükseköğretim Kurumları Destekli Proje
  • Destek Programı: BAP Araştırma Projesi
  • Başlama Tarihi: Mart 2025
  • Bitiş Tarihi: Mayıs 2026

Proje Özeti

The objective of this study is to examine how high school students enrolled in the International Baccalaureate (IB) program utilize Cognitive Discourse Functions (CDF) in their written responses in English for physics and chemistry courses. The present study aims to reveal the relationship between students' academic language use, cognitive processes, and performance in science courses by integrating the CLIL approach with the CDF model. The research was conducted at a public high school as part of the IB Diploma Program. The study group consisted of 17 students enrolled in physics and 40 students enrolled in chemistry. During the data collection process, the researchers employed two instruments: the Cognitive Discourse Functions Task Form, which was developed by the researchers, and an open-ended interview form designed to identify the difficulties students face in science learning. Quantitative data were analyzed in terms of syntactic complexity and lexical profile, while qualitative data were examined through thematic analysis. Specifically, it was determined that students exhibited higher levels of written output in the "Describe" category, whereas certain indicators of syntactic complexity were higher in the "Define" category. Furthermore, a significant discrepancy was identified in both courses regarding word count and T-unit count. Furthermore, a substantial discrepancy was observed in the average sentence length of the chemistry data. The qualitative findings indicated that students' science learning experiences were grouped under four themes: the need for visualization, high cognitive load, pressure from assessment, and the search for support. In summary, the present study demonstrates that, within the International Baccalaureate (IB) context, the evaluation of science writing should not be constrained by a one-dimensional language proficiency paradigm. Instead, it should be regarded as a function-sensitive discursive performance.