The Effects of Cooperative Learning on Attitude and Achievement
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Dosyalar
Tarih
2015
Yazarlar
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, işbirlikli öğrenme yönteminin öğrencilerin fen ve teknoloji dersine yönelik tutumlarına ve akademik başarılarına etkisi incelenmiştir. Araştırmanın çalışma grubunu, Edirne ili Anafartalar İlköğretim Okulu'ndaki 748. sınıf öğrencisi oluşturmaktadır. Kontrol ve deney grubu olarak seçilen öğrencilere araştırmacılar tarafından hazırlanan etkinlikler yaptırılmış ve anketler uygulanmıştır. "Genetik" ve "Canlılarda Üreme ve Gelişme" ünitelerindeki dersler; kontrol grubunda geleneksel yöntemle, deney grubunda ise işbirlikli öğrenme yönteminin Birleştirme, Akademik Çelişki, Birlikte Soralım Birlikte Öğrenelim, Takım-Oyun-Turnuva ve Takım Destekli Bireyselleştirme teknikleri ile işlenmiştir. Uygulamaların öncesi ve sonrasında her iki gruba da Fen Bilgisi Başarı Testi ve Fen Bilgisi Tutum Ölçeği uygulanmıştır. Elde edilen verilere göre deney grubunda başarı, kontrol grubuna göre .05 manidarlık düzeyinde anlamlı miktarda artmıştır. 4 ay süren uygulamalar sonunda her iki grupta da Fen ve Teknoloji dersine yönelik tutum puanlarında anlamlı değişim gözlenmemiştir.
The aim of this study is to analyze the effects of cooperative learning on students' science attitude and achievement. Sampling group of the survey consists of 74 students studying in 8th grade in primary school. This study has a pretest-posttest control group research design. Science success tests and science attitude scale were used as a data collection tool. Jigsaw, academic controversy, ask and learn together, team-game-tournament, team assisted individualization which are cooperative learning's techniques were applied to the experimental group. The conventional method was applied to control group. The study was carried out 4 months. The result of this study showed that cooperative learning's techniques which were used increased students' science achievement. On the other hand, no change in terms of attitude has been seen in any group at the end of the applications lasting about four months. It's thought that it resulted from the fact that applications of this isn't enough long to influence attitude and students' attitude levels are also high enough
The aim of this study is to analyze the effects of cooperative learning on students' science attitude and achievement. Sampling group of the survey consists of 74 students studying in 8th grade in primary school. This study has a pretest-posttest control group research design. Science success tests and science attitude scale were used as a data collection tool. Jigsaw, academic controversy, ask and learn together, team-game-tournament, team assisted individualization which are cooperative learning's techniques were applied to the experimental group. The conventional method was applied to control group. The study was carried out 4 months. The result of this study showed that cooperative learning's techniques which were used increased students' science achievement. On the other hand, no change in terms of attitude has been seen in any group at the end of the applications lasting about four months. It's thought that it resulted from the fact that applications of this isn't enough long to influence attitude and students' attitude levels are also high enough
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları
Kaynak
Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
9
Sayı
1
