Exhibiting a Workshop for Science Teachers on Cooperative Learning Model and Its Outcome
Year 2018,
, 81 - 85, 16.12.2018
Adem Akkuş
,
Kemal Doymuş
Abstract
Aim
of this study is to determine the effect of workshop on cooperative learning
model exhibited to science teachers who participated in the workshop. For the aim of study a 36 hour workshop on
cooperative learning model and its application exhibited to science teachers
who are currently in-service training.
After workshop different scales are applied to 51 science teachers.
Purpose of the scales is to reveal the effectiveness of the workshop. Study
results revealed that workshop is helpful to science teachers whose skills
increased on the cooperative learning model by workshop. For that reason it is concluded that
practical training is helpful to science teachers.
References
- Abdullah, S., & Shariff, A. (2008). The effects of inquiry-based computer simulation with cooperative learning on scientific thinking and conceptual understanding of gas laws. Eurasia Journal of Mathematics, Science & Technology Education, 4 (4), 387-398.
- Acat, M.B., Anılan, H., & Anagun, S.S. (2010). The problems encountered in designing constructivist learning environments in science education and practical suggestions. The Turkish Online Journal of Educational Technology, 9 (2), 212-220.
- Artut, P.D., & Tarim, K. (2007). The Effectiveness of Jigsaw II on prospective elementary school teachers. Asia-Pacific Journal of Teacher Education, 35 (2), 129-141.
- Bayrakçeken, S., Doymuş, K., Doğan, A., Akar, S., & Dikel, S. (2012). Fen ve Teknoloji Öğretmenlerinin İşbirlikli Öğrenme Modeli Uygulama Düzeyleri. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 14 (1), 127-144.
- Bear, G.G., Gaskins, C., Blank, J., & Chen, F.F. (2011). Delaware School Climate Survey-Student: Its factor structure, concurrent validity, and reliability. Journal of School Psychology, 49, 157-174.
- Byrd, D. (2012). Social Studies Education as a Moral Activity: Teaching towards a just society. Educational Philosophy and Theory, 44 (10), 1073-1079.
- Cho, H., Glewwe, P., & Whitler, M. (2012). Do reductions in class size raise students’ test scores? Evidence from population variation in Minnesota’s elementary schools. Economics of Education Review, 31, 77-95.
- Demirtaş, Z. (2010). Okul Kültürü ile Öğrenci Başarısı Arasındaki İlişki. Eğitim ve Bilim, 35 (158), 3-13.
- Dikel, S. (2012). Fen ve Teknoloji Öğretmenlerinin İşbirlikli Öğrenme Modeli Hakkında Bilgilendirilmesi, Bu Yöntemi Sınıfta Uygulamaları ve Elde Edilen Sonuçların Değerlendirilmesi: Erzurum İl Örneği. Yüksek Lisans Tezi. Erzurum: Atatürk Üniversitesi.
- Doymuş, K. (2007). Effects of a cooperative learning strategy on teaching and learning phases of matter and one-component phase diagrams. Chemical Education Research, 84 (11), 1857-1860.
- Doymuş, K., & Koç, Y. (2012). Fen ve teknoloji öğretmenlerinin işbirlikli öğrenme modelini sınıftaki uygulaması. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 19, 174-183.
- Feldman, A., & Pirog, K. (2011). Authentic science research in elementary school after-school science clubs. Journal of Science Education and Technology, 20, 494-507.
- Ferguson, R. (2011). Meaningful learning and creativity in virtual worlds. Thinking Skills and Creativity, 6, 169-178.
- Garderen, D.V., Hanuscin, D., & Lee, E. (2012). Quest: a collaborative professional development model to meet the needs of diverse learners in k-5 science. Psychology in the Schools, 49 (5), 429-443.
- Karasar, N. (2005). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayın Dağıtım
- Kuusisaari, H. (2013). Teachers’ collaborative learning – development of teaching in group discussions. Teachers and Teaching: Theory and Practice, 19 (1), 50 - 62.
- McMillan, J.H., & Schumacher, S. (2006). Research in Education: Evidence Based Inquiry.. Allyn and Bacon, Boston, MA.
- Thanh, P.T.H. (2011). An investigation of perceptions of Vietnamese teachers and students toward cooperative learning (CL). International Education Studies, 4 (1), 3-12.
- Uzun, N. (2012). A sample of active learning application in science education: the thema “cell” with educational games. Procedia-Social and Behavioral Sciences, 46, 2932-2936.
- Wang, C-H., Ke, Y-T., Wu, J-T., & Hsu, W-H. (2012). Collaborative Action Research on Technology Integration for Science Learning. Journal of Science Education and Technology, 21 (1), 125-132.
- Yörük, A., Boyraz, A., Akkuş, H., & Akkuş, A. (2012). Effect of Families on Students’ Achievement and Success on Science Courses. International Journal of Arts and Sciences, 5(1), 119-125.
Fen Bilimleri Öğretmenlerine İşbirlikli Öğrenme Modeli Çalıştayı Yapılması ve Çalıştayın Değerlendirilmesi
Year 2018,
, 81 - 85, 16.12.2018
Adem Akkuş
,
Kemal Doymuş
Abstract
Bu
araştırmanın amacı hizmet içi eğitim alan fen bilimleri öğretmenlerine
işbirlikli modeli üzerine bilgi verilip uygulama yapılması ve uygulamanın
değerlendirilmesidir. Bu amaç doğrultusunda hizmet içi eğitim alan 51 fen
bilimleri öğretmenine yönelik işbirlikli öğrenme modeli ve modelin uygulanması
üzerine 36 saatlik çalıştay düzenlenmiştir. Çalıştay sonunda öğretmenlere
çeşitli ölçekler uygulanmıştır. Uygulanan ölçeklerin amacı çalıştayın
etkililiğini açığa çıkarmaktır. Araştırma sonucunda çalıştayın fen bilimleri
öğretmenlerine faydalı olduğu ve öğretmenlerin işbirlikli modeli uygulama
becerilerinin arttığı anlaşılmıştır. Bu nedenle öğretmenlere yöntemleri
uygulamalı olarak yaptırmalarının faydalı olacağı sonucuna ulaşılmıştır.
References
- Abdullah, S., & Shariff, A. (2008). The effects of inquiry-based computer simulation with cooperative learning on scientific thinking and conceptual understanding of gas laws. Eurasia Journal of Mathematics, Science & Technology Education, 4 (4), 387-398.
- Acat, M.B., Anılan, H., & Anagun, S.S. (2010). The problems encountered in designing constructivist learning environments in science education and practical suggestions. The Turkish Online Journal of Educational Technology, 9 (2), 212-220.
- Artut, P.D., & Tarim, K. (2007). The Effectiveness of Jigsaw II on prospective elementary school teachers. Asia-Pacific Journal of Teacher Education, 35 (2), 129-141.
- Bayrakçeken, S., Doymuş, K., Doğan, A., Akar, S., & Dikel, S. (2012). Fen ve Teknoloji Öğretmenlerinin İşbirlikli Öğrenme Modeli Uygulama Düzeyleri. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 14 (1), 127-144.
- Bear, G.G., Gaskins, C., Blank, J., & Chen, F.F. (2011). Delaware School Climate Survey-Student: Its factor structure, concurrent validity, and reliability. Journal of School Psychology, 49, 157-174.
- Byrd, D. (2012). Social Studies Education as a Moral Activity: Teaching towards a just society. Educational Philosophy and Theory, 44 (10), 1073-1079.
- Cho, H., Glewwe, P., & Whitler, M. (2012). Do reductions in class size raise students’ test scores? Evidence from population variation in Minnesota’s elementary schools. Economics of Education Review, 31, 77-95.
- Demirtaş, Z. (2010). Okul Kültürü ile Öğrenci Başarısı Arasındaki İlişki. Eğitim ve Bilim, 35 (158), 3-13.
- Dikel, S. (2012). Fen ve Teknoloji Öğretmenlerinin İşbirlikli Öğrenme Modeli Hakkında Bilgilendirilmesi, Bu Yöntemi Sınıfta Uygulamaları ve Elde Edilen Sonuçların Değerlendirilmesi: Erzurum İl Örneği. Yüksek Lisans Tezi. Erzurum: Atatürk Üniversitesi.
- Doymuş, K. (2007). Effects of a cooperative learning strategy on teaching and learning phases of matter and one-component phase diagrams. Chemical Education Research, 84 (11), 1857-1860.
- Doymuş, K., & Koç, Y. (2012). Fen ve teknoloji öğretmenlerinin işbirlikli öğrenme modelini sınıftaki uygulaması. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 19, 174-183.
- Feldman, A., & Pirog, K. (2011). Authentic science research in elementary school after-school science clubs. Journal of Science Education and Technology, 20, 494-507.
- Ferguson, R. (2011). Meaningful learning and creativity in virtual worlds. Thinking Skills and Creativity, 6, 169-178.
- Garderen, D.V., Hanuscin, D., & Lee, E. (2012). Quest: a collaborative professional development model to meet the needs of diverse learners in k-5 science. Psychology in the Schools, 49 (5), 429-443.
- Karasar, N. (2005). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayın Dağıtım
- Kuusisaari, H. (2013). Teachers’ collaborative learning – development of teaching in group discussions. Teachers and Teaching: Theory and Practice, 19 (1), 50 - 62.
- McMillan, J.H., & Schumacher, S. (2006). Research in Education: Evidence Based Inquiry.. Allyn and Bacon, Boston, MA.
- Thanh, P.T.H. (2011). An investigation of perceptions of Vietnamese teachers and students toward cooperative learning (CL). International Education Studies, 4 (1), 3-12.
- Uzun, N. (2012). A sample of active learning application in science education: the thema “cell” with educational games. Procedia-Social and Behavioral Sciences, 46, 2932-2936.
- Wang, C-H., Ke, Y-T., Wu, J-T., & Hsu, W-H. (2012). Collaborative Action Research on Technology Integration for Science Learning. Journal of Science Education and Technology, 21 (1), 125-132.
- Yörük, A., Boyraz, A., Akkuş, H., & Akkuş, A. (2012). Effect of Families on Students’ Achievement and Success on Science Courses. International Journal of Arts and Sciences, 5(1), 119-125.