eku Journal of Theory and Practice in Education 1304-9496 Çanakkale Onsekiz Mart University PROBLEM ÇÖZME VE İŞBİRLİKÇİ ÖĞRENME STRATEJİLERİNİN İLKÖĞRETİM SON SINIF ÖĞRENCİLERİNİN FİZİK BAŞARISI ÜZERİNE ETKİLERİ Adeoye Femi Adetunji 01 14 2013 6 2 235 266 12 19 2012 Copyright © 2005, Journal of Theory and Practice in Education 2005 Journal of Theory and Practice in Education

Bu çalışma, problem çözme ve işbirlikçi öğrenme stratejilerinin ilköğretim ikinci kademe son sınıf (İİSS) öğrencilerinin Fizik'teki başarısına etkilerini araştırmaktadır. Çalışma, ön-test, son-test ve kontrol grubundaki 3x2 faktöriyel deseniyle temsil edilen yarı deneysel bir araştırma desenini kullanmıştır. 78 erkek ve 63 bayandan oluşan 141 Fizik öğrencisini seçmek için çok aşamalı bir örneklem tekniği kullanıldı. 0.75 güvenilirlik katsayısı olan geçerli bir Fizik Başarı Testi (FBT)  uygulanmıştır. Ayrıca, sırasıyla 0.82, 0.79 ve 0.76 güvenilirlik değerlerine sahip Problem-çözme Stratejisiyle ilgili Yönergesel Paketler (PSYP), İşbirlikçi Öğrenme Stratejisi (İÖS) ve Geleneksel Yöntem (GY) adında üç geçerli yönerge materyali kullanılmıştır. Deney grubu I ve II üzerinde PS ve İÖS uygulanırken, kontrol grubunda GY kullanılmıştır. Beş haftalık çalışmanın bir haftasında araştırma görevlilerinin ve katılımcı öğretmenlerin eğitimi sürerken, diğer dört haftada da iyileştirme toplantısı yapıldı. Toplanan veriler ANCOVA kullanılarak analiz edildi. Çalışma için üretilen üç araştırma sorusuna cevaplar bulundu. Sonuçlara göre başarı sıralamasında Problem çözme Stratejisinin (PS)  uygulandığı öğrencilerin takip ettiği İşbirlikçi öğrenme stratejisinin uygulandığı öğrencilerde daha yüksek başarının görülmesi ilköğretim ikinci kademe son sınıf öğrencileri (İİSS) arasında Fizik başarısı açısından önemli bir tedavi etkisinin olduğunu ortaya koymaktadır. Çalışma erkeklerin lehine bir cinsiyet faktörünün ve tedaviyle cinsiyet arasındaki etkileşimin fizik başarısına önemli etkisinin olduğunu da göstermektedir. Araştırma İşbirlikçi Öğrenme Stratejisinin (İÖS) öğretme/öğrenme sürecinde Fizik öğretmenleri tarafından kullanılmaya teşvik edilmesi gerektiği sonucuna varmıştır. Bu sonuca bağlı olarak, son sınıf ilköğretim seviyesindeki uygulama yapan Fizik öğretmenlerinin İÖS'yi kullanmaları tavsiye edilmiştir.

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