International Journal of New Trends in Arts, Sports & Science Education
Yazarlar: Evşen AYMEN PEKER, Erol TAŞ, Zeki APAYDIN, Emrah AKMAN
Konular:
Anahtar Kelimeler:Thinking agenda,The student diary,Science and technology,Academic achievement
Özet: The purpose of this study is investigate the effects of Thinking Agenda (student diary) on student achievements. Thinking agenda is considered as one of the activities based on reflective thinking skills. It is one of the activities metacognitive developer. At the same time it is one of the Alternative Instrument of Assessment. For this purpose, Pre‐test‐Post‐test Control Group Designs was used as the research model. Another purpose of the study is find out how diary that students reflect their thinking is configured in science and technology education. For this purpose, the students wrote their diaries examined by content analysis technique. Research carried out with one of the 7th class in a primary school which is located Samsun. The sample of the research was a single class because of the lack of difference about applications and examples. Class was randomly selected. Experimental group consisted of 15 students and control group consisted of 17 students. Achievement test consisting of 20 questions was developed to determine the success of students. The number of questions was reduced to 15 at the end of the pilot implementation. Cronbach's alpha reliability coefficient of 0.718 was applied to the test. As a result of the Wilcoxon Signed Rank test, statistically significant differences between students' pre-test and post-test scores were determined. As a result of Mann-Whitney U test analysis was carried out, between the experimental and control group students' pre-test scores were not found statistically significant differences. However, significant difference was found between the post-test applications. Based on the findings, it can be said that diaries contribute to the seventh grade students both reflect on their thoughts and feelings and improve themselves the level of metacognitive. Study is limited to 32 students. Therefore, as a result of a greater number of studies to be conducted with the student diaries more comprehensive information can be accessed on the effects on student achievement.