Abstract
The study aimed to investigate the effects of visual art supported inquiry based science education on 5th grade students’ scientific process skills (SPS). In the research, one group pretest-posttest experimental design is used. The study was carried out with the help of 20 5th grade students. For the purpose of the research, an education including inquiry based activities (IBA) and visual art based activities (VABA) was designed and applied. The education applied during this study contains 7 IBAs, 5 VABAs. Qualitative and quantitative data were collected during this implementation. While the quantitative data was gathered by SPS Test, the qualitative data was gathered by unstructured observations. For analyzing the data gathered by SPS Test, Wilcoxon Signed Rank Test was used. For analyzing the unstructured observation data, content analysis was used. Based on the data gathered from the study, it can be said that visual art supported inquiry based science education contributes to improve students’ observation, inference, determining variables and designing experiment skills, while it contributes limitedly to improve comparison-classification, prediction, estimation, measuring, collecting knowledge and data, data processing and forming a model and interpreting data skills. It does not, however, contribute to improve recognizing and using experiment materials and instruments, recording data and presentation skills.
Highlights
Different disciplines must have a place in school environments and be taught without being isolated from each other
Research questions below are sought to be answered: 1. Does science education where science and visual arts are merged with an interdisciplinary way support to improve the scientific process skills (SPS)’ of 5th grade (10-12 ages) students?
Does the inquiry based science teaching supported by visual arts contribute to the improvement of the skills such as observation, comparison-classification, inference, prediction, estimation, determining variables, designing an experiment, recognizing and using experiment materials and instruments, measuring, collecting knowledge and data, recording data, data processing and forming a model, interpreting data, and presentation?
Summary
Anahtar Kelimeler: Görsel sanatlar, Fen öğretimi, Bilimsel süreç becerileri, Araştırma-sorgulama, Disiplinlerarası yaklaşım. Bu çalışmada görsel sanat etkinlikleriyle desteklenen araştırma-sorgulama temelli fen öğretiminin 5. Çalışmada araştırma-sorgulama temelli etkinlikler (ASTE) ve görsel sanat temelli etkinlikler (GSTE) içeren bir öğretim tasarlanmış ve uygulanmıştır. Çalışmada nicel veriler BSB Testi ile toplanmıştır. BSB Testinden elde edilen verilerin analizinde parametrik olmayan testlerden ilişkili örneklemler için Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Çalışmadan elde edilen bulgulara dayalı olarak; görsel sanat destekli fen öğretiminin gözlem, çıkarım yapma, değişkenleri belirleme ve deney tasarlama becerilerinin gelişmesine katkı sağladığı, karşılaştırmasınıflama, tahmin, kestirme, ölçme, bilgi ve veri toplama, veri işleme ve model oluşturma, yorumlama ve sonuç çıkarma becerilerinin gelişmesine sınırlı katkı sağladığı, deney malzemelerini ve araç-gereçlerini tanıma ve kullanma, verileri kaydetme ve sunma becerilerinin gelişmesine katkı sağlamadığı söylenebilir.
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