Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, Türkçe Ve Sosyal Bilimler Eğitimi Anabilim Dalı, Türkiye
Tezin Onay Tarihi: 2017
Tezin Dili: Türkçe
Öğrenci: AHMET TOKMAK
Asıl Danışman (Eş Danışmanlı Tezler İçin): Mustafa Şeker
Özet:
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