Evaluation of University Students' Learning Process of Electric Current Subjects In Adidactic Situations

Abstract

The aim of this study is to evaluate the changes in students' academic achievement and the qualitative characteristics of these changes in adidactic situations designed based on learning styles. The study group of this study, which was carried out with an didactical engineering approach, consists of 27 first-year students from the Department of Science Education. In the study, achievement test and Know-Want-Learn-Remember forms developed by the researchers were used as data collection tools. The achievement test was applied to the students in the form of pre, post and delayed application, and the academic success of the students on the subject was calculated. The data from the Know-Want-Learn-Remember form were analyzed by content analysis. It was found that there was a statistically significant difference between the academic achievement scores obtained in the pre, post and delayed applications of the achievement test. In the findings obtained from the Know-Want-Learn-Remember form, the students stated that they had the opportunity to learn the subjects they wanted to learn. In addition, it has been determined that the use of this strategy in the teaching process increases their academic achievement. Based on this result, it is recommended that the KWL and/or KWLR forms be used in the teaching process in order for the student to follow their own knowledge construction process and manage this process effectively.