Türkiye Cumhuriyeti İnkılap Tarihi ve Atatürkçülük dersinde işbirlikli öğrenme yönteminin erişiye kalıcılığa ve derse karşı tutuma etkisi
Küçük Resim Yok
Tarih
2013
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
Bolu Abant İzzet Baysal Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
İlköğretim 8. sınıf Türkiye Cumhuriyeti İnkılap Tarihi ve Atatürkçülük dersi ?Çağdaş Türkiye Yolunda Adımlar? ünitesinde işbirlikli öğrenme yönteminin (öğrenci takımları başarı bölümleri tekniği) erişiye, kalıcılığa, derse karşı tutuma etkisini belirlemek bu araştırmanın amacıdır. Çalışma, 2012?2013 eğitim-öğretim yılında, Afyonkarahisar ilinde bulunan MEB?e bağlı bir ilköğretim okulunda öğrenim gören toplam 54 öğrenci ile gerçekleştirilmiştir. Araştırmada, öntest?sontest kontrol gruplu deneysel desen kullanılmıştır. 8. sınıfların biri deney grubu, diğeri ise kontrol grubu olarak belirlenmiştir. Deney grubunda 29, kontrol grubunda 25 öğrenci bulunmaktadır. Deney grubunda dersler işbirlikli öğrenme yöntemi ile kontrol grubunda ise geleneksel öğretim yöntemiyle yürütülmüştür. Araştırmada veri toplama aracı olarak, Türkiye Cumhuriyeti İnkılap Tarihi ve Atatürkçülük dersi Akademik Başarı Testi ve Türkiye Cumhuriyeti İnkılap Tarihi ve Atatürkçülük dersi Tutum Ölçeği kullanılmıştır. Elde edilen veriler SPSS 18.00 paket programı ile analiz edilmiştir. Araştırma sonucunda; her iki grupta akademik başarı açısından uygulama süresince kendi içinde gelişme gösterirken, grupların sontest puanları karşılaştırıldığında işbirlikli öğrenme yönteminin, öğrencilerin ders başarısını artırmada geleneksel öğretim yöntemine göre daha etkili olduğu görülmüştür. İşbirlikli öğrenme yöntemiyle ders işleyen öğrencilerin öğrendikleri bilgilerin kalıcılığı, geleneksel yöntemle ders işleyen öğrencilere göre daha etkili olmuştur. Ayrıca işbirlikli öğrenme yönteminin uygulandığı deney grubu öntest-sontest tutum puanlarına bakıldığında öğrencilerin derse karşı olan tutumları olumlu yönde artmıştır. Geleneksel öğretim yönteminin uygulandığı kontrol grubu öntest-sontest tutum puanlarına bakıldığında, öğrencilerin derse karşı tutumlarında herhangi bir değişiklik meydana gelmediği görülmüştür. İki grubun sontest tutum puanları karşılaştırıldığında ise anlamlı düzeyde bir farklılık olmadığı görülmektedir. Anahtar Kelimeler: İşbirlikli Öğrenme Yöntemi, Geleneksel Öğretim Yöntemi, Öğrenci Takımları Başarı Bölümleri Tekniği, Erişi, Tutum.
This study aims to determine the effect of cooperative learning approach (the technique of student teams- achievement divisions) in the ?Towards Modern Turkey? unit on the attitudes towards achievement, retention and the lesson at the 8th grade elementary school course of Turkish Republic Revolution History and Atatürk?s Principles. The study group was comprised of 54 students who were enrolled at an elementary school of Ministry of Education located in Afyonkarahisar Province in 2012-2013 academic years. In the study, pre- and post-test control group design was used. One of the 8th grades was chosen as experiment group and the other as control group. There were 29 and 25 students in the experiment and control groups respectively. In the experiment group, the courses were taught through cooperative learning approach, and traditional teaching method was followed in the control group. To collect the data, the Academic Achievement Test for the course of Turkish Republic Revolution History and Atatürk?s Principles, and the Attitude Scale of for the course of Turkish Republic Revolution History and Atatürk?s Principles were used. The data were analyzed with the help of SPSS 18.00 package program. According to the results of the study, both groups showed a significant development throughout the experiment; however, cooperative learning approach was more effective than the traditional teaching method based on the comparison of the scores in the post-tests of the groups. The retention of the students who were taught with cooperative learning approach was better than the retention of the students who were taught with traditional teaching method. Furthermore, in the experimental group, student attitudes changed positively based on the pre- and post-test scores of the attitude scale. In the control group which traditional teaching method was applied, any significant difference could not be found in their attitude scores based on the pre- and post-tests. When the scores of post-tests were compared of both groups, a significant difference could not be found. Keywords: Cooperative Learning Approach, Traditional Teaching Method, Techniqueof Student Teams- Success Divisions, Retention, Attitude.
This study aims to determine the effect of cooperative learning approach (the technique of student teams- achievement divisions) in the ?Towards Modern Turkey? unit on the attitudes towards achievement, retention and the lesson at the 8th grade elementary school course of Turkish Republic Revolution History and Atatürk?s Principles. The study group was comprised of 54 students who were enrolled at an elementary school of Ministry of Education located in Afyonkarahisar Province in 2012-2013 academic years. In the study, pre- and post-test control group design was used. One of the 8th grades was chosen as experiment group and the other as control group. There were 29 and 25 students in the experiment and control groups respectively. In the experiment group, the courses were taught through cooperative learning approach, and traditional teaching method was followed in the control group. To collect the data, the Academic Achievement Test for the course of Turkish Republic Revolution History and Atatürk?s Principles, and the Attitude Scale of for the course of Turkish Republic Revolution History and Atatürk?s Principles were used. The data were analyzed with the help of SPSS 18.00 package program. According to the results of the study, both groups showed a significant development throughout the experiment; however, cooperative learning approach was more effective than the traditional teaching method based on the comparison of the scores in the post-tests of the groups. The retention of the students who were taught with cooperative learning approach was better than the retention of the students who were taught with traditional teaching method. Furthermore, in the experimental group, student attitudes changed positively based on the pre- and post-test scores of the attitude scale. In the control group which traditional teaching method was applied, any significant difference could not be found in their attitude scores based on the pre- and post-tests. When the scores of post-tests were compared of both groups, a significant difference could not be found. Keywords: Cooperative Learning Approach, Traditional Teaching Method, Techniqueof Student Teams- Success Divisions, Retention, Attitude.
Açıklama
Eğitim Bilimleri Enstitüsü, İlköğretim Sosyal Bilgiler Öğretmenliği Ana Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
