İşbirlikli Öğrenme Yönteminin Bilimsel ve Sosyal Beceriler Üzerindeki Etkisi

Abstract

In this research, effects of Cooperative Learning Method (CLM) and traditional learning method on university students' scientific and social skills at science teaching laboratory applications course were examined. 99 students that study Department of Science Teacher at Education Faculty of Fırat University sampled this research. Experimental research design, including pre-test and post-test, was used in the study. The data of the research was collected using observation form and a semi-structured interview method. When analysing the data, arithmetic average, frequency and percentage were used. The interviews were recorded by a tape recorder and the observations were recorded by a video camera. Content analysis method was used in the analysis of the interviews. The results of the research has been found that cooperative learning have a positive impact on scientific and social skills.© 2016 AUJES. All rights reserved Keywords: Cooperative Learning, Science Teaching, Laboratuary Extended Abstract MethodologyThe objective of the study is to investigate whether there is a significant difference between laboratory activities conducted with learning together technique which is one of the cooperative learning techniques and those conducted with conventional instruction based on student behavior and social relationships. To this end, experimental design with pretestposttest control group was used in the study. Semi-structured interview and survey techniques were utilized for data collection. Study GroupStudy group consisted of 99 pre-service teachers that attended junior Science Teaching

A Different Perspective on Socioscientific Issues: Cooperative Learning Activities with Preservice Classroom Teachers

“…This is due to the fact that the jigsaw method encourages students to think more about issues and interact more with their classmates and enables them to express themselves better (Gürbüz, Çakmak & Derman, 2012). Overall, our results indicate that CLMs help students develop social skills, which has been reported by previous studies (Baleghizadeh, 2012;Waiganjo, Mwangi, Ngesa & Kirui, 2015;Arslan & Zengin, 2016).…”

Investigation of the relationship between gifted students' attitudes to collaborative learning and their perfectionist structure

“…The study on "The Effect of Cooperative Learning Method on Scientific and Social Skills" was conducted by Arslan and Zengin (2016). In the study, the traditional method and cooperative learning method were compared in order to observe the development of scientific and social skills in the science teaching laboratory course to university students consisting of a group of 99 students.…”

İşbirlikli Öğrenmenin Sosyal Bilgiler Öğretmen Adaylarının Mesleki Bilgi ve Becerilerine Etkisi

“…İşbirlikli öğrenme, öğrencilerin ortak bir amaç için birlikte çalıştıkları, etkileşim ve grup süreçlerini vurgulayan, her grup üyesinin kendi öğrenmesi ile birlikte diğer grup üyelerinin de öğrenmesinden sorumlu olduğu bir öğretim yöntemidir (Ruys, Van Keer ve Alterman, 2012, s. 350). Çeşitli araştırmalarda işbirlikli öğrenmenin öğrencilerin sorumluluk duygusunu (Arslan ve Zengin, 2016b;Er, 2017;Şimşek ve diğerleri, 2014) ve iletişimini geliştirdiği (Ocak ve Küçükilhan, 2014;Şimşek ve diğerleri, 2014), araştırma bilgi ve becerilerini artırdığı (Şimşek ve diğerleri, 2014) belirlenmiş, öğrencilerin grup çalışmalarını olumlu karşıladıkları görülmüştür (Arslan ve Zengin, 2016b;Ocak ve Küçükilhan, 2014).…”

“…Sosyal bilgilerde ve diğer alanlarda işbirlikli öğrenme üzerine gerçekleştirilen araştırmalar, bu yöntemlerin ilköğretim ve ortaöğretim düzeyindeki öğrencilerin başarısı (Aubrey-Martinez, 2016;Gholami, 2011;Giraud, 1997;Holliday, 1995;Johnson, Maruyama, Johnson, Nelson ve Skon, 1981;Mattingly ve VanSickle, 1991;Slagle, 2007), tutumu (Arslan ve Zengin, 2016a;Chung-Schickler, 1998;Hevedanlı ve Akbayın, 2006;Ifamuyiwa ve Akinsola, 2008), eleştirel düşünme (Gokhale, 1995) ve sosyal becerileri (Arslan ve Zengin, 2016b;Lavasani, Afzali, Borhanzadeh, Afzali ve Davoodi, 2011;Yılar ve Şimşek, 2016b) üzerinde etkili olduğunu göstermiştir. Üniversite düzeyinde yapılan çalışmalarda ise öğrencilerin öğrenmesi (Lin, 2010), performansı (Jiang, 2014), motivasyonu (Arslan ve Zengin, 2016b;Du, 2012), benlik saygısı (Du, 2012;Slagle, 2007) ve kişilerarası becerileri (Du, 2012) üzerinde olumlu bir etkiye sahip olduğu saptanmıştır. Diğer taraftan işbirlikli öğrenmenin öğretmen adaylarının özyeterlik düzeyini (Scharmann ve Hampton, 1995), eleştirel düşünme (Goyak, 2009) ile iletişim becerilerini (Prastyo, 2017;Sarıgöz, 2017) geliştirdiği de tespit edilmiştir.…”