İşbirlikli Öğrenmenin Sosyal, Duygusal ve Ahlaki Gelişim Üzerindeki Etkisi

Yıl 2022, , 966 - 979, 23.12.2022

Serhat Turan , Uğur Alemdar

https://doi.org/10.38021/asbid.1202078

Öz

İşbirlikli öğrenmenin etkisinin dürüstlük, kendini geliştirme, özdenetim ve toplum yanlısı davranış gibi alanlarda bütüncül bir bakış açısıyla ele alınmadığı görülmüş ve literatürdeki bu eksiklikten dolayı işbirlikli öğrenmenin etkisinin incelenmesi amaçlanmıştır. Araştırmaya ortaokul 7. sınıfta öğrenim gören 24'ü erkek, 24'ü kız toplam 48 öğrenci katılmıştır. Araştırmada kontrol gruplu ön test son test deneysel desen kullanılmıştır. Öğrenciler deney ve kontrol gruplarına ayrılmıştır. Deney grubuna 8 haftalık işbirlikli öğrenme modelinin tekniklerinden biri olan yapboz tekniği uygulanırken, kontrol grubuna doğrudan öğretim modeli uygulanmıştır. Ji ve diğerleri tarafından geliştirilen “Sosyal-Duygusal ve Ahlaki Gelişim Ölçeği”. Bozgün ve Baytemir tarafından Türkçe'ye uyarlanan, eğitim başlamadan önce ve eğitimden 8 hafta sonra her iki gruba da uygulanmıştır. Çalışmada "bağımsız t testi" ve "eşli örneklem t testi" kullanılmıştır. Araştırmada deney ve kontrol gruplarındaki boyutlar arasında deney başlangıcında anlamlı bir fark olmadığı gözlenmiştir. Ancak eğitim sonucunda; işbirlikli öğrenme modelinin kullanıldığı gruba, doğrudan öğretim modelinin uygulandığı gruba göre olumlu sosyal davranış, dürüstlük, kendini geliştirme, öz kontrol, okulda saygı ve okulda saygı puanlarının olduğu belirlenmiştir.

Anahtar Kelimeler

İşbirlikli Öğrenme, Sosyal Gelişim, Duygusal Gelişim, Ahlaki Gelişim, İşbirlikli Öğrenme, Sosyal Gelişim, Duygusal Gelişim, Ahlaki Gelişim, İşbirlikli Öğrenme, Sosyal Gelişim, Duygusal Gelişim, Ahlaki Gelişim

Is The Effect of Cooperative Learning on Social, Emotional and Moral Development?

Öz

It has been seen that the effect of cooperative learning is not handled with a holistic perspective in spaces such as honesty, self-development, self-control and prosocial behavior, and due to this deficiency in the literature, it is aimed to examine the effect of cooperative learning on social, emotional and moral development. A total of 48 students, 24 male and 24 female, studying in the 7th grade of secondary school participated in the study. In the study, pretest-posttest experimental design with control group is used. Students are divided into experimental and control groups. While the jigsaw technique, one of the techniques of the 8-week cooperative learning model, is applied to the experimental group, the direct instruction model is applied to the control group. “Social-Emotional and Moral Development Scale”, which is developed by Ji et al. and adapted into Turkish by Bozgün and Baytemir, is applied to both groups before the training started and 8 weeks after the training. "Independent t test" and "paired sample t test" are used in the study. In the study, it is observed that there is no meaningful difference between the dimensions in the experimental and control groups at the beginning of the experiment. However, as a result of the training; according to the group to which the cooperative learning model is used, the group to which the direct instruction model is applied, it is determined that the scores of prosocial behavior, honesty, self-development, self-control, respect at school and respect at home showed a statistically significant difference.

Anahtar Kelimeler

Cooperative Learning, Social Development, Emotional Development, Moral Development, İşbirlikli Öğrenme, Sosyal Gelişim, Duygusal Gelişim, Ahlaki Gelişim, İşbirlikli Öğrenme, Sosyal Gelişim, Duygusal Gelişim, Ahlaki Gelişim

Kaynakça

• Aksoy, G. (2006). İşbirlikçi öğrenme yönteminin genel kimya laboratuarı dersinde akademik başarıya, laboratuar malzemesi tanıma ve kullanma becerisine etkisi. Yayımlanmış Yüksek Lisans Tezi. Atatürk Üniversitesi, Fen Bilimleri Enstitüsü, Erzurum
• Arjanggi, R., & Setiowati, E. A. (2014). The effectiveness of student team-achievement division to increase self-regulated learning. in Proceedings of the 8th International Technology, Education and Development Conference (INTED), Valencia, 2379–2383.
• Arslan, A. (2011). The effect of jıgsaw ıv on gaıns, self effıcacy belıef and self-regulation skill. ZKU Journal of Social Sciences, 7(13), 369-385.
• Arslan, A., Zengin, R. (2016). The Effect of Cooperative Learning on Scientific and Social Skills. Adiyaman University Journal of Educational Sciences, 6(1), 23- 45.
• Barker, D. M., & Quennerstedt, M. (2017). Power and group work in physical education: A Foucauldian perspective. European Physical Education Review, 23(3), 339–353. doi:10.1177/1356336X15620716
• Barney, D., Pleban, F. T., Fullmer, M., Griffiths, R., Higginson, K., & Whaley, D. (2016). Appropriate or inappropriate practice: Exercise as punishment in physical education class. Physical Educator, 73(1), 59–73. doi:10.18666/TPE-2016-V73-I1-5952
• Baturay, M. H., & Toker, S. (2019). The Comparison of Trust in Virtual and Face-To-Face Collaborative Learning Teams. Turkish Online Journal of Distance Education, 20(3), 153-164. DOI: 10.17718/tojde.601929
• Bozgün, K., & Baytemir, K. (2019). Sosyal-duygusal ve ahlaki gelişim ölçeğinin Türkçeye uyarlanması: geçerlik ve güvenirlik çalışması. Electronic Turkish Studies, 14(1), 156-179
• Buzludağ, P. (2010). 6. Sınıf fen ve teknoloji dersi “canlılarda üreme, büyüme ve gelişme” ünitesinin işbirlikli öğrenmeyle (jigsaw tekniği) öğretiminin öğrenci başarısına etkisi. Yayınlanmış Yüksek Lisans Tezi. Fırat Üniversitesi, Fen Bilimleri Enstitüsü, Elazığ.
• Casey, A. (2014). Models-based practice: Great white hope or white elephant? Physical Education and Sport Pedagogy, 19(1), 18–34. doi:10.1080/17408989.2012.726977
• Casey, A. (2016). Models-based practice. In C. D. Ennis (Ed.), Routledge handbook of physical education pedagogies (pp. 54–67). London, UK: Routledge
• Clarke, J. (1994). Pieces of the puzzle: The jigsaw method. In S. Sharan (Ed.), The handbook of cooperative learning methods (pp. 34-50). Praeger Publishers.
• Christison, M.A. (1990). Cooperative learning in the EFL classroom. English Teaching Forum, 28.6-9
• Conway, R. N. F., & Gow, L. (1988). Mainstreaming Special Class Students with Mild Handicaps Through Group İnstruction [Abstract]. Remedial And Special Education (Rase), 9(5), 34-40
• Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., et al. (2003). Preschool emotional competence: pathway to social competence? Child Dev., 74(1), 238–256. Doi: 10.1111/1467-8624.00533.
• Deutsch M. (2006) Cooperation and competition. In: Deutsch M, Coleman PT, Marcus EC (eds) The Handbook of Conflict Resolution: Theory and Practice. San Francisco, CA: Jossey-Bass, pp.23–42.
• Dyson, B., Howley, D., & Wright, P.M. A. (2020). Scoping Review Critically Examining Research Connecting Social and Emotional Learning with Three Model-Based Practices in Physical Education: Have We Been Doing This All Along? Eur. Phys. Edu. Rev.
• Dyson, B., Rhodes, N., & Hastie, P. (2010). The ecology of cooperative learning in elementary physical education classes. Journal of Teaching in Physical Education, 29, 113–130
• Dyson, B., & Strachan, K. (2004). The ecology of cooperative learning in a high school physical education program. Waikato Journal of Education, 10, 117–139.
• Efklides, A. (2008). Metacognition: defining its facets and levels of functioning in relation to self-regulation and co-regulation. Eur. Psychol., 13, 277–287. Doi: 10.1027/1016-9040.13.4.277
• Gillies, R. (2008). The effects of cooperative learning on junior high school students’ behaviours, discourse and learning during a science-based learning activity. School Psychology International, 29, 328-347. Doi: 10.1177\0143034310396806
• Hagger, M. S., & Chatzisarantis, N. L. D. (2016). The trans-contextual model of autonomous motivation in education: conceptual and empirical issues and meta-analysis. Rev. Educ. Res. 86, 360–407. Doi: 10.3102/0034654315585005
• Järvelä, S., Järvenoja, H., & Veermans, M. (2008). Understanding the dynamics of motivation in socially shared learning. Int. J. Educ. Res., 47, 122–135. Doi: 10.1348/000709909X402811
• Jewett, A. E., & Bain, L. L. (1985). The curriculum process in physical education. Dubuque, IA: William. C. Brown
• Johnson, D., & Johnson, F. (2009). Joining together: Group theory and group skills. Upper Saddle River, NJ: Pearson.
• Johnson, D., & Johnson, R. (1990). Cooperative learning and achievement. In S. Sharan (Ed.), Cooperative learning: Theory and research (pp. 23-37). New York: Praeger.
• Joyce, B., & Weil, M. (1972). Models of teaching. London, UK: Prentice-Hall International.
• Ji, P., DuBois, D. L. & Flay, B. R. (2013). Social-Emotional and Character Development Scale. Journal of Research in Character Education, 9(2), 121-147.
• Kagan, S., & Kagan, M. (2009). Kagan cooperative learning. San Clemente, CA: Kagan.
• Koprowski., J.& Perigo,N.(2000). Cooperative learning as a tool to teach vertebrate anatomy. American Biology Teacher. April. pp. 282.
• Kirk, D. (2013). Educational value and models-based practice in physical education. Educational Philosophy and Theory, 45, 973–986. doi:10.1080/00131857.2013.785352
• Metzler, M. (2011). Instructional models for physical education (3rd ed.). Scottsdale, AZ: Holcomb Hathaway.
• Polvi, S., & Telama, R. (2000). The use of cooperative learning as a social enhancer in physical education. Scandinavian Journal of Educational Research, 44(1), 105–115. doi:10.1080/713696660
• Roseth, C., Johnson, D., & Johnson, R. (2008). Promoting early adolescents’ achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 134, 223-246. Doi: 10.1037\0033-2909.134.2.223
• Rubin, K. H., Bukowski, W. M., Parker, J. G. (2007). Peer interactions, relationships, and groups. In: Damon W, Lerner RM, Eisenberg N, editors. Handbook of child psychology.
• Sánchez-Hernández, N., Martos-García, D., Soler, S., & Flintoff, A. (2018). Challenging gender relations in physical education through cooperative learning and critical reflection. Sport, Education and Society, 23(8), 812–823. doi:10.1080/13573322.2018.1487836
• Senemoğlu, N. (1997). Gelişim öğrenme ve öğretim kuramından uygulamaya. Ankara: Spot Matbaacılık.
• Sevil, J., Abós, A., Aibar, A., Julián, J. J., & García-González, L. (2016). Gender and corporal expression activity in physical education: effect of an intervention on students’ motivational processes. Eur. Phys. Educ. Rev. 22, 372– 389. Doi: 10.1177/1356336X15613463
• Staples, D. S. & Webster, J. (2008). Exploring the effects of trust, task interdependence and virtualness on knowledge sharing in teams. Information Systems Journal, 18, 617–640.
• Şimşek, Ü. (2007). Çözeltiler ve kimyasal denge konularında uygulanan jigsaw ve birlikte öğrenme tekniklerinin öğrencilerin maddenin tanecikli yapıda öğrenmeleri ve akademik başarıları üzerine etkisi. Yayımlanmamış Doktora Tezi, Atatürk Üniversitesi Fen Bilimleri Enstitüsü, Erzurum.
• Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (Sixth edition). United States: Pearson Education.
• Ward, P., & Lee, M. (2005). Peer-assisted learning in physical education: A review of theory and research. Journal of Teaching in Physical Education, 24, 205–225.