Çevrim İçi İş Birlikli Öğrenmenin Bilimsel Muhakeme Becerileri ve Motivasyona Etkisi

Abstract

COVID-19 salgını tüm dünyada yayıldığı sırada, Türkiye genelindeki tüm üniversiteler acil bir önlem olarak uzaktan eğitime geçmiştir. Pandeminin sona erdiği belirtilse de çevrim içi öğretim uygulamaları yükseköğretimde hâlâ varlığını sürdürmektedir. Pandeminin olağandışı koşullarında gerçekleştirilmiş olan bu çalışmanın amacı, çevrim içi iş birlikli öğrenmenin fen bilimleri öğretmen adaylarının bilimsel muhakeme becerileri ve motivasyonlarına etkisini incelemektir. Eşitlenmemiş kontrol gruplu deneysel desenle yürütülen araştırmaya deney grubundan 28 ve kontrol grubundan 26 olmak üzere toplam 54 fen bilimleri öğretmen adayı katılmıştır. Fen Öğretimi II dersinde gerçekleştirilen çalışmada deney grubu öğrencilerine çevrim içi ortamda iş birlikli öğrenme yöntemiyle öğretim yapılırken, kontrol grubuna çevrim içi ortamda büyük grup tartışması uygulanmıştır. Araştırmanın verileri ön test ve son test olarak uygulanan Lawson Mantıksal Düşünme Testi (LMDT) ve Öğrenmede Güdüsel Stratejiler Ölçeği (ÖGSÖ) kullanılarak toplanmıştır. Araştırma bulgularına göre çevrim içi iş birlikli öğrenme tüm-sınıf tartışmasına kıyasla fen öğretmen adaylarının bilimsel muhakeme becerilerini ve motivasyonlarını arttırmıştır. Sonuç olarak, çevrim içi iş birlikli öğrenmenin, COVID-19 pandemisinin etkisiyle daha da yaygınlaşan çevrim içi öğretimi daha nitelikli hâle getirmede, öğretmen adaylarının eğitiminde etkili bir yöntem olduğu düşünülmektedir.

Keywords

• Çevrimiçi İşbirlikli Öğrenme
• Bilimsel Muhakeme Becerileri
• Motivasyon
• Fen Bilgisi Öğretmen Adayları

The Impact of Online Cooperative Learning on Scientific Reasoning Skills and Motivation

Abstract

During the COVID-19 pandemic, all universities across Turkey transitioned to remote education as an urgent measure. Despite indications that the pandemic has subsided, online teaching practices continue to prevail in higher education. Accordingly, the purpose of this study, conducted under extraordinary circumstances of the pandemic, is to examine the impact of online cooperative learning on the scientific reasoning skills and motivation of pre-service science teachers. A total of 54 students participated in the study, with 28 from the experimental group and 26 from the control group, following a non-equivalent control group design. The experimental group received instruction using the online cooperative learning, while the control group participated in large group discussions in an online environment in the context of a science teaching methods course. Data for the research were collected through pre-test and post-test administrations of the Lawson’s Classroom Test of Scientific Reasoning (LCTSR) and the Motivated Strategies for Learning Questionnaire (MSLQ). According to the results, compared to whole-class discussions, online cooperative learning increased pre-service science teachers’ scientific reasoning skills and motivation. In conclusion, online cooperative learning is considered an effective method for enhancing the pre-service science teachers’ education, contributing to the further improvement of online teaching, which has become even more widespread due to the impact of the COVID-19 pandemic.

Keywords

• Online Cooperative Learning
• Scientific Reasonnig Skills
• Motivation
• Pre-Service Science Teachers

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