İşbirlikli Öğrenme Jigsaw Tekniği İle Yapılan Laboratuar Etkinliklerinin İlköğretim Öğrencilerinin Yaşamımızdaki Elektrik Ünitesindeki Başarılarına Etkisi
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2018
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Öz:Bu araştırmanın temel amacı, işbirlikli öğrenme jigsaw tekniği ile yapılan laboratuar etkinliklerinin ilköğretim yedinci sınıf öğrencilerinin yaşamımızdaki elektrik ünitesindeki başarılarına ve bilgilerin kalıcılığına etkisini tespit etmektir. Bununla birlikte öğrencilerin işbirlikli öğrenme Jigsaw tekniği ile yapılan laboratuar etkinliklerine ilişkin görüşleri belirlenmeye çalışılmıştır. Çalışmanın örneklemi bir devlet ortaokulunun iki 7. sınıfında öğrenim gören 50 öğrenciden oluşmaktadır. Araştırma deneysel desenlerden ön-test son-test kontrol gruplu desene göre yürütülmüştür. Araştırmaya katılan iki sınıftaki öğrencilerden biri işbirlikli öğrenme jigsaw tekniğinin uygulandığı deney grubuna, diğeri ise geleneksel öğretim yönteminin uygulandığı kontrol grubu olarak belirlenmiştir. Çalışma sürecinde deney ve kontrol gruplarına akademik başarı testi ön-test, son-test ve kalıcılık testi olarak uygulanmıştır. Ek olarak sadece deney grubu öğrencilerine Jigsaw görüş ölçeği (JGÖ) uygulanmıştır. Elde edilen verilere ait tanımlayıcı istatistikler hesaplanmış ve nicel verilerin karşılaştırılmasında bağımsız gruplar t-testi kullanılmıştır. Sadece öğretim sonunda deney grubuna uygulanan JGÖ’den elde edilen verilere ait frekans ve yüzde değerleri hesaplanarak değerlendirme yapılmıştır. Bu araştırmanın sonuçları, uygulamadan önce araştırma gruplarının yaşamımızdaki elektrik ünitesindeki konulara ilişkin ön bilgi düzeylerinin benzer olduğunu göstermiştir. Deneysel uygulama sonucunda elde edilen bulgulardan işbirlikli öğrenme jigsaw tekniği ile yapılan öğretim geleneksel öğrenme yöntemine göre öğrencilerin yaşamımızdaki elektrik ünitesindeki akademik başarılarını artırmada ve bilgilerin kalıcılığını sağlamada daha etkili olduğu sonuçlarına ulaşılmıştır. Bununla birlikte İşbirlikli öğrenme yöntemi jigsaw tekniğinin uygulandığı deney grubundaki uygulamalara katılan öğrencilerin yapılan uygulamaya ilişkin olumlu görüşlere sahip oldukları tespit edilmiştir. Araştırmadan elde edilen sonuçlara göre, jigsaw tekniğinin fen bilimleri dersinin farklı konularında uzun süreli uygulamalarının yapılarak öğrencilerin akademik başarıları yanında duyuşsal özelliklerinin gelişimine de katkı sağlanabileceği önerilmiştir.
Abstract:The main aim of the current study is to determine the effects of laboratory activities through cooperative learning jigsaw technique on the achievements of primary school seventh grade learners at the unit of ‘The Electricity in Our Lives’. Moreover, the effects of laboratory activities through cooperative learning jigsaw technique and the traditional teaching methods on the retention of the knowledge were investigated. It was also targeted to find out the opinions of learners regarding the laboratory activities carried out via the cooperative learning Jigsaw technique. The sampling of the study consisted of 50 students attending 7th grade of a state lower secondary school. Pre-test post-test control group design out of experimental research designs was used for the study. One of the classes was assigned as the experimental group which practiced the cooperative learning jigsaw technique, and the other class practicing the traditional teaching method was determined as the control group. Throughout the procedure, academic achievement test was administered to the experimental and control groups as a pre-post and retention test. Jigsaw opinion questionnaire (JOQ) was also used for the students in the experimental group. Descriptive statistics of the relevant data were computed, and independent samples ttest was used to compare the quantitative data. Frequencies and percentages of the findings of the JOQ administered to the experimental group were computed and evaluated. The findings of the study revealed that prior knowledge of the research groups about the contents in the unit of the electricity in our lives was similar to each other before the treatment. It was also found that teaching through cooperative learning jigsaw technique was more effective than traditional teaching methods in enhancing the student achievement in the unit of the electricity in our lives and ensuring the retention of the knowledge. Also, the students participating in the treatment with the cooperative learning jigsaw technique had positive opinions about the treatment procedure. According to the findings of the study, it was suggested that using jigsaw technique at different subjects of science courses in a long-term process would contribute to the students’ development of affective characteristics along with the academic achievements.
Abstract:The main aim of the current study is to determine the effects of laboratory activities through cooperative learning jigsaw technique on the achievements of primary school seventh grade learners at the unit of ‘The Electricity in Our Lives’. Moreover, the effects of laboratory activities through cooperative learning jigsaw technique and the traditional teaching methods on the retention of the knowledge were investigated. It was also targeted to find out the opinions of learners regarding the laboratory activities carried out via the cooperative learning Jigsaw technique. The sampling of the study consisted of 50 students attending 7th grade of a state lower secondary school. Pre-test post-test control group design out of experimental research designs was used for the study. One of the classes was assigned as the experimental group which practiced the cooperative learning jigsaw technique, and the other class practicing the traditional teaching method was determined as the control group. Throughout the procedure, academic achievement test was administered to the experimental and control groups as a pre-post and retention test. Jigsaw opinion questionnaire (JOQ) was also used for the students in the experimental group. Descriptive statistics of the relevant data were computed, and independent samples ttest was used to compare the quantitative data. Frequencies and percentages of the findings of the JOQ administered to the experimental group were computed and evaluated. The findings of the study revealed that prior knowledge of the research groups about the contents in the unit of the electricity in our lives was similar to each other before the treatment. It was also found that teaching through cooperative learning jigsaw technique was more effective than traditional teaching methods in enhancing the student achievement in the unit of the electricity in our lives and ensuring the retention of the knowledge. Also, the students participating in the treatment with the cooperative learning jigsaw technique had positive opinions about the treatment procedure. According to the findings of the study, it was suggested that using jigsaw technique at different subjects of science courses in a long-term process would contribute to the students’ development of affective characteristics along with the academic achievements.
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İnönü Üniversitesi Eğitim Fakültesi Dergisi
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YILMAZ F,KARAÇÖP A (2018). İşbirlikli Öğrenme Jigsaw Tekniği İle Yapılan Laboratuar Etkinliklerinin İlköğretim Öğrencilerinin Yaşamımızdaki Elektrik Ünitesindeki Başarılarına Etkisi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 1 - 20. Doi: 10.17679/inuefd.291215
