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STUDENT AND TEACHER PERSPECTIVES ON INTERDISCIPLINARY STATION TECHNIQUE

Yıl 2023, Cilt: 5, 1 - 30, 20.10.2023
https://doi.org/10.48166/ejaes.1330326

Öz

This study aims to examine the views of students and teachers on the application process of the station technique based on the interdisciplinary approach. A case study method of qualitative research designs was used in the study. The study group was determined by the criterion sampling method of purposeful sampling methods. In this context, the participants consisted of two classroom teachers and 71 third-grade students in two different classes. Semi-structured and structured interview forms and teacher diaries were used as data collection tools. The collected data were analyzed by content analysis. During the application, students were divided into four groups, where they conducted four different activities at four different stations and organized a bulletin with the resulting products. The results suggested that the interdisciplinary station technique contributes to students' cognitive, affective, and kinesthetic learning, enriches the teaching process, enables students to actively participate in the process, makes the lesson enjoyable, and improves students’ ability to cooperate, produce original and creative ideas, design and create products, take responsibility and help each other. However, it requires a lot of labor and time in the preparation phase and problems may arise in classroom management due to the crowded classrooms during the implementation.

Kaynakça

  • Alacapınar, G. F. G. (2009). Student views on teaching lessons with the station technique. Abant İzzet Baysal University Journal of the Faculty of Education, 9(1), 137-147.
  • Arslan, A. (2017). The effect of using station technique in Turkish teaching on students' academic achievement, attitude and permanence. (Master's thesis, Cumhuriyet University, Institute of Educational Sciences).
  • Avcı, H. (2015). The effect of using station technique in English teaching on academic achievement, attitudes and permanence. [Unpublished masters’ thesis]. Fırat University, Institute of Educational Sciences, Elazığ.
  • Batdi, V., & Semerci, Ç. (2012). Reflective inquiry of station technique application in lessons. Bartın University Journal of Faculty of Education, 1(1), 190-203.
  • Bekereci, Ü., Şimşek, F., Hamzaoğlu, E., & Yazıcı, M. (2020). The effect of using station technique in science lesson on students' academic achievement and science attitudes. Anemon Mus Alparslan University Journal of Social Sciences, 8(6), 1779-1786.
  • Benek, İ., & Kocakaya, S. (2012). Student views on learning technique at stations. Journal of Education and Training Research, 1(3), 8-18.
  • Benek, İ. (2012). The effect of the learning technique at the stations on the achievement of the 7th grade students in the science and technology course. [Unpublished masters’ Thesis]. Yüzüncü Yıl University, Institute of Science, Van.
  • Benek, İ. & Kocakaya, S. (2012). Student views on learning technique at stations. Journal of Education and Training Research, 1 (3), 2146-9199.
  • Bozpolat, E., & Arslan, A. (2018). A qualitative study on the use of station technique in Turkish teaching. Balıkesir University Journal of Social Sciences Institute, 21(39), 55-97.
  • Bulunuz, N., & Jarrett, O. S. (2010). The effects of hands-on learning stations on building American elementary teachers’ understanding about earth and space science concepts. Eurasia Journal of Mathematics, Science and Technology Education, 6(2), 85-99.
  • Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2011). Scientific research methods. Pegem.
  • Çakmak, M., & Demir, C. (2018). Investigation of the effect of the station technique on the academic achievement of the students in the 6th grade science course matter and heat unit. Electronic Turkish Studies, 13(19), 445- 458.
  • Demir, M. R. (2008). The effect of the learning model at the stations on the achievement of high-level skills in the life studies course. [Unpublished master’s thesis]. Hacettepe University, Institute of Social Sciences, Ankara.
  • Demir, R., Kartal, T., Ekici, G., Öztürk, N., & Bozkurt, E. (2011). Station technique: a sample lesson activity on cells. Western Anatolia Journal of Educational Science, Special Issue, 383-390.
  • Erdağı, S., & Önel, A. (2014). İstasyon tekniğinin fen ve teknoloji dersinin akademik başarısına etkisi. Caucasian Journal of Science, 2(1), 57-64.
  • Erickson, H. L. (1995). Stirring the Head, heart, and soul: redefining curriculum and ınstruction. California: Corwin Press, INC. A Sage Publications Company. Thousand Oaks.
  • Fehrle, C. C. & Schulz, J. (1977). Guidelines for Learning Stations. Colombia: Missouri University Publishing.
  • Gözütok, F. D. (2007). Teaching principles and methods.Ekinoks.
  • Güç,F., Korkmaz, Ö., Çakır, R., & Bacanak, A. (2016). The effect of the station technique on the academic success of the mathematics course and students' opinions. Journal of Mehmet Akif Ersoy University Faculty of Education, 1(40), 171-190.
  • Güneş, E. (2009). The effect of teaching with station technique on achievement and permanence in science and technology lesson. [Unpublished master’s thesis]. Hacettepe University, Institute of Social Sciences, Ankara.
  • Hall, A. M., & Zentall, S. S. (2000). The effects of a learning station on the completion and accuracy of math homework for middle school students. Journal of Behavioral Education, 10(2-3), 123-137.
  • Jacobs, H. H. (1989). Interdisciplinary Curriculum: Design and Implementation. Alexandria: Association for Supervision and Curriculum Development.
  • Kartal, S., & Arslan, A. (2022). The effect of mathematical pattern workshops constructed with material aided station technique in preschool education on children's visual perception skills, e-International Journal of Educational Research, 13(3), 113-136. https://doi.org/10.19160/10.19160/e-ijer.1083907
  • Koca, M., & Türkoğlu, İ. (2019). The effect of station technique application on the academic achievement, permanence and attitudes of the students in the teaching of the sixth grade science lesson cell subject. Firat University Journal of Social Sciences, 29(1), 91-106.
  • Kodaman, L. (2021). A workshop on the application of station technique in basic art education and painting class. Journal of Art Education, 9(1), 1-9.
  • Maden, S., & Durukan, E. (2010). The effect of the station technique on gaining creative writing skills and attitude towards the lesson. Turkology Studies, (28), 299-312.
  • Mergen, H. H. (2011). The effect of learning stations application on academic success and permanence in primary school 5th grade social studies course (Unpublished doctoral dissertation). Afyon Kocatepe University, Institute of Social Sciences, Afyonkarahisar.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. Thousand Oaks, CA: Sage Publications.
  • Özbal, A. F., Sağlam, M., & Cavkaytar, S. (2019). Application of differentiated teaching approach in Physical Education and Sports course. Education and Science, 44(200), 291-312.
  • Pho, D. H., Nguyen, H. T., Nguyen, H. M., & Nguyen, T. T. N. (2021) The use of learning station method according to competency development for elementary students in Vietnam, Cogent Education, 8 (1), 1870799, DOI: 10.1080/2331186X.2020.1870799
  • Sears, M. E. (2007). Designing and delivering learning center instruction. Intervention in School and Clinic, 42(3), 137-147.
  • Sağlam, M. (2011). Structural arrangements and curriculum development studies in Turkish education system and teacher education. S. A. Kilimci (Ed.), in Teacher Training in Turkey (p. 138). Pegem Academy.
  • Solak, M. (2020). The effect of station technique applied in primary school first grade fourth grade science course on students' self-efficacy and course success in science course [Unpublished master’s thesis]. Balıkesir University, Institute of Social Sciences, Balıkesir.
  • Şenyurt, Y. S. (2022). The effect of the use of station technique in the 4th grade social studies course on the academic achievement and attitudes of the students. [Unpublished master’s thesis]. Çanakkale Onsekiz Mart University, Institute of Postgraduate Education, Çanakkale.
  • Şenyurt, Y. S., & Şahin, Ç. (2022). The effect of the use of station technique in the 4th grade social studies course on the academic achievement and attitudes of the students. EDUCATIONE, 1(2), 259-278.
  • Taşdemir, D. (2015). The effect of teaching the 6th grade national resources unit of social studies course with station technique on students' academic success and attitude towards the course. [Unpublished master’s thesis]. Fırat University, Institute of Educational Sciences, Elazığ.
  • TEMA Foundation, (2020). Zero Waste (Video) Youtube. https://www.youtube.com/watch?v=ijkOwRCtBkg
  • Tedik, T. (2021). The effect of station technique on academic achievement, attitude and permanence in visual arts lesson. [Unpublished master’s thesis]. Atatürk University, Institute of Educational Sciences, Erzurum.
  • Tekin, E. (2022). The effect of station technique on academic achievement, attitude and permanence in visual arts lesson. [Unpublished master’s thesis]. Atatürk University, Institute of Educational Sciences, Erzurum.
  • Tercan, M. A. (2019). The effect of station technique on gaining high-level cognitive skills in mathematics. [Unpublished master’s thesis]. Necmettin Erbakan University, Institute of Education Sciences, Konya.
  • Tok, T. N. (2009). Methods and Techniques for Effective Teaching. A. Doğanay (Ed.). in Teaching Principles and Methods (162-230). Pegem.
  • Üstündağ, T. (2005). Journey to Creativity. 3rd Ed. Pegem.
  • Yaman, Y. E., & Aydemir, M. (2018). Students' views on the process of teaching punctuation marks with station technique. Section Academy Journal, (13), 258-270.
  • Yıldırım, A. (1996). The concept of interdisciplinary teaching and its consequences in terms of programs. Journal of Hacettepe University Faculty of Education, 12, 89-94.
  • Yıldırım, A., & Şimşek, H. (2005). Qualitative research methods in the social sciences. Seçkin.

DİSİPLİNLER ARASI YAKLAŞIMA DAYALI İSTASYON TEKNİĞİNE YÖNELİK ÖĞRENCİ ve ÖĞRETMEN GÖRÜŞLERİ

Yıl 2023, Cilt: 5, 1 - 30, 20.10.2023
https://doi.org/10.48166/ejaes.1330326

Öz

Çalışmanın amacı disiplinler arası yaklaşıma dayalı istasyon tekniğinin uygulama sürecine yönelik öğrenci ve öğretmen görüşlerinin incelenmesidir. Araştırmada nitel araştırma desenlerinden durum çalışması yöntemi kullanılmıştır. Çalışma grubu amaçlı örnekleme yöntemlerinden ölçüt örnekleme yöntemi ile belirlenmiştir. Bu bağlamda katılımcılar, iki farklı sınıfta iki sınıf öğretmeni ve 71 üçüncü sınıf öğrencisinden oluşmuştur. Veri toplama aracı olarak yarı yapılandırılmış ve yapılandırılmış görüşme formu ile öğretmen günlüğü kullanılmıştır. Toplanan veriler içerik analizi ile analiz edilmiştir. Uygulamada öğrenci grupları dört gruba ayrılmış, dört farklı istasyonda dört farklı etkinliği yapmış ve ortaya çıkan ürünlerle bir pano düzenlemiştir. Sonuçta disiplinler arası istasyon tekniğinin öğrencilerin bilişsel, duyuşsal ve devinişsel alanda öğrenmelerine katkı sağlamakta, öğretim sürecini zenginleştirmekte, öğrencilerin aktif olarak sürece katılmalarını sağlamakta, dersi eğlenceli hale getirmekte, öğrencilerin işbirliği yapma, özgün ve yaratıcı yeni fikirler üretme, ürün tasarlama ve oluşturma, sorumluluk alma ve yardımlaşma becerilerini geliştirmektedir. Ancak hazırlık aşamasında çok fazla emek ve zaman gerektirmekte ve uygulama sırasında sınıfların kalabalık olması nedeniyle sınıf yönetimi konusunda sıkıntılar da yaşanabilmektedir.

Kaynakça

  • Alacapınar, G. F. G. (2009). Student views on teaching lessons with the station technique. Abant İzzet Baysal University Journal of the Faculty of Education, 9(1), 137-147.
  • Arslan, A. (2017). The effect of using station technique in Turkish teaching on students' academic achievement, attitude and permanence. (Master's thesis, Cumhuriyet University, Institute of Educational Sciences).
  • Avcı, H. (2015). The effect of using station technique in English teaching on academic achievement, attitudes and permanence. [Unpublished masters’ thesis]. Fırat University, Institute of Educational Sciences, Elazığ.
  • Batdi, V., & Semerci, Ç. (2012). Reflective inquiry of station technique application in lessons. Bartın University Journal of Faculty of Education, 1(1), 190-203.
  • Bekereci, Ü., Şimşek, F., Hamzaoğlu, E., & Yazıcı, M. (2020). The effect of using station technique in science lesson on students' academic achievement and science attitudes. Anemon Mus Alparslan University Journal of Social Sciences, 8(6), 1779-1786.
  • Benek, İ., & Kocakaya, S. (2012). Student views on learning technique at stations. Journal of Education and Training Research, 1(3), 8-18.
  • Benek, İ. (2012). The effect of the learning technique at the stations on the achievement of the 7th grade students in the science and technology course. [Unpublished masters’ Thesis]. Yüzüncü Yıl University, Institute of Science, Van.
  • Benek, İ. & Kocakaya, S. (2012). Student views on learning technique at stations. Journal of Education and Training Research, 1 (3), 2146-9199.
  • Bozpolat, E., & Arslan, A. (2018). A qualitative study on the use of station technique in Turkish teaching. Balıkesir University Journal of Social Sciences Institute, 21(39), 55-97.
  • Bulunuz, N., & Jarrett, O. S. (2010). The effects of hands-on learning stations on building American elementary teachers’ understanding about earth and space science concepts. Eurasia Journal of Mathematics, Science and Technology Education, 6(2), 85-99.
  • Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2011). Scientific research methods. Pegem.
  • Çakmak, M., & Demir, C. (2018). Investigation of the effect of the station technique on the academic achievement of the students in the 6th grade science course matter and heat unit. Electronic Turkish Studies, 13(19), 445- 458.
  • Demir, M. R. (2008). The effect of the learning model at the stations on the achievement of high-level skills in the life studies course. [Unpublished master’s thesis]. Hacettepe University, Institute of Social Sciences, Ankara.
  • Demir, R., Kartal, T., Ekici, G., Öztürk, N., & Bozkurt, E. (2011). Station technique: a sample lesson activity on cells. Western Anatolia Journal of Educational Science, Special Issue, 383-390.
  • Erdağı, S., & Önel, A. (2014). İstasyon tekniğinin fen ve teknoloji dersinin akademik başarısına etkisi. Caucasian Journal of Science, 2(1), 57-64.
  • Erickson, H. L. (1995). Stirring the Head, heart, and soul: redefining curriculum and ınstruction. California: Corwin Press, INC. A Sage Publications Company. Thousand Oaks.
  • Fehrle, C. C. & Schulz, J. (1977). Guidelines for Learning Stations. Colombia: Missouri University Publishing.
  • Gözütok, F. D. (2007). Teaching principles and methods.Ekinoks.
  • Güç,F., Korkmaz, Ö., Çakır, R., & Bacanak, A. (2016). The effect of the station technique on the academic success of the mathematics course and students' opinions. Journal of Mehmet Akif Ersoy University Faculty of Education, 1(40), 171-190.
  • Güneş, E. (2009). The effect of teaching with station technique on achievement and permanence in science and technology lesson. [Unpublished master’s thesis]. Hacettepe University, Institute of Social Sciences, Ankara.
  • Hall, A. M., & Zentall, S. S. (2000). The effects of a learning station on the completion and accuracy of math homework for middle school students. Journal of Behavioral Education, 10(2-3), 123-137.
  • Jacobs, H. H. (1989). Interdisciplinary Curriculum: Design and Implementation. Alexandria: Association for Supervision and Curriculum Development.
  • Kartal, S., & Arslan, A. (2022). The effect of mathematical pattern workshops constructed with material aided station technique in preschool education on children's visual perception skills, e-International Journal of Educational Research, 13(3), 113-136. https://doi.org/10.19160/10.19160/e-ijer.1083907
  • Koca, M., & Türkoğlu, İ. (2019). The effect of station technique application on the academic achievement, permanence and attitudes of the students in the teaching of the sixth grade science lesson cell subject. Firat University Journal of Social Sciences, 29(1), 91-106.
  • Kodaman, L. (2021). A workshop on the application of station technique in basic art education and painting class. Journal of Art Education, 9(1), 1-9.
  • Maden, S., & Durukan, E. (2010). The effect of the station technique on gaining creative writing skills and attitude towards the lesson. Turkology Studies, (28), 299-312.
  • Mergen, H. H. (2011). The effect of learning stations application on academic success and permanence in primary school 5th grade social studies course (Unpublished doctoral dissertation). Afyon Kocatepe University, Institute of Social Sciences, Afyonkarahisar.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. Thousand Oaks, CA: Sage Publications.
  • Özbal, A. F., Sağlam, M., & Cavkaytar, S. (2019). Application of differentiated teaching approach in Physical Education and Sports course. Education and Science, 44(200), 291-312.
  • Pho, D. H., Nguyen, H. T., Nguyen, H. M., & Nguyen, T. T. N. (2021) The use of learning station method according to competency development for elementary students in Vietnam, Cogent Education, 8 (1), 1870799, DOI: 10.1080/2331186X.2020.1870799
  • Sears, M. E. (2007). Designing and delivering learning center instruction. Intervention in School and Clinic, 42(3), 137-147.
  • Sağlam, M. (2011). Structural arrangements and curriculum development studies in Turkish education system and teacher education. S. A. Kilimci (Ed.), in Teacher Training in Turkey (p. 138). Pegem Academy.
  • Solak, M. (2020). The effect of station technique applied in primary school first grade fourth grade science course on students' self-efficacy and course success in science course [Unpublished master’s thesis]. Balıkesir University, Institute of Social Sciences, Balıkesir.
  • Şenyurt, Y. S. (2022). The effect of the use of station technique in the 4th grade social studies course on the academic achievement and attitudes of the students. [Unpublished master’s thesis]. Çanakkale Onsekiz Mart University, Institute of Postgraduate Education, Çanakkale.
  • Şenyurt, Y. S., & Şahin, Ç. (2022). The effect of the use of station technique in the 4th grade social studies course on the academic achievement and attitudes of the students. EDUCATIONE, 1(2), 259-278.
  • Taşdemir, D. (2015). The effect of teaching the 6th grade national resources unit of social studies course with station technique on students' academic success and attitude towards the course. [Unpublished master’s thesis]. Fırat University, Institute of Educational Sciences, Elazığ.
  • TEMA Foundation, (2020). Zero Waste (Video) Youtube. https://www.youtube.com/watch?v=ijkOwRCtBkg
  • Tedik, T. (2021). The effect of station technique on academic achievement, attitude and permanence in visual arts lesson. [Unpublished master’s thesis]. Atatürk University, Institute of Educational Sciences, Erzurum.
  • Tekin, E. (2022). The effect of station technique on academic achievement, attitude and permanence in visual arts lesson. [Unpublished master’s thesis]. Atatürk University, Institute of Educational Sciences, Erzurum.
  • Tercan, M. A. (2019). The effect of station technique on gaining high-level cognitive skills in mathematics. [Unpublished master’s thesis]. Necmettin Erbakan University, Institute of Education Sciences, Konya.
  • Tok, T. N. (2009). Methods and Techniques for Effective Teaching. A. Doğanay (Ed.). in Teaching Principles and Methods (162-230). Pegem.
  • Üstündağ, T. (2005). Journey to Creativity. 3rd Ed. Pegem.
  • Yaman, Y. E., & Aydemir, M. (2018). Students' views on the process of teaching punctuation marks with station technique. Section Academy Journal, (13), 258-270.
  • Yıldırım, A. (1996). The concept of interdisciplinary teaching and its consequences in terms of programs. Journal of Hacettepe University Faculty of Education, 12, 89-94.
  • Yıldırım, A., & Şimşek, H. (2005). Qualitative research methods in the social sciences. Seçkin.
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Yeliz Bolat 0000-0002-1661-1645

Yayımlanma Tarihi 20 Ekim 2023
Gönderilme Tarihi 20 Temmuz 2023
Kabul Tarihi 24 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 5

Kaynak Göster

APA Bolat, Y. (2023). STUDENT AND TEACHER PERSPECTIVES ON INTERDISCIPLINARY STATION TECHNIQUE. Journal of Advanced Education Studies, 5, 1-30. https://doi.org/10.48166/ejaes.1330326

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