The Effect of Blended Learning Based on Project-Based Learning In Technology And Design Course on Students' Attitudes, Self-Regulation, Scientific Creativity And Academic Success

Mehmet Aydın Sağlık; Kevser Özaydınlık

Makale detayları

The Effect of Blended Learning Based on Project-Based Learning In Technology And Design Course on Students' Attitudes, Self-Regulation, Scientific Creativity And Academic Success

Yazarlar:

Mehmet Aydın Sağlık | Kevser Özaydınlık

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.15 Issue 3, pp.2461-2504

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001327015

pISSN:

1308-8971

Anahtar kelimeler:

Özet:

 The main goal of this study is to investigate how the blended learning environment used in the Technology and Design TD course, which was built around project-based learning PBL, affects students attitudes towards the lesson, their perceived self-regulation skills, scientific creativity and success, and to determine the students views on this environment. One of the mixed research methodologies, the embedded mixed design, was used in the study as a model. The researchs study group consists of 40 seventh-graders enrolled in a secondary school in for the 20222023 school year. To collect quantitative data in the research; Technology and Design Course Attitude Scale, Perceived Self-Regulation Scale, Scientific Creativity Scale and Achievement Test were used. Student diaries and a semi-structured interview form were utilized to gather qualitative data. Quantitative data were analyzed with the SPSS 22. When analyzing qualitative data, content analysis was used. The findings obtained from the quantitative and qualitative data collection tools of the research are as follows: It can be seen that blended learning activities that are supported by PBL do not have a statistically significant impact on students attitudes toward TD course. It was determined that there was a statistically significant difference in favor of the experimental group in the variables of perceived self-regulation skills, scientific creativity and achievement. The students found the blended learning environment supported by PBL enjoyable, providing different perspectives, easy, beneficial, guiding, enabling cooperation, as well as supporting and effective for solitary learning. However, it was determined that technical issues were a drawback. According to these findings, it is suggested that future study support blended learning environments with various learning techniques, work in other courses, and develop content that is supported by blended learning activities for applications.

 The main goal of this study is to investigate how the blended learning environment used in the Technology and Design TD course, which was built around project-based learning PBL, affects students attitudes towards the lesson, their perceived self-regulation skills, scientific creativity and success, and to determine the students views on this environment. One of the mixed research methodologies, the embedded mixed design, was used in the study as a model. The researchs study group consists of 40 seventh-graders enrolled in a secondary school in for the 20222023 school year. To collect quantitative data in the research; Technology and Design Course Attitude Scale, Perceived Self-Regulation Scale, Scientific Creativity Scale and Achievement Test were used. Student diaries and a semi-structured interview form were utilized to gather qualitative data. Quantitative data were analyzed with the SPSS 22. When analyzing qualitative data, content analysis was used. The findings obtained from the quantitative and qualitative data collection tools of the research are as follows: It can be seen that blended learning activities that are supported by PBL do not have a statistically significant impact on students attitudes toward TD course. It was determined that there was a statistically significant difference in favor of the experimental group in the variables of perceived self-regulation skills, scientific creativity and achievement. The students found the blended learning environment supported by PBL enjoyable, providing different perspectives, easy, beneficial, guiding, enabling cooperation, as well as supporting and effective for solitary learning. However, it was determined that technical issues were a drawback. According to these findings, it is suggested that future study support blended learning environments with various learning techniques, work in other courses, and develop content that is supported by blended learning activities for applications.

 The main goal of this study is to investigate how the blended learning environment used in the Technology and Design TD course, which was built around project-based learning PBL, affects students attitudes towards the lesson, their perceived self-regulation skills, scientific creativity and success, and to determine the students views on this environment. One of the mixed research methodologies, the embedded mixed design, was used in the study as a model. The researchs study group consists of 40 seventh-graders enrolled in a secondary school in for the 20222023 school year. To collect quantitative data in the research; Technology and Design Course Attitude Scale, Perceived Self-Regulation Scale, Scientific Creativity Scale and Achievement Test were used. Student diaries and a semi-structured interview form were utilized to gather qualitative data. Quantitative data were analyzed with the SPSS 22. When analyzing qualitative data, content analysis was used. The findings obtained from the quantitative and qualitative data collection tools of the research are as follows: It can be seen that blended learning activities that are supported by PBL do not have a statistically significant impact on students attitudes toward TD course. It was determined that there was a statistically significant difference in favor of the experimental group in the variables of perceived self-regulation skills, scientific creativity and achievement. The students found the blended learning environment supported by PBL enjoyable, providing different perspectives, easy, beneficial, guiding, enabling cooperation, as well as supporting and effective for solitary learning. However, it was determined that technical issues were a drawback. According to these findings, it is suggested that future study support blended learning environments with various learning techniques, work in other courses, and develop content that is supported by blended learning activities for applications.

 Bu araştırmanın amacı, Teknoloji ve Tasarım TT dersinde proje tabanlı öğrenmeye dayalı olarak geliştirilmiş harmanlanmış öğrenme ortamının öğrencilerin; derse yönelik tutumlarına, öz düzenleme becerilerine, bilimsel yaratıcılıklarına ve akademik başarılarına etkilerini araştırmak ve bu ortama yönelik öğrenci görüşlerini belirlemektir. Araştırmada model olarak karma araştırma yaklaşımlarından iç içe karma desen seçilmiştir. Çalışma grubu, 2021-2022 eğitim öğretim yılında öğrenim gören 40 yedinci sınıf öğrencisidir. Nicel verileri toplamak için; TT Dersi Tutum Ölçeği, Algılanan Öz Düzenleme Ölçeği, Bilimsel Yaratıcılık Ölçeği ve Başarı Testi kullanılmıştır. Nitel veriler, öğrenci günlükleri ve yarı yapılandırılmış görüşme formuyla toplanmıştır. Nicel veriler SPSS 22 ile analiz edilmiştir. Nitel verilerin analizinde içerik analizi yapılmıştır. PTÖ destekli HÖ etkinliklerinin, öğrencilerin TT dersine yönelik tutumları üzerinde istatistiksel olarak anlamlı derecede bir etkisinin olmadığı görülmektedir. Algılanan öz düzenleme becerileri, bilimsel yaratıcılık ve başarı değişkenlerinde ise deney grubu lehine olarak anlamlı bir fark olduğu belirlenmiştir. Öğrencilerin, PTÖ destekli HÖ ortamını eğlenceli, farklı bakış açıları kazandıran, kolay, faydalı, yönlendirici, iş birliğine açık, tek başına öğrenmeyi de destekleyen ve etkili buldukları; olumsuz olarak teknik sorunların ön plana çıktığı tespit edilmiştir. Bu sonuçlar doğrultusunda gelecek araştırmalara yönelik, harmanlanmış öğrenme ortamlarının farklı öğrenme yöntemleri ile desteklenerek ve diğer derslerde de çalışmalar yapılması; uygulamalara yönelik ise harmanlanmış öğrenme etkinlikleri ile desteklenen içeriklerin oluşturulması getirilen önerilerden bazılarıdır.

Makale detayları

The Effect of Blended Learning Based on Project-Based Learning In Technology And Design Course on Students' Attitudes, Self-Regulation, Scientific Creativity And Academic Success

Yazarlar:

Mehmet Aydın Sağlık | Kevser Özaydınlık

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.15 Issue 3, pp.2461-2504

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001327015

pISSN:

1308-8971

Technology and Design Course

Project-Based Learning

Blended LearningTeknoloji ve Tasarım Dersi

Proje Tabanlı Öğrenme

Harmanlanmış Öğrenme.

Sayı

Makale detayları

The Effect of Blended Learning Based on Project-Based Learning In Technology And Design Course on Students' Attitudes, Self-Regulation, Scientific Creativity And Academic Success

Yazarlar: Mehmet Aydın Sağlık | Kevser Özaydınlık

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Alan Eğitimleri (Diğer)

Dergi: Batı Anadolu Eğitim Bilimleri Dergisi Vol.15 Issue 3, pp.2461-2504

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001327015

pISSN: 1308-8971

Technology and Design Course

Project-Based Learning

Blended LearningTeknoloji ve Tasarım Dersi

Proje Tabanlı Öğrenme

Harmanlanmış Öğrenme.

Sayı

Yazarlar:

Mehmet Aydın Sağlık | Kevser Özaydınlık

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.15 Issue 3, pp.2461-2504

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001327015

pISSN:

1308-8971