Beyin fırtınası öğretim tekniğinin coğrafi kavramların öğretimi ve kalıcılığı üzerindeki rolü (Erzurum örneği)

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Thesis Type: Postgraduate

Institution Of The Thesis: Atatürk Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey

Approval Date: 2013

Thesis Language: Turkish

Student: Mustafa Gül

Principal Supervisor (For Co-Supervisor Theses): Mete ALIM

Open Archive Collection: AVESIS Open Access Collection

Abstract:

The aim of this study is to analyze the success and effectiveness (permanency) of brainstorming teaching method compared to traditional teaching styles while instructing geographical concepts. Mixed research design was used. The sample data is chosen from the continuing students in two different sections of Commerce and Occupation High School in Erzurum. 60 students were selected from two sections of 10th grade students. One of the included sections is chosen as test group (n=30) and the other is chosen as control group (n=30). For the test group, the chapter ?Population in the Earth and the Qualifications of Population? was thought with brainstorm teaching method however for the control group the same chapter was thought with traditional teaching styles. To gather a precise data, an interview form which is structured with pretest, posttest and permanency test was applied to both of the groups. t-test and ANOVA tests were used to measure the scores that both groups gained from pretest, posttest and permanency test. The data that is gathered from the interview form was analyzed with frequency and arithmetic mean tests. The measures of this analysis concludes that brainstorm teaching method is more effective than the traditional teaching styles as the permancy in the group which was thought with brainstorm teaching methods (test group) was more when compared to the group that is thought with traditional teaching styles (control group). Keywords: Geography teaching, Brainstorm, Concept, Permanency