Journal of Inquiry Based Activities

Activity-Based Social Studies Teaching: An Investigation of Activity-Based Teaching of Responsibility as a Value

Ali Yalçın — 2024-05-16

Etkinlik temelli sosyal bilgiler öğretimi, bilgi, beceri, değer ve kazanımlara göre hazırlanan etkinliklerin uygulandığı ve öğrencilerin aktif katılımını sağlayan bir öğrenme sürecidir. Etkili, üretken ve katılımcı vatandaşlar yetiştirmenin yollarından biri olan sosyal bilgiler dersinin en önemli hedeflerinden biri etkinlik temelli öğretim sürecidir. Bu araştırma, etkinlik temelli sosyal bilgiler öğretimi sürecinde sorumluluk değerinin öğretilmesine ilişkin öğrencilerin düşüncelerini ortaya çıkarmayı ve derste yapılan gözlemlere dayanarak sorumluluk değerinin öğrencilere kazandırılmasındaki etkilerini belirlemeyi amaçlamıştır. Ayrıca araştırma nitel araştırma yöntemine uygun olarak yapılandırılmıştır. Ayrıca çalışmada ayrıntılı katılımcı bilgileri elde etmek için veri çeşitlendirmesi kullanılmıştır. Bu araştırmada kullanılan temel veri toplama araçları yarı yapılandırılmış görüşme anketi, öğrenci ürünlerini içeren görsel çalışma etkinlikleri, gözlem formu ve kişisel bilgi anketinden oluşmuştur. Ayrıca araştırmada verilerin analizinde betimsel analiz teknikleri kullanılmıştır. Araştırma sonuçlarına göre sosyal bilgiler dersinde 5. sınıf öğrencilerine yönelik hazırlanan sorumluluk değeri temelli etkinlik öğretimi süreci, öğrencilerin sorumluluklarını ve olumlu tutum ve davranışlarını geliştirmelerine katkı sağlamıştır. Öğrenciler derse katılmak, derste verilen görevi yerine getirmek, ders çalışmak, söz alarak konuşmak gibi sorumluluklarını belirttiler.

A Journey of Discovery Where Repairing Household Appliances Meets Teaching Science

Hasan Özyıldırım — 2024-05-16

In the study, repair activities were planned with prospective science teachers (f=24) using broken household appliances and it was aimed to establish a relationship between such practices and science teaching during the activities. The activities, which were carried out as a single group, were carried out in collaborative groups of four. Case study, one of the qualitative research models, was used as a method. The applications were planned within the scope of the 5E learning cycle, one of the inquiry-based learning approaches. After the activities, it was observed that the prospective teachers obtained important gains such as seeing the application areas of the science principles they learned in the lessons and transferring them to daily life, acquiring manual skills, and gaining experience. In addition, with such activities, sensitivity to issues such as recycling, sustainability, and recycling can be created instead of the disposable philosophy of our age.

STEM Activity in Preschool Education: Let’s Discover the Light!

Gülşah Günşen — 2024-05-16

Exposing children to STEM education from an early age increases their curiosity and interest in STEM careers. Thanks to STEM education, children learn by working like little scientists and putting forward their own scientific products. Based on this approach, the aim of this research is to raise awareness among preschool children about the concept of light that they encounter in daily life. The study was carried out with 20 children aged 60-72 months in a public school in the spring term of 2022-2023 in Turkey under the name of "STEM Activity in Preschool Education: Let’s Discover the Light!". The STEM activity plan was designed by the researchers in accordance with the 5E model under the guidance of the preschool education curriculum and Next Generation Science Standards. During the activity, the steps of the 5E model were followed, allowing children to design their projects to discover light, make observations, and achieve learning objectives related to STEM education in the preschool period. In this context, the present activity is effective for preschool children to receive STEM education and reach the determined international standards.

Enhancing Map Skills in Young Children Through Guided Play: Insights from a Kindergarten Classroom in Türkiye

Kevser Koç — 2024-05-16

This study investigates the way a kindergarten teacher implemented a three-stage project to support children's map understanding. The project, the Map and Play, was designed to help children understand the relationship between reality and its abstract representation. The guided play was adopted as the pedagogical approach because it empowers children to make independent decisions, encourages critical thinking, and offers opportunities for exploration. At the same time, adults take part in purposeful activities alongside the children. The research employed an ethnographic methodology involving classroom observations, video recordings, and interviews. Content analysis was used to explore the data sources. The results illustrated the stages taken to introduce children to the idea of map considering scientific research about how to foster map understanding. The data displays occasional mistakes made by the teacher, offering valuable insights into the dynamics of classrooms where similar activities might be introduced. The MPP was a promising experience for kindergarten children in enhancing their map reasoning and use of spatial language. Still, there is a need for teacher training to guide this complex learning process effectively.