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Yansıtıcı Düşünme Etkinlikleriyle Desteklenen İşbirlikli Öğrenmenin Öğrencilerin Eleştirel Düşünme Becerileri Üzerine Etkisi

Year 2019, Volume: 19 Issue: 80, 89 - 112, 15.02.2019

Abstract

Problem Durumu: Dünya Ekonomik Forumu’nun bilgilendirmesinde
2020 yılında bireyin sahip olması gereken beceriler kapsamında işbirlikli
çalışma ve eleştirel düşünme becerisinin ön plana çıkacağı varsayılmaktadır.
Ayrıca, OECD izleme ve yansıtma becerisini işbirlikli problem çözme
yetkinlikleri ile birleştirmiştir. Dolayısıyla, son yıllarda, işbirlikli
öğrenme (İÖ) ve yansıtıcı düşünmenin (YD) birlikte ele alınan kavramlar olduğu
görülmektedir. Araştırmalarda, öğrencilerin İÖ ortamlarında yansıtmalar
yapmaları sonucunda, problem çözme, sorgulama, eski ve yeni bilgileri
ilişkilendirme, plan yapma, stratejiler geliştirme ve öz-düzenleme
becerilerinin geliştiği belirtilmektedir. Daha önce yapılan, İÖ ve YD
becerilerinin karşılıklı ilişkisini analiz eden araştırmalarda, İÖ ortamlarında
yansıtmanın önemi vurgulanırken, işbirlikli grup yapısı ayrıntılı
açıklanmamıştır. Bu araştırmalarda, yapılandırılmış İÖ teknikleri kullanımı ve
YD becerisini geliştirmeye yönelik farklı stratejilerin İÖ tekniklerine entegre
edilerek uygulanması göz ardı edilmiştir. Yurtdışında İÖ ve YD kavramlarını
birlikte ele alan çalışmalar yapılmasına rağmen Türkiye’de araştırmaların
oldukça sınırlı olduğu belirlenmiştir. Öğretim ortamlarında İÖ’nün YD
stratejileriyle desteklenmesi sonucu elde edilen çıktıların araştırılması
önemli görülmektedir. Türkiye’de yapılan araştırmalara bakıldığında matematik
eğitimi alanında İÖ, YD ve eleştirel düşünme kavramlarını inceleyen oldukça az
sayıda araştırma olduğu saptanmıştır. Mevcut araştırma, yapılandırılmış bir İÖ
tekniğinin kullanılması, İÖ ortamında farklı YD stratejilerin kullanımının
betimlenmesi ve stratejilerin uygulanması sürecinde kullanılan materyallerin
ayrıntılı sunulması, İÖ yapısına uygun YD stratejilerinin bütünleştirilmesi
açısından daha önce yapılan araştırmalardan farklılaşmaktadır. Dolayısıyla, bu
araştırmanın İÖ’nün etkililiği üzerine farklı bir bakış açısı sunacağı
düşünülmektedir.

Araştırmanın Amacı: Bu araştırmanın amacı,
matematik dersinde YD etkinlikleriyle desteklenen İÖ’nün yedinci sınıf öğrencilerinin
eleştirel düşünme becerileri üzerindeki etkisini incelemektir.

Yöntem: Araştırmada nicel araştırma yaklaşımlarından ön
test-son test kontrol gruplu yarı deneysel model uygulanmıştır. Bu araştırmada
bir deney ve bir kontrol grubu yer almaktadır. Deney grubunda YD
etkinlikleriyle desteklenen İÖ yöntemi uygulanmıştır. Mevcut araştırmada,
matematik eğitimi alanında sıklıkla kullanılan, öğrencileri düşünmeye,
tartışmaya ve sorgulamaya yönelten, problem çözme becerisini geliştirdiği
vurgulanan, İÖ ve grupla çalışma yapısına uygun olduğu görülen yazma, günlük
yazma, yansıtıcı diyalog, grup tartışması, öz-değerlendirme ve sesli düşünme
stratejileri kullanılmıştır. Bu doğrultuda YD etkinliklerini uygulama sürecinde
kullanılacak olan günlük, grup tartışma formu, yansıtıcı diyalog formu,
öz-değerlendirme formu materyalleri tasarlanmıştır. Kontrol grubuna ise özel
bir öğretim yöntemi uygulanmamış, mevcut matematik dersi öğretim programına
uygun bir matematik öğretimi gerçekleştirilmiştir.

Araştırma, 2016–2017 eğitim
öğretim yılında Türkiye’nin Doğu Anadolu bölgesinde yer alan bir ilde bulunan
bir ortaokulun yedinci sınıflarında öğrenim gören toplam 70 öğrenci ile
yürütülmüştür. Araştırmada veri toplama aracı olarak Cornell Koşullu Sorgulama
Testi-Form X (CCT-X) kullanılmıştır. Veriler çözümlenirken, veri türüne bağlı
olarak, bağımsız grup t-testi ve bağımlı grup t-testi kullanılmıştır. Grupların
son test puanları arasındaki farkı incelemek amacıyla tek faktörlü kovaryans
analizi (ANCOVA) uygulanmıştır.

Bulgular: Araştırmada, deney ve kontrol gruplarının CCT-X ön
test puanları arasında istatistiksel açıdan anlamlı bir farklılık olmadığı
görülmüştür [t
(68)= .02, p> .05]. Deney grubunun CCT-X son test
ortalamasının ön test ortalamasına göre yüksek olduğu belirlenmiştir. Deney
grubunun CCT-X ön ve son test puanları için yapılan bağımlı grup t-testi
analizi sonucunda istatistiksel olarak anlamlı bir farklılık olduğu
saptanmıştır [t
(35)= -6.05, p< .05]. Ancak, kontrol grubunun
CCT-X ön ve son test puanlarına yönelik uygulanan bağımlı grup t-testi sonucuna
göre istatistiksel açıdan anlamlı bir farklılık bulunamamıştır [t
(33)=
-1.44, p> .05]. Deney ve kontrol gruplarının CCT-X ön test puanları kontrol
edilirken, düzeltilmiş CCT-X son test ortalama puanları arasında anlamlı bir
farklılık tespit edilmiştir
. Bu farklılığın deney grubu lehine olduğu
belirlenmiştir.

Sonuç ve Öneriler: Araştırmada, deney ve kontrol grubundaki
öğrencilerin CCT-X ön test puan ortalamaları arasında istatistiksel olarak
anlamlı bir farklılık tespit edilmemiştir. Deneysel uygulamalar sonrasında,
deney grubunun CCT-X son test puan ortalamasının, ön test puan ortalamasına
göre anlamlı derecede yüksek olduğu sonucuna ulaşılmıştır. Ancak, kontrol
grubuna ait CCT-X ön test ve son test puan ortalamaları arasında anlamlı bir
farklılık tespit edilmemiştir. Araştırmada elde edilen diğer bir önemli bulgu
olarak, deney ve kontrol gruplarının ön test puanları kontrol edilirken
düzeltilmiş CCT-X son test ortalama puanları arasında anlamlı bir farklılık
bulunmuştur [F
(1,67)= 19.77, p< .05]. Bu farklılığın deney grubu
lehine olduğu belirlenmiştir. Bu bulguya dayanarak, YD etkinlikleriyle
desteklenen İÖ’nün öğrencilerin eleştirel düşünme becerileri üzerinde pozitif
etkisinin olduğu söylenebilir.













Bu araştırmada, YD
stratejilerinin yapılandırılmış İÖ ortamında, bütünleştirilerek kullanılması
araştırmanın güçlü yönlerinden biri olarak görülebilir. Yapılacak
araştırmalarda, İÖ ortamlarında farklı YD stratejileri karşılaştırılarak
eleştirel düşünme becerileri üzerindeki etkileri incelenebilir, avantaj ve
dezavantajları irdelenebilir. YD etkinlikleri İÖ’nün desteklenmesi ve eleştirel
düşünme becerilerinin geliştirilmesi için faydalı bir araç olarak
kullanılabilir. İÖ sürecinde kullanılan YD stratejilerinin ve materyallerin
konudan bağımsız uygulanabilirliği araştırmanın güçlü yönlerinden bir diğeri
olarak görülmektedir. YD etkinlikleriyle desteklenen İÖ kullanılarak farklı
konu alanlarında ve farklı sınıf düzeylerinde deneysel araştırmalar
yapılabilir. Yapılacak araştırmalarda, farklı İÖ tekniklerinin YD
etkinlikleriyle desteklenmesinin akademik başarı, öz-düzenleme, üstbilişsel
beceri ve tutum gibi değişkenler üzerindeki etkisi araştırılabilir. Sınıf
ortamında öğrenci etkileşim süreçleri nitel araştırmalarla ayrıntılı olarak incelenebilir.
Ayrıca, sınıfların fiziksel yapısının öğretmenlere metodolojik yaklaşımları
kolaylıkla uygulayacakları şekilde düzenlenmesi önerilmektedir.

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Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills

Year 2019, Volume: 19 Issue: 80, 89 - 112, 15.02.2019

Abstract

Purpose: It is assumed that cooperative work and critical thinking skills will come into prominence in 2020. In this context, the aim of this study is to examine the effect of cooperative learning supported by reflective thinking activities on seventh grade students' critical thinking skills during mathematics course.

Method:
In this study, a quasi-experimental model with pretest-posttest control group was applied. In the experimental group, cooperative learning method supported by reflective thinking activities was applied. In the control group, mathematics teaching was carried out in accordance with the curriculum of the mathematics course. The study group was composed of 70 seventh grade students. 
Cornell Critical Thinking Test, Level X was used as the data collection tool. Dependent and independent samples t-tests were used in data analysis, and ANCOVA was applied to determine the difference between the post-tests scores of the groups.

Findings:
In the study, when the pre-test scores of the experimental and control groups were checked, a significant difference was found between the corrected CCT-X post-test mean scores. This difference was found to be in favor of the experimental group. Based on this finding, cooperative learning supported by reflective thinking activities can be said to have a positive effect on students' critical thinking skills.

Implications for Research and Practice:
In future research, the effects of different reflective thinking strategies on critical thinking skills can be examined in cooperative learning environment, and their advantages and disadvantages can be discussed. Student’s critical thinking skills can be analyzed by qualitative methods.

References

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There are 70 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Fatma Erdogan

Publication Date February 15, 2019
Published in Issue Year 2019 Volume: 19 Issue: 80

Cite

APA Erdogan, F. (2019). Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills. Eurasian Journal of Educational Research, 19(80), 89-112.
AMA Erdogan F. Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills. Eurasian Journal of Educational Research. February 2019;19(80):89-112.
Chicago Erdogan, Fatma. “Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills”. Eurasian Journal of Educational Research 19, no. 80 (February 2019): 89-112.
EndNote Erdogan F (February 1, 2019) Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills. Eurasian Journal of Educational Research 19 80 89–112.
IEEE F. Erdogan, “Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills”, Eurasian Journal of Educational Research, vol. 19, no. 80, pp. 89–112, 2019.
ISNAD Erdogan, Fatma. “Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills”. Eurasian Journal of Educational Research 19/80 (February 2019), 89-112.
JAMA Erdogan F. Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills. Eurasian Journal of Educational Research. 2019;19:89–112.
MLA Erdogan, Fatma. “Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills”. Eurasian Journal of Educational Research, vol. 19, no. 80, 2019, pp. 89-112.
Vancouver Erdogan F. Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills. Eurasian Journal of Educational Research. 2019;19(80):89-112.