Investigation of the contribution of differentiated instruction into science literacy

Cihad Şentürk; Hakan Sari

Investigation of the contribution of differentiated instruction into science literacy

Cihad Şentürk ^[1] ; Hakan Sari ^[2]
1. [1] Karamanoğlu Mehmetbey University
  
  Karamanoğlu Mehmetbey University
  
  Turquía
2. [2] Necmettin Erbakan University
  
  Necmettin Erbakan University
  
  Turquía
Localización: Qualitative Research in Education, ISSN-e 2014-6418, Vol. 7, Nº. 2, 2018, págs. 197-237
Idioma: inglés
DOI: 10.17583/qre.2018.3383
Títulos paralelos:
- Investigación de la contribución de la instrucción diferenciada en la alfabetización de la ciencia
Enlaces
- Texto completo (pdf)
Resumen
- español
  El objetivo de este estudio es dar a conocer las contribuciones de la instrucción diferenciada implementado en la escuela primaria 4º curso de grado de la ciencia en la ciencia en los niveles de alfabetización de los estudiantes. Elmétodo de estudio de caso, entre los métodos de investigación cualitativa se utilizaron en el estudio. La investigación se llevó a cabo en el segundo término del año académico 2015-2016. El grupo de estudio consistió de los estudiantes de 4º grado (n=23, 9-10 años) que estudia en la Kozabirlik Estatales de Primaria de la Escuela en Bilecik centro de la ciudad en Turquía. Entrevistas (maestros y estudiantes), observaciones y estudiante de diario de formas fueron administrados como herramientas de recolección de datos en el estudio. El análisis de contenido de método fue aplicado en el análisis de los datos obtenidos. De los hallazgos se concluyó que la instrucción diferenciada mejoró las implicaciones de los estudiantes con la ciencia-tecnología-sociedad y el medio ambiente y desarrolló sus habilidades de proceso científico y por lo tanto contribuyó a los niveles de alfabetización científica de los estudiantes.
- English
  The aim of this study is to reveal contributions of the differentiated instruction implemented in the primary school 4th grade science course into science literacy levels of the students. The case study method among qualitative research methods were used in the study. The research was carried out in the second term of 2015-2016 academic year. The study group consisted of the 4th grade students (n=23, 9-10 aged) studying in the Kozabirlik Primary State School in Bilecik city center in Turkey. Interviews (teachers and students), observations and student diary forms were administrated as data collection tools in the study. The content analysis method was implemented in the analysis of the obtained data. It was concluded from the findings that the differentiatedinstruction improved involvements of the students with the science-technology-society and the environment and developed their scientific process skills and thus contributed to the science literacy levels of the students.
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