WEB TABANLI ASENKRON ÖĞRENME ORTAMINDA BİREYSEL VE İŞBİRLİKLİ PROBLEM TEMELLİ ÖĞRENMENİN ELEŞTİREL DÜŞÜNME BECERİLERİNE ETKİLERİ

Öz

Eşzamansız çevrimiçi araçlarla bireysel ve işbirlikli problem temelli öğrenmenin öğrencilerin eleştirel düşünmelerine etkilerini ortaya koymayı amaçlayan araştırmada sontest kontrol gruplu deneysel desen kullanılmıştır. Çalışma Gazi Üniversitesi Gazi Eğitim Fakültesi’nde okuyan 67 ikinci sınıf öğrencisinin katılımıyla gerçekleştirilmiştir. Araştırmada, deney grubu çevrimiçi öğrenme aracını işbirlikli olarak küçük gruplar halinde kullanırken, kontrol grubu işbirliği özellikleri çıkarılmış aynı yazılımı bireysel olarak kullanmıştır. Öğrencilerin eleştirel düşünme becerileri ile ilgili verileri toplamak için Bütüncül Eleştirel Düşünme Dereceleme Ölçeği Facione ve Facione, 1994 kullanılmıştır. Araştırmada elde edilen verilerin çözümlenmesinde aritmetik ortalama, standart sapma, tek faktörlü varyans analizi ANOVA ve basit korelasyon kullanılmıştır. Bulgular ve Sonuçlar: Web ortamında bireysel ve işbirlikli problem temelli öğrenmenin eleştirel düşünmeye etkisiyle ilgili ilişkisiz örneklemler için tek faktörlü varyans analiziyle one way ANOVA elde edilen bulgulara göre, öğrencilerin eleştirel düşünme becerilerini kullanma puanları arasında işbirlikli grup deney grubu lehine anlamlı bir fark olduğu görülmüştür.

Anahtar Kelimeler

• Eleştirel Düşünme Becerileri,Işbirlikli Öğrenme,Problem Temelli Öğrenme

THE EFFECTS OF INDIVIDUAL AND COLLABORATIVE PROBLEM-BASED LEARNING ON CRITICAL THINKING THROUGH A WEB BASED ASYNCHRONIZED LEARNING TOOL

Abstract

This research aims to investigate the effects of individual and collaborative problem-based learning on critical thinking through a web based asynchronized learning tool. The research, having the posttest-only equivalentgroups true experimental design, included 67 second year students studying in Gazi University Gazi Faculty of Education as sampling. While the experimental group students used learning tool collaboratively in small groups, control group students used the learning material tool, in which collaboration utilities were closed, individually. To collect data on the students’ critical thinking, Holistic Critical Thinking Scoring Rubric was used. The analysis, done using one way ANOVA, showed that there was a meaningful difference between the individual and collaborative students critical thinking posttest points in the favor of collaborative students

Keywords

• Critical Thinking, Collaborative Learning, Problem Based Learning

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