Primary School 4th Grade Students Research Articles

Social Studies Integrated STEM (SSTEM): A Mixed Method Research

This study is the evaluation of the social studies course taught with SSTEM implementations on the attitudes of the 4th grade primary school students towards Social Studies discipline, on the 21st century learning and renewal skills, as well as the evaluation of the social studies lessons conducted with SSTEM based on the views of elementary school students. Embedded design, one of the mixed research methods, was used in the research. In the quantitative dimension of the study, the pretest-posttest experimental design with control group was used, and in the qualitative dimension, the basic qualitative research design was used. The study group of the research consists of 40 primary school 4th grade students. The data in the quantitative part of the study were obtained by using the “Social Studies Attitude Scale” and the “21st Century Learning and Renewal Skills Scale”. In the qualitative aspect of the research, data were collected with a semi-structured interview form, student diaries, engineering design diaries and researcher diaries. For the interviews, data were collected through a semi-structured interview form from 9 students with good-medium-low academic achievement, selected from the experimental group, with maximum variation sampling, one of the purposive sampling methods. Experimental application lasted for 6 weeks, and lessons were carried out with SSTEM implementations in the experimental group of the research. Mann Whitney U in comparisons between groups in the analysis of quantitative data; Wilcoxon signed-rank test was used for intragroup comparisons, and descriptive analysis was used in the analysis of qualitative data. As a result of the research, it was concluded that SSTEM education approach implementations affected their attitudes towards social studies lesson positively, and 21st century skills such as creative thinking, cooperation, communication and problem solving changed positively while students were doing SSTEM implementations. In line with the results obtained from the research, it has been suggested that similar studies can be carried out not only with the science, technology, engineering and mathematics disciplines that make up the STEM disciplines, but also in all disciplines and all education levels, in order to use the SSTEM education approach more widely and efficiently.

A modeling study with 4th graders

<span lang="EN-US">People need effective writing skills to successfully maintain their personal development and academic life. This research studies, the correlations among primary school 4th graders’ writing anxiety, writing attitude, and writing self-efficacy. The research has been designed in the correlational survey model; and a total of 255 primary school 4th-grade students, 95 male and 160 female, participated voluntarily in the research. Three psychometric tools have been used for data collection. Due to small number of participants, the data have been analyzed using the partial least squares structural equation modeling. According to the results, primary school 4th-grade students’ writing attitude does not significantly affect writing anxiety (H1). Moreover, writing self-efficacy does not have a significant effect on writing anxiety (H2) as well. However, writing self-efficacy significantly affects writing attitude (H3). The success of writing depends on the students’ writing self-efficacy, attitude towards writing, and writing anxiety. In order for successful writing, the level of self-efficacy should be high, the attitude towards writing should be positive and there should be no anxiety about writing.</span>

The Effect of Intelligence Games on Primary School 4th Grade Students' Mental Skill Levels

This research was aimed to analyze the effects of intelligence games on the mental skill levels of fourth grade students. The research was carried out in a public school located in Manavgat district of Antalya province. The study group of the research consists of 40 volunteer students (20 in the experimental group, 20 in the control group) studying in two different branches of the 4th grades in the spring term of the 2021-2022 academic year. The research was designed in the form of a pre-test and post-test control group and the quantitative data of the research were collected through the 'Mental Skill Assessment Test' developed by Marangoz (2018). The experimental group was given a total of 16 hours of intelligence games training for eight weeks, two lessons per week (80 minutes). In the research, a valid and reliable ready-made test developed by Marangoz (2018) (Mental Skill Assessment Test) was used to evaluate students' mental skill levels (concentration of attention, strategic thinking, analysing, part-whole relationship, visual perception and use of clues). This test was applied to the experimental and control groups as a pre-test and post-test. The Normality Test was conducted to investigate the normal distribution of the data as a result of the research. In the research, 6 different intelligence games were used for eight weeks. In order to examine the relationship between the pre-test and post-test scores of the experimental and control groups before the application, the dependent sample t-test was performed. In the research, it was observed that there was a significant increase in the mental skills of the experimental group students, who were played 6 different intelligence games for eight weeks. According to the results of the research, we can say that intelligence games improve the mental skills levels of students.

The effect of creative drama method in 4th grade primary school values education

The main purpose of this study is to determine the effect of creative drama method on the acquisition of "Responsibility", "Respect" and "Patience" values by fourth grade primary school students. The study was designed using the parallel mixed model, which is one of the mixed method designs. The study group of the research consists of primary school 4th grade students studying in a public school in the fall semester of 2018-2019 academic years. There were 42 students in the experimental group and 40 students in the control group. The research data were collected through the "Responsibility Scale", "Respect Tendency Scale", "Patient Behavior Scale", "Student and Teacher Diaries", "Teacher Interview Form" and "Personal Information Form". In addition, data were obtained with the "Word Association Test" to determine the conceptual change in values before and after the implementation. All in all, it has been established that the use of the creative drama method in values education is very effective in adopting values, embodying in-class learning, and encouraging the students to develop positive attitudes about the values discussed.

Assessing the ınfluence of scientific story on multiple aspects of primary school students' science learning

The aim of this research is to examine the effect of using scientific stories in science education courses on the science process skills and motivation of primary school 4th-grade students towards science education course. A quasi-experimental method was applied to 37 fourth-grade primary school students from two classes in a district of the Western Black Sea region. While science education courses were given in the control group (CG) with the activities available in the science education course curriculum, in the experimental group (EG), it was given with scientific stories. Quantitative data in the research were obtained by implementing a motivation scale for learning science and a scientific process skill scale as pre-test and post-test. The experimental study was carried out for five weeks, with three-hour courses in both groups. The independent sample t-test and the t-test for dependent groups were employed to assess the outcomes from the study. The research revealed that prior to the experimental procedures, the experimental and control groups did not show any difference in terms of their scientific process skills and enthusiasm for learning science and motivation to learn science. The post-tests showed a marked contrast between the experimental and control groups, demonstrating that teaching science education courses with scientific stories was beneficial. Assessing the disparity in motivation for learning science and scientific process skills in the EG between the pre-tests and post-tests revealed a heightened motivation in the post-test, leading to the realization that the implementation of scientific stories had a positive impact on motivation for learning science.

Determiantion of Reading Anxiety of Primary School 4 th Grade Students

One of the factors that emotionally affect the education-learning process is anxiety. Considering students' anxiety in teaching how to read and write, anxiety will positively contribute to effective and productive learning. This study aimed to determine the "Reading Anxiety" of primary school students. A 29-item "Reading Anxiety Scale" was developed based on the 42- item draft scale that Çeliktürk and Yamaç (2015) used in her research titled "Developing a Reading Anxiety Scale for Primary and Secondary School Students: Validity and Reliability Analysis." Çeliktürk and Yamaç permitted using the developed "Reading Anxiety Scale" in this study titled "Determination of Reading Anxiety of Primary School 4th-grade Students". Descriptive survey model was used in the study. This study was conducted with the voluntary participation of 1049 students attending the 4th grade of primary school in the central districts of Eskisehir (Odunpazari and Tepebasi). Convenience sampling determined the schools, and the data obtained were tabulated and interpreted using the SPSS program in the computer environment. The reliability coefficient of the 29-item reading anxiety scale was 0.957 (95.7%). Confirmatory Factor Analysis (CFA) was applied, and the acceptable fit of 0.90 ≤ CFI ≤ 0.95 was checked. Standardized factor loads were higher than 0.3 and at an acceptable level of fit. No significant difference was found regarding the district of the school, gender, and father's working status. However, there were significant differences in reading anxiety according to age, parents' education level, and mother's working status within the 95% confidence interval. Accordingly, it was concluded that students' age, parents' education level, and mothers' working status affect students' reading anxiety. However, no significant difference was found regarding the district of the school, gender, and fathers' working status. No significant difference was found between the reading anxiety levels of the students according to the district where the school is located, their gender and the working status of their fathers. It was determined that as the education level of the students' parents increased, the level of reading anxiety decreased. It was determined that the working status of the mothers of the students caused a significant difference between the reading anxiety levels, while the working status of the fathers did not cause a significant difference.

The Relationship Between Digital Game Addiction Levels and Study Habits of Primary School 4th Grade Students: The Example of Ümraniye

Bu araştırmadaki amaç, ilkokul 4. sınıf öğrencilerinin algılanan dijital oyun bağımlılık düzeyleri ile ders çalışma alışkanlıkları arasındaki ilişkinin belirlenmesidir. Genel amaç çerçevesinde oluşturulan alt sorular; öğrencilerin dijital oyun bağımlılık puanları ile ders çalışma alışkanlıkları puanlarının cinsiyet, dijital oyun oynama süresi, anne ve babanın oyun oynayıp oynamaması, oyun sürelerine ebeveyn tarafından sınırlama getirilip getirilmemesi, ebeveyn tarafından öğrencinin fiziksel aktivitesinin desteklenip desteklenmemesine göre farklılaşıp farklılaşmadığına yönelik sorulardır. Araştırmada, nicel araştırma yöntemlerinden olan korelasyonel model ile betimsel tarama modelinden faydalanılmıştır. Evren, 2022-2023 eğitim öğretim yılında İstanbul ili Ümraniye ilçesinde yer alan 9.549 ilkokul 4. sınıf öğrencisi olarak belirlenmiştir. Evreni temsil etme yeteneğine sahip olan örneklem ise 465 ilkokul 4. sınıf öğrencisidir. Öğrencilere uygulanan formda kişisel bilgiler, “Çocuklar İçin Dijital Oyun Bağımlılığı Ölçeği” ve “Ders Çalışma Alışkanlıkları Ölçeği” vardır. Verilerin parametrik ve non-parametrik analizlerin yapılmasında SPSS 22.0 programından yararlanılmıştır. Analiz bulgularına göre araştırmaya katılan öğrencilerin dijital oyun bağımlılığı puanları ile ders çalışma alışkanlıkları puanları arasında anlamlı düzeyde negatif ilişki olduğu ortaya çıkmıştır. Bununla birlikte öğrencilerin dijital oyun bağımlılığı puanlarında cinsiyete, oyun oynama süresine, babanın oyun oynamasına, dijital oyun oynamada süre sınırlaması olmasına ve fiziksel aktiviteye teşvik edilmesine göre anlamlı farklılık olduğu görülmüştür. Öğrencilerin ders çalışma alışkanlık puanlarında cinsiyete, oyun oynama süresine, annenin oyun oynamasına, dijital oyun oynamada süre sınırlaması olmasına ve fiziksel aktiviteye teşvik edilmesine göre anlamlı farklılıklar tespit edilmiştir.

The Effect of Digital Educational Games on Primary School 4th Grade Students' Science Learning Anxiety and Happiness at School.

This study aims to determine the effect of digital educational games on primary school 4th grade students' science learning anxiety and their happiness at school. The study was conducted with 36 primary school 4th grade students in İpekyolu district of Van. A quasi-experimental design with pre-test and post-test control group was used in the study. In the experimental group, the Science lesson was conducted through digital educational games, while in the control group, the Science lesson was conducted without the use of digital educational games. The data were collected using the Science Teaching Scale and the Happiness at School Scale. The collected data were analyzed using Mann Whitney U-Test and Wilcoxon signed-rank test. The findings of the study showed that digital educational games decreased 4th grade elementary school students' anxiety about learning science and increased their happiness at school. As a result of the research, it was concluded that it would be beneficial to use digital educational games in the teaching of primary school students, especially in Science and other courses.

Effectiveness of the SACs Support Education Program: Motivation and attitude towards primary school level courses designed for the gifted

In this study, it was aimed to examine the effect of the support education program applied to gifted primary school students Science and Art Centers on the motivation and attitudes of mathematics, science, social studies and Turkish lessons. In the study, pre-post test experimental design without control group was used. 17 gifted primary school 4th grade students studying at a Science and Art Center in the Eastern Black Sea Region (in the support education program) were included in the study with convenient case sampling. Motivation and attitude scales developed by different researchers for mathematics, science, social studies and Turkish lessons were used to collect the data obtained within the scope of the study. The data were analyzed with a statistical program. In the result of study, it was concluded that the support education program did not cause significant difference in the motivation and attitudes of the students the Turkish lesson. It was found that support education program didn’t show significant difference in students' motivation in social studies and mathematics lessons, but showed a significant difference in their attitudes. In addition, it was concluded that support education program had significant difference the motivation the students the science lesson, but there was no significant difference in their attitudes towards the lesson.

An Examination of the Attitudes of Primary School 4th Grade Students Towards Science in Terms of Different Variables

An Examination of the Attitudes of Primary School 4th Grade Students Towards Science in Terms of Different Variables

Investigation of Reading Comprehension Levels of Primary School 4th Grade Students

Araştırma ile ilkokul 4. sınıf öğrencilerinin okuma düzeyleri ve okuma düzeylerinin cinsiyet,
 kardeş sayısı ve aile gelir düzeyi değişkenlerine göre incelenmesi amaçlanmaktadır. Araştırmaya,
 Iğdır ilinde ilkokulda eğitim gören 129 erkek, 158 kız olmak üzere 287 öğrenci katılmıştır.
 Araştırmada veriler “Kişisel Bilgi Formu” ve “Okuduğunu Anlama Testi (OAT)” kullanılarak elde
 edilmiştir. Nicel bir çalışma olan bu araştırmada tarama deseninden faydalanılmıştır. Araştırmada
 demografik bilgilere ilişkin betimleyici istatistik yöntemleri uygulanırken OAT’tan elde edilen
 verilere yönelik açımlayıcı istatistik yöntemleri uygulanmıştır. Araştırmada; öğrencilerin
 cinsiyetlerine göre orta düzeyde okuduğunu anlama becerisine sahip oldukları ve okuduğunu
 anlama düzeylerinin cinsiyete göre farklılık göstermediği, tek çocuk, kendisi hariç 1 kardeşi
 olan ve kendisi hariç 2 kardeş olan öğrencilerin orta düzeyde kendisi hariç 2’den fazla kardeşi
 olan öğrencilerin ise yüksek düzeyde okuduğunu anlama becerisine sahip oldukları ve okuduğunu
 anlama düzeylerinin kardeş sayısına göre farklılık göstermediği, aile gelir düzeyini orta ve yüksek
 olarak belirten öğrencilerin orta düzeyde aile gelir durumunu düşük belirten öğrencilerin ise
 yüksek düzeyde okuduğunu anlama becerisine sahip oldukları ve okuduğunu anlama düzeylerinin
 aile gelir düzeyini düşük olarak belirten öğrenciler ile aile gelir düzeyini orta ve yüksek olarak
 belirten öğrenciler arasında aile gelir düzeyini düşük belirten öğrencilerden yana farklılık
 gösterdiği tespit edilmiştir .

LEARNING FIRST AID WITH DIGITAL GAMES FOR PRIMARY SCHOOL STUDENTS

First aid is the emergency response to a person injured due to an accident or illness, by the people at the scene until the paramedics arrive. First aid is a lifelong essential skill for people of all ages. For this reason, knowing first aid from a young age is very important in dealing with emergencies that may occur in both school and home life. In this study, digital health games were designed and implemented in a first-aid health area. The aim of this study is to examine the effects of digital health games developed on primary school students' first aid awareness. Throughout the study, a game was selected each week and played with the students. The study group consists of 12 primary school 4th-grade students. The criterion sampling model was adopted in the selection of the study group. In the research, a semi-structured interview was used as a data collection tool and content analysis was applied in the analysis of the data. It has been reached that the knowledge of the students about the definition of first aid and possible application situations, first aid kit and emergency ambulance number has increased after the implementation. As a result of the study, it was found that digital health games improved the first aid awareness of primary school students.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0094/a.php" alt="Hit counter" /></p>

PERCEPTIONS OF PRIMARY SCHOOL 4TH GRADE STUDENTS ABOUT ENVIRONMENTAL PROBLEMS AND ENVIRONMENTAL EDUCATION

Environmental problems, which are on the agenda of the whole world recently, have made environmental education compulsory. The gradual decrease of resources, global warming, climate change, environmental problems such as the melting of glaciers, the development of technology, factors such as the more frequent use of ready-made packaged food have allowed environmental pollution and related problems to come to light more frequently. Societies that have adopted that having healthy environmental conditions are a human right have higher levels of development compared to other countries. The most important task in raising individuals who are sensitive to environmental problems falls on primary schools. The aim of this study is to reveal the perceptions of primary school 4th grade students about environmental problems and environmental education. In accordance with this purpose thirty-six primary school 4th grade students were reached and interviewed with a semi-structured interview form. Interview results were analyzed through descriptive analysis. As a result, it has been revealed that the students see the environment as a nature, tree, life, greenery and the world. It has been concluded that there is water scarcity, nature pollution, water pollution and cutting trees is an environmental problem. It has been concluded that as an institution TEMA (Turkish Foundation for Combating Soil Erosion), the Ministry of Environment, Urban Planning and Climate Change, the General Directorate of Forestry, Çevko (Environmental Protection and Packaging Waste Recovery and Recycling Foundation), the Ministry of National Education have a duty to be sensitive to the environment and the whole humanity as a person. In order to solve environmental problems, it has been concluded that people have duties such as saving water, keeping the environment clean, protecting nature, planting trees, collecting garbage after picnic, separating those that will go for recycling, using electricity economically, using electric vehicles instead of gasoline vehicles. Related to the environment, it has been concluded that water related painting competitions were held in schools, trees were planted there were recycling bins and environmental boards were prepared. Regarding environmental education, it has been concluded that trees can be planted in schools, painting, poetry competitions can be organized, water saving can be made, recycling bins can be increased and playgrounds can be made of grass and these are desired to be done.

The Effect of Virtual Museum Activities on the Development of History Consciousness of Primary School 4th Grade Students

Bu çalışmada sanal müze etkinliklerinin ilkokul 4. sınıf öğrencilerinin tarih bilincine etkisini inceleme amaçlanmıştır. Bu amaç doğrultusunda çalışma, ön test-son test deney ve kontrol gruplu yarı deneysel desen kapsamında yürütülmüştür. Araştırmanın çalışma grubu İstanbul ili Zeytinburnu ilçesinde bulunan bir ilkokula devam eden ve kolay ulaşılabilir örneklem seçme yöntemi ile seçilen 84 öğrenciden oluşmuştur. Çalışma grubunda yer alan öğrencilerin 43’ü kontrol 41’i ise deney grubunda yer almaktadır. Deney grubu öğrencilerine sanal müze etkinliklerini içeren program uygulanmış, kontrol grubu öğrencilerine ise herhangi bir uygulama etkinliği yapılmamıştır. Araştırmada verilerin toplanmasında, araştırmacı tarafından geliştirilen “Erken Tarih Bilinci Anketi” kullanılmıştır. Anket aracılığıyla elde edilen verilerin analizinde, ilişkili ve ilişkisiz örneklemler için t testi tekniği kullanılmıştır. Araştırmanın bulgularına göre, deney ve kontrol grubunda yer alan öğrencilerin erken tarih bilinci ön test puanları arasında anlamlı bir farklılık belirlenmezken, son test puanları arasında deney grubu lehine anlamlı farklılık olduğu belirlenmiştir. Bu sonuçlar incelendiğinde deney grubuna uygulanan sanal müze etkinliklerinin öğrencilerin tarih bilincinin gelişimine katkı sağladığı söylenebilir.

Perceptions and Experiences of Primary School 4th Grade Students on the Value of Benovelence: A Phenomenological Research

İlkokul 4. sınıf öğrencilerinin yardımseverlik değerine yönelik algı ve tecrübelerinin incelenmesini amaçlayan bu çalışmada yardımseverlik değerine yüklenilen anlam, yardımsever öğrencilerin yetişmesi için kullanılan teknik ve etkinlikler incelenmiştir. Çalışmada nitel araştırma yöntemlerinden fenomenoloji (olgu bilim) deseni kullanılmıştır. Araştırmanın çalışma grubunu 2021-2022 yılında Ağrı ilinde bir ilköğretim okulunda öğrenim görmekte olan 15 ilkokul 4. sınıf öğrencisi ve Ağrı merkezde 4. sınıfların öğretmeni olarak görev yapan 9 sınıf öğretmeni oluşturmaktadır. Öğrenciler ve öğretmenlerden elde edilen verilerin analizinde tematik analiz kullanılmıştır. Veriler ayrı ayrı olacak şekilde analiz edilmiştir. Aştırmadan elde edilen sonuçlardan bazıları şöyledir: öğrencilerle yapılan görüşmeler sonrasında yardımseverliği yaşlılara, anne-babaya, hayvanlara yardım etme ve komşuya ikramda bulunma şeklinde açıkladıkları görülmüştür. Öğretmenlerle yapılan görüşmelerde ise öğrencilerin yardımseverlik değerini kavramaları için ebeveynlerinin ve kendilerinin öğrencilere model olması gerektiğini, sınıf ortamındaki ve toplumdaki deneyimlerinin yardımsever bireyler olmalarında etkili olduğunu ifade etmişlerdir. Araştırmaya katılan öğretmenler yardımsever bir öğrenci yetiştirmek için drama ve rol oynama tekniğini kullandıklarını, okulda değerler eğitimi panosu hazırladıklarını, masal ve videolarla derslerini desteklediklerini belirtmişlerdir.

Investigation of the Effect of Teaching with Drama Activities on Students' Achievement in Social Studies Lesson and Permanence of Knowledge

Bu amaçla, drama etkinliklerinin ilkokul dördüncü sınıf öğrencilerinin Sosyal Bilgiler Dersi başarılarına ve bilgilere kalıcılığına yönelik bir incelemedir. Bu amaçla karma araştırma yöntemlerinden biri olan keşfedici sıralı desen kullanılmıştır. Araştırma, Elazığ İl Milli Eğitim Müdürlüğüne bağlı bir ilköğretim okulunda gerçekleştirilmiştir. Araştırmada güzel verileri elde etmek amacıyla amaçlanan “Sosyal Bilgiler Dersi Başarı Testi” uygulandı. Araştırmanın güzel yollarını elde etmek için ön test-son test kontrol gruplu desen kullanıldı. Niteliksel veri elde etmek için,Açımlayıcı sıralı desenin elde ettiği veri kaynağına yönelik, uygulama sonucu yarı korumalı görüşme formülü aracılığıyla deney grubu öğrencilerinin görüşü elde edilmiştir. Araştırmada sosyal bilgiler öğretimi drama yöntemiyle öğrencilerini; Yapılan analizler sonucu elde edilen Sosyal Bilgiler dersi başarı puanlarının ortalamalarında ön test ve son test puanlarının ortalamalarında deney grubu yönelimlerine yönelik bir belirleyici bulundu. Ayrıca Sosyal Bilgiler Dersi'nde yer alan bilgilerin kalıcılığına ilişkin ölçüm sonuçlarının ortalama puanlarında da deney grubu yönelimlerine yönelik bir yönlendirici bulunmuştur. Ancak nitel olarak elde edilen sonuçlardan nicel sonuçlarla da örtüşmektedir.

The Effect of Digital Stories on Primary School Students' Listening Comprehension Skills

The purpose of this research is to determine the effect of digital stories on the listening comprehension skills of primary school 4th grade students. For this purpose, the research has carried out with a quasi-experimental design with pre-test post-test control group. The sample of the research consisted of 52 students studying in two different 4th grade branches of a public primary school in the second semester of the 2018-2019 academic year. The stories transferred to digital in the research have selected from the texts in 3 different Turkish textbooks at the 4th grade level of primary school published by the Ministry of National Education and taught to students in previous years. 8 narrative texts from the themes of "My Beautiful Country Turkey" and "Production, Consumption and Efficiency" in the textbooks have converted into digital through digital design programs. During the implementation process, the animations of 8 stories transferred to digital have watched by the students in the experimental group, and the students in the control group have read and listened to the same story texts by the teacher. The Listening Comprehension Test has used to determine the listening comprehension achievement scores of the students in the experimental and control groups at the beginning and end of the application process. As a result of the research, it has determined that there was a significant difference between the pre-test and post-test achievement scores of the students in the experimental group, where the stories have played digitally.

Developing a Financial Literacy Scale for Primary School Students: A Validity and Reliability Study

This study aims to develop a valid and reliable measurement tool to determine the financial literacy levels of primary school 4th-grade students. The research sample consists of 567 4th-grade primary school students studying in the Kahta district of Adıyaman. The prepared scale items were sent to the field experts for content and opinion validity, and the scale was and finalized according to their feedback. As the second step, exploratory factor analysis (EFA) was performed to determine the scale’s construct validity. As a result of the EFA, a draft scale consisting of 17 items and 3 sub-dimensions was obtained, which explained 40.9% of the total variance. The factor loads of these 17 items ranged from 0.439 to 0.840. Confirmatory factor analysis (CFA) was performed to verify this draft scale. According to the CFA results, the goodness of fit indices are as follows: χ2/df = 1.138, RMSEA = 0.023, GFI = 0.95, SRMR = 0.049, CFI = 0.98, and NFI = 0.82. The values found due to CFA show that the scale items were well validated. The significance of the item discrimination coefficients was tested using the test-retest reliability coewith fficient, lower and upper 27% values calculated to increase the scale’s reliability. The Cronbach Alpha internal consistency coefficient was 0.77 for the overall scale and between 0.65 and 0.67 for the sub-dimensions.

Investigation of Studies on Critical Thinking Skills for Primary School in Turkey

Eleştirel düşünme becerisinin formal olarak okul hayatında, özellikle ilkokulda kazanılması; öğrencilerin ne düşündüklerini, nasıl düşündüklerini, onları düşünmeye iten nedenleri fark ederek sorgulama yapabilen bireyler olarak yetişmeleri ve bu doğrultuda sorunların üstesinden gelerek doğru kararlar alabilmeleri açısından önem arz etmektedir. Bu çalışmada, Türkiye’de 2018-2021 yılları arasında yürütülen eleştirel düşünme becerisi ile ilgili araştırmaların genel eğilimlerinin belirlenmesi amaçlandığından araştırmanın modeli; analitik araştırmalar başlığı altında yer alan, doküman analizidir. Dokümanların seçiminde, Yüksek Öğretim Kurumu (YÖK) Ulusal Tez Tarama Merkezi, Google Akademik arama motoru, ULAKBİM ve ERİC veri tabanlarından yararlanılmış ve bu kapsamda 41 makale, 23 yüksek lisans tezi ve 7 doktora tezi olmak üzere 71 akademik çalışmaya ulaşılmıştır. Araştırmanın analiz sürecinde betimsel analizden yararlanılmış, çalışmada elde edilen veriler; şekiller ve tablolar yardımıyla frekanslar verilerek yorumlanmıştır. Araştırma sonucunda; çalışmalarda en çok nicel araştırma yöntemlerinden tarama modelinin kullanıldığı, örneklemin ilkokul 4.sınıf öğrencileri olduğu ve en sık kullanılan ölçme aracının; Demir (2006) tarafından geliştirilen Eleştirel Düşünme Ölçeği olduğu belirlenmiştir. Çalışmalarda, eleştirel düşünmeye yönelik uygulamaların en sık Fen Bilimleri ile Türkçe derslerinde yapıldığı görülmüştür. Araştırmanın sonucunda; sınıf öğretmenlerinin eleştirel düşünmeye yönelik farkındalıklarının yüksek, öğretmen adaylarının orta ve ilkokul öğrencilerinin eleştirel düşünmeye yönelik farkındalıklarının ise, yüksek düzeyde olduğu; yapılan uygulamaya dönük çalışmaların tamamının olumlu yönde etkili olduğu ve ele alınan ders kitapları ile öğretim programlarında ise; eleştirel düşünme becerisine yeterli düzeyde yer verilmediği tespit edilmiştir.

Öğretmen Rolüyle Etkileşimli Okuma Uygulamalarının Dördüncü Sınıf Öğrencilerinin Okuduğunu Anlama Başarısına Etkisi

Bu araştırmanın amacı, öğretmen rolüyle etkileşimli okuma uygulamalarının dördüncü sınıf öğrencilerinin okuduğunu anlama başarısına etkisini araştırmaktır. Araştırmada geleneksel etkileşimli okumadan farklı olarak öğrencinin okuma sürecini yönettiği öğretmen rolüyle etkileşimli okuma tercih edilmiştir. Etkileşimli okuma, öğrenci ve öğretmenlerin kitabın başından sonuna kadar kitabın resimleri, içeriği ve kitaptaki olaylar, karakterler, yaşananlar ile ilgili yorum yapma, çıkarımda bulunma ve değerlendirme eylemlerini içeren sesli okuma stratejilerinden bir tanesidir. Mevcut araştırmada ise alanyazında ifade edilen etkileşimli okuma uygulamasından farklı olarak öğrencilerden çalışmanın daha merkezinde yer almaları ve bu süreci bizzat kendilerinin yöneteceği bir sorumluluk üstelenmeleri istenmiştir. Araştırmada yarı deneysel desen tercih edilmiştir. Araştırma 50 ilkokul dördüncü sınıf öğrencisi ile gerçekleştirilmiştir. Bu araştırmada veri toplama aracı olarak Tavşanlı (2014) tarafından geliştirilen “Okuduğunu Anlama Başarı Testi” kullanılmıştır. Elde edilen verilerin analizinde normallik ve t testleri kullanılmıştır. Araştırma sonucunda elde edilen veriler, öğretmen rolüyle etkileşimli okuma uygulamalarının, ilkokul dördüncü sınıf öğrencilerinin okuduğunu anlama başarısını olumlu yönde etkilediğini ve desteklediğini göstermektedir. Araştırmanın sonuçları doğrultusunda gelecekteki araştırmalar için öneriler sunulmuş ve uygulamaya yönelik çıkarımlar tartışılmıştır.