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APPLICATION LEVELS IN THE CLASSROOM OF COOPERATIVE LEARNING MODEL OF PRIMARY AND SOCIAL STUDIES TEACHERS

Yıl 2013, Cilt: 8 Sayı: 2, 56 - 75, 01.06.2013

Ufuk Şimşek Yasemin Koç

Öz

The aim of this present study was to examine primary and social studies teachers’ views about levels practice of the cooperative learning model which active models. The sample of this study composed of 47 primary and social studies teacher. As the data collection instruments, cooperative learning model scale were used. Scale used in this study, consists of fourteen questions. The data obtained were evaluated measurement tool. According to the data obtained from the analyses, both primary and social studies teachers were lack of knowledge of in cooperative learning model applications.

Anahtar Kelimeler

Cooperative learning model Primary and social studies teachers Active learning

Kaynakça

  • Abrami, P. C., Poulsen, C. and Chambers, B. (2004). Teacher motivation to implement an educational innovation: Factors differentiating users and non-users of cooperative learning. Educational Psychology, 24, pp. 201-216.
  • Aksoy, G. ve Doymuş, K. (2011).Fen ve Teknoloji Dersi Uygulamalarında İşbirlikli Okuma-Yazma-Uygulama Tekniğinin Etkisi, Gazi Üniversitesi Eğitim Fakültesi Dergisi, 31(2), 43-59.
  • Almasi, J. (1995). The nature of fourth-graders’ sociocognitive conflicts in peerled and teacher-led discussions of literature. Reading Research Quarterly, 30, 314–51.
  • Aronson, E., and Patnoe, S. (1997). The jigsaw classroom. 2nd ed. New York: Longman
  • Avcıoğlu, H. (2012), The Effectiveness of Cooperative Learning and Drama Techniques in Acquisition of Social Skills by the Children with Intellectual Disabilities, EğitimveBilim-Education and Science, 37(1), 110-125.
  • Baird, J and White, R. (1984). Improving Learning Through Enhanced Metacognition: A Classroom Study, Paper Presented at The Annual Meeting of The American Educational Research Association, New Orleans, La.
  • Bean, J. (i 996). Engaging Ideas, The Professor’s Guide To Integrating Writing, Critical Thinking, and Active Learning in The Classroom, San Francisco, CA:Jossey-Bass.
  • Bolling, A. (1994). Using Group Journals to Improve Writing and Comprehension, Journal on Excellence in College Teaching, 5(1), 47-55.
  • Bourner, J., Hughes, M., & Bourner, T. (2001).First-Year Undergraduate Experiences of Group Project Work, Assessment and Evaluation in Higher Education, 26, 19-39.
  • Bowen, C.W. (2000). A Quantitative Literature Review of Cooperative Learning Effects on High School and College Chemistry Achievement, Journal of Chemical Education, 77(1), 116-119.
  • Brufee, K. (1993). Collaborative Learning: Higher Education, Interdependence and the Authority of Knowledge, Baltimore, Md: Johns Hopkins University Press.
  • Bukunola, A.J., & Idowu, O.D. (2012). Effectiveness of Cooperative Learning Strategies on Nigerian Junior Secondary Students’ Academic Achievement in Basic Science, British Journal of Education, Society & Behavioural Science 2 (3): 307-325.
  • Cooper, J., Prescoti, S., Cook, L., Smith, L., Mueck, R and Cuseo, 1. (1984). Cooperative Learning and College Instruction- Effective Use of Student Learning Teams, California State University Foundation Publication, 41-65.
  • Cross, P.K. &Ansgelo, T. (1988). Classroom Assessment Techniques: A Handbook For Faculty, San Francisco, CA: Josey-Bass
  • Çepni, S., Ayvacı, H., Ş., ve Bacanak, A. (2006). Fen Teknoloji Toplum (3.Baskı), 40-44-45, Trabzon: Celepler Matbaacılık.
  • Çubukçu, Z ve Gültekin, M. (2006). İlköğretimde Öğrencilere Kazandırılması Gereken Sosyal Beceriler, Bilig, 37, 155-174.
  • Doymus, K., Şimşek, U., Karaçöp, A & Ada, S. (2009). Effects of Two Cooperative Learning Strategies on Teaching and Learning Topics of Thermochemistry, World Applied Science Journal, 7 (1), 34-42.
  • Doymuş, K. (2007). Effects of a Cooperative Learning Strategy on Teaching and Learning Phases of Matter and One-Component Phase Diagrams, Journal of Chemical Education, 84(11), 1857-1860.
  • Doymuş, K., Karaçöp, A. & Şimşek, Ü.(2010).Effects of Jigsaw and Animation Techniques on Students’ Understanding of Concepts and Subjects in Electrochemistry, Educational Technology Research and Development, 58, 671-691.
  • Doymuş, K., Koç, Y.(2012) Fen Ve Teknoloji Öğretmenlerinin İşbirlikli Öğrenme Modelini Sınıftaki Uygulaması, Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 19, 174-183
  • Doymuş, K., Şimşek, Ü. Ve Bayrakçeken, S. (2004). İşbirlikli Öğrenme Yönteminin Fen Bilgisi Dersinde Akademik Başarı veTutuma Etkisi, Türk Fen Eğitimi Dergisi, 1(2), 103-115.
  • Eilks, I. (2005). Experiences and Reflections about Teaching Atomic Structure in a Jigsaw Classroom in Lower Secondary School Chemistry Lessons, Journal of Chemical Education, 82(2), 313-319.
  • Felder, R. M., Brent, R. (2001). Effective strategies for cooperative learning. Journal of Cooperation & Collaboration in College Teaching, 10 (2), 69-75.
  • Fer, S. & Cirik, İ. (2006). Öğretmenlerde ve Öğrencilerde, Yapılandırmacı Öğrenme Ortamı Ölçeğinin Geçerlilik ve Güvenirlik Çalışması Nedir?. Yeditepe Üniversitesi Eğitim Fakültesi Dergisi. 2(1). 1-26.
  • Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher 50 (1): 14–25.
  • Gardener, B. S., & Korth, S. D. (1996). Using Reflection in Cooperative Learning Groups to Integrate Theory and Practice, Journal on Excellence in College Teaching , 7 (1), 17–30.
  • Garvin, J., Butcher, A., Stefani, A., Tariq, V., Lewis, N., Blumson, R., Govier, R. & Hill, J. (1995). Group Projects for First-Year University Students: An Evaluation, Assessment & Evaluation in Higher Education, 20,279–294
  • Hamilton, S. J. (1997). Collaborative learning: Teaching and learning in the arts, sciences, and professional schools. (2nd Ed.). Indianapolis, IN: IUPUI Center for Teaching and Learning.
  • Hedeen, T. (2003). The Reverse Jigsaw: A Process of Cooperative Learning and Discussion, Teaching Sociology, 31(3), 325-332. Hwang, W.Y., Shadiev, R., Wang,C.Y., & Huang, Z. H. (2012). A Pilot Study of Cooperative Programming Learning Behavior and Its Relationship with Students’ Learning Performance, Computers & Education, 58(4), 1267-1281.
  • Johnson, D.W.& Johnson, R. T. (1999). Making Cooperative Learning Work, Theory Into Practice, 38(2), 67–73.
  • Johnson, D.W., and Johnson. R.T. (1991). Learning together and alone. Englewood Cliffs, NJ: Prentice Hall. Johnson, D.W., R.T. Johnson, and M.B. Stanne. (2000). Cooperative learning methods: AMeta-analysis. http://www.ccsstl.com/sites/default/files/ cooperative.Research pdf.
  • Johnson, R. T., & Johnson, D. W. (1994). An overview of cooperative learning http://clearspecs.com/joomla15/downloads/ClearSpecs69V01_ Overview%20of%20Cooperative%20Learning.pdf
  • Jolliffe, W. (2005). The implementation of cooperative learning in the classroom. Paper presented at the British Educational Research Association Annual Conference, University of Gloamorgan, 14-17 September.
  • Jones, R. M., & Steinbrink, J. E. (1991). Home teams: Cooperative learning in elementary science. School Science and Mathematics, 91, 139–143.
  • Karasar, N. (2005). Bilimsel Araştırma Yöntemi. (15. Baskı), Ankara: Nobel Yayın Dağıtım. Kromrey, J. D. and Purdom, D. M. (1995). A comparison of lecture, cooperative learning and programmed instruction at the college level. Studies in Higher Education, 20 (3) , 341-349. Küçükahmet, L. (1997). Eğitim Programları ve Öğretim, Ankara: Gazi Yayınevi. Levine, E. (2001). Reading Your Way to Scientific Literacy, Journal of College Science Teaching,31, 122-125. McTighe, J., & Lyman, F. G., Jr. (1988). Cueing thinking in the classroom: The promise of theory-embedded tools. Educational Leadership, 47 (7), 18–24.
  • Miles, M. B. & Huberman, A.M., (1994). Qualitative data analysis, Second Edition. Sage Publications, Thousand Oaks, London, New Delhi.
  • Mills, P. (2003). Group Project Work With Undergraduate Veterinary Science Students, Assessment and Evaluation in Higher Education, 28(5),527-38.
  • Nelson-Legall, S.,(1992): Children’s Instrumental Help-Seeking. H’s Role In The Social Acquisition and Construction of Knowledge, In Lazarowitz Ed. Interaction in Cooperative Groups: Theoretical Anatomy of Group Learning, 120-141, NY,NY: Cambridge University Press.
  • Özden, Y. (1997). Öğrenme ve Öğretme, Ankara: Pegem Yayıncılık.
  • Panitz, T, & Panitz, P. (1999). Assessing Students and Yourself Using the One Minute Paper and Observing Students Working Cooperatively, http:// www.eric.ed.gov/PDFS/ED453262.pdf. Erişim Tarihi: 17.01.2013.
  • Polloway, E. A., Patton, J. R., & Serna, S. (2001). Strategies for teaching learners with special needs. 7th Edition. Englewood Cliffs, NJ: Merrill Prentice Hall.
  • Sharan, S., and Sharan, Y. (1992). Group investigation: Expanding cooperative learning. New York: Teachers’ College Press.
  • Sherman, L.W. (1991).Cooperative Learning in Post-Secondary Education: Implications From Social Psychology for Active Learning Experiences, Presented At The Annual Meeting of The American Educational Research Association, Chicago, ll, April 1991.
  • Slavin, R.E. (1992). When And Why Does Cooperative Learning Increase Achievement? Theoretical and Empirical Perspectives, 145-173 in Hertz-Lazarowitz and Miller (Eds.) Interaction in Cooperative Groups, NY, NY: Cambridge University Press.
  • Slavin, R.E. (1999). Comprehensive approaches to cooperative learning. Theory into Practice 38, no. 2: 74–80
  • Smith, K., Johnson, D.W., Johnson, R.T. (1981).Can Conflict Be Constructive? Controversy versus Concurrence Seeking in Learning Groups, Journal of Educational Psychology, 73, 651-663.
  • Stahl, R. J. (1994). The essential elements of cooperative learning in the classroom. ERICDIGESTS.ORG.ERIC Identifier: ED370881.
  • Sudzina, M. (1993, February). Dealing with diversity in the classroom: A case study approach. A paper presented at the annual meeting of the Association of Teacher Educators, Los Angeles. (ERIC Document Reproduction Service No. ED 354 233).
  • Şimşek, Ü. (2005). İşbirlikçi Ögrenme Yönteminin Fen Bilgisi Dersinin Akademik Başarı ve Tutumuna Etkisi, Yüksek Lisans Tezi, Erzurum.
  • Şimşek, Ü. (2005). İşbirlikli Öğrenme Yönteminin Fen Bilgisi Dersinin Akademik Başarı ve Tutumuna Etkisi.”Yayımlanmamış yüksek lisans tezi, Atatürk Üniversitesi Fen Bilimleri Enstitüsü, Erzurum.
  • Şimşek, Ü., Doymuş, K., & Kızıloğlu, N. (2005). Lize düzeyinde Öğrenim Gören Öğrencilere Grupla Öğrenme Yönteminin Kazandırdığı Bilgi ve beceriler, Kastamonu Eğitim Fakültesi Dergisi, 13 (1), 67-80.
  • Taçman, M., & Menteş, R. (2010) A Qualitative Research on Teacher’s in The TRNC Towards The Situation on Learning The Usage of Student Centred Education, Procedia Social and Behavioral Sciences, 9, 2062–2068
  • Tan, W., Wen, X., Jiang, C., Du, Y.,& Hu, X. (2012). An Evaluation Model Integrating User Trust and Capability for Selection of Cooperative Learning Partners, Chinese Journal of Electronics, 21(1), 42-46.
  • Tannenberg, J. (1995). Using Cooperative Learning in The Undergraduate Computer Science Classroom, Proceedings of The Midwest Small College Computing Conference, http://Phoenix.Isub.Edu/JostılCooplPapers/Mwscc95.Html.
  • Tran, V.D., & Lewis, R. (2012). Effects of Cooperative Learning on Students at An Giang University in Vietnam, International Education Studies Vol. 5, No. 1,86- 99.
  • Turan S., Konan A., Kılıç Y. A., Özvarış S. B., & Sayek I. (2012). The Effect of Problem-Based Learning with Cooperative-Learning Strategies in Surgery Clerkships, Journal of Surgical Education, 69(2), 226-230.
  • Webb, N.M. (1980). An Analysis of Group Interaction And Mathematical Errors in Heterogeneous Ability Groups, British Journal of Educational Psychology, 50, 266-276.
  • Yager, S., Johnson,R., Johnson,D.W. & Snider, B. (l985). The Effect of Cooperative and Individualistic Learning Experiences on Positive and Negative Cross-Handicap Relations Contemporary, Educational Psychology, 10, 127-138. Bilgi: Bu çalışmamda Doç.Dr. Kemal DOYMUŞ tarafından yürütülen
  • TÜBİTAK 110K252 nolu projede kullanılan ölçekten faydalandığımdan dolayı sayın DOYMUŞ’a ve TÜBİTAK’A teşekkür ederim

Sınıf Ve Sosyal Bilgiler Öğretmenlerinin İşbirlikli Öğrenme Modelini Sınıfta Uygulama Düzeyleri

Yıl 2013, Cilt: 8 Sayı: 2, 56 - 75, 01.06.2013

Ufuk Şimşek Yasemin Koç

Öz

Bu çalışmanın amacı, Sınıf ve Sosyal Bilgiler öğretmenlerinin, aktif öğrenme modellerinden birisi olan işbirlikli öğrenme modeli hakkındaki uygulama düzeylerinin belirlemesidir. Çalışmanın örneklemini, toplam 47 Sınıf ve Sosyal Bilgiler öğretmeni oluşturmaktadır. Ölçme aracı olarak işbirlikli öğrenme modeli bilgi ve uygulama düzey belirleme ölçeği kullanılmıştır. Bu çalışmada kullanılan ölçek on dört sorudan oluşmaktadır. Ölçme aracından elde edilen veriler değerlendirildiğinde her iki branş öğretmenlerinin işbirlikli öğrenme modelini uygulamada yeterli bilgiye sahip olmadığı görülmüştür.

Anahtar Kelimeler

İşbirlikli öğrenme modeli Sınıf ve sosyal bilgileri öğretmenleri Aktif öğrenme.

Kaynakça

  • Abrami, P. C., Poulsen, C. and Chambers, B. (2004). Teacher motivation to implement an educational innovation: Factors differentiating users and non-users of cooperative learning. Educational Psychology, 24, pp. 201-216.
  • Aksoy, G. ve Doymuş, K. (2011).Fen ve Teknoloji Dersi Uygulamalarında İşbirlikli Okuma-Yazma-Uygulama Tekniğinin Etkisi, Gazi Üniversitesi Eğitim Fakültesi Dergisi, 31(2), 43-59.
  • Almasi, J. (1995). The nature of fourth-graders’ sociocognitive conflicts in peerled and teacher-led discussions of literature. Reading Research Quarterly, 30, 314–51.
  • Aronson, E., and Patnoe, S. (1997). The jigsaw classroom. 2nd ed. New York: Longman
  • Avcıoğlu, H. (2012), The Effectiveness of Cooperative Learning and Drama Techniques in Acquisition of Social Skills by the Children with Intellectual Disabilities, EğitimveBilim-Education and Science, 37(1), 110-125.
  • Baird, J and White, R. (1984). Improving Learning Through Enhanced Metacognition: A Classroom Study, Paper Presented at The Annual Meeting of The American Educational Research Association, New Orleans, La.
  • Bean, J. (i 996). Engaging Ideas, The Professor’s Guide To Integrating Writing, Critical Thinking, and Active Learning in The Classroom, San Francisco, CA:Jossey-Bass.
  • Bolling, A. (1994). Using Group Journals to Improve Writing and Comprehension, Journal on Excellence in College Teaching, 5(1), 47-55.
  • Bourner, J., Hughes, M., & Bourner, T. (2001).First-Year Undergraduate Experiences of Group Project Work, Assessment and Evaluation in Higher Education, 26, 19-39.
  • Bowen, C.W. (2000). A Quantitative Literature Review of Cooperative Learning Effects on High School and College Chemistry Achievement, Journal of Chemical Education, 77(1), 116-119.
  • Brufee, K. (1993). Collaborative Learning: Higher Education, Interdependence and the Authority of Knowledge, Baltimore, Md: Johns Hopkins University Press.
  • Bukunola, A.J., & Idowu, O.D. (2012). Effectiveness of Cooperative Learning Strategies on Nigerian Junior Secondary Students’ Academic Achievement in Basic Science, British Journal of Education, Society & Behavioural Science 2 (3): 307-325.
  • Cooper, J., Prescoti, S., Cook, L., Smith, L., Mueck, R and Cuseo, 1. (1984). Cooperative Learning and College Instruction- Effective Use of Student Learning Teams, California State University Foundation Publication, 41-65.
  • Cross, P.K. &Ansgelo, T. (1988). Classroom Assessment Techniques: A Handbook For Faculty, San Francisco, CA: Josey-Bass
  • Çepni, S., Ayvacı, H., Ş., ve Bacanak, A. (2006). Fen Teknoloji Toplum (3.Baskı), 40-44-45, Trabzon: Celepler Matbaacılık.
  • Çubukçu, Z ve Gültekin, M. (2006). İlköğretimde Öğrencilere Kazandırılması Gereken Sosyal Beceriler, Bilig, 37, 155-174.
  • Doymus, K., Şimşek, U., Karaçöp, A & Ada, S. (2009). Effects of Two Cooperative Learning Strategies on Teaching and Learning Topics of Thermochemistry, World Applied Science Journal, 7 (1), 34-42.
  • Doymuş, K. (2007). Effects of a Cooperative Learning Strategy on Teaching and Learning Phases of Matter and One-Component Phase Diagrams, Journal of Chemical Education, 84(11), 1857-1860.
  • Doymuş, K., Karaçöp, A. & Şimşek, Ü.(2010).Effects of Jigsaw and Animation Techniques on Students’ Understanding of Concepts and Subjects in Electrochemistry, Educational Technology Research and Development, 58, 671-691.
  • Doymuş, K., Koç, Y.(2012) Fen Ve Teknoloji Öğretmenlerinin İşbirlikli Öğrenme Modelini Sınıftaki Uygulaması, Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 19, 174-183
  • Doymuş, K., Şimşek, Ü. Ve Bayrakçeken, S. (2004). İşbirlikli Öğrenme Yönteminin Fen Bilgisi Dersinde Akademik Başarı veTutuma Etkisi, Türk Fen Eğitimi Dergisi, 1(2), 103-115.
  • Eilks, I. (2005). Experiences and Reflections about Teaching Atomic Structure in a Jigsaw Classroom in Lower Secondary School Chemistry Lessons, Journal of Chemical Education, 82(2), 313-319.
  • Felder, R. M., Brent, R. (2001). Effective strategies for cooperative learning. Journal of Cooperation & Collaboration in College Teaching, 10 (2), 69-75.
  • Fer, S. & Cirik, İ. (2006). Öğretmenlerde ve Öğrencilerde, Yapılandırmacı Öğrenme Ortamı Ölçeğinin Geçerlilik ve Güvenirlik Çalışması Nedir?. Yeditepe Üniversitesi Eğitim Fakültesi Dergisi. 2(1). 1-26.
  • Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher 50 (1): 14–25.
  • Gardener, B. S., & Korth, S. D. (1996). Using Reflection in Cooperative Learning Groups to Integrate Theory and Practice, Journal on Excellence in College Teaching , 7 (1), 17–30.
  • Garvin, J., Butcher, A., Stefani, A., Tariq, V., Lewis, N., Blumson, R., Govier, R. & Hill, J. (1995). Group Projects for First-Year University Students: An Evaluation, Assessment & Evaluation in Higher Education, 20,279–294
  • Hamilton, S. J. (1997). Collaborative learning: Teaching and learning in the arts, sciences, and professional schools. (2nd Ed.). Indianapolis, IN: IUPUI Center for Teaching and Learning.
  • Hedeen, T. (2003). The Reverse Jigsaw: A Process of Cooperative Learning and Discussion, Teaching Sociology, 31(3), 325-332. Hwang, W.Y., Shadiev, R., Wang,C.Y., & Huang, Z. H. (2012). A Pilot Study of Cooperative Programming Learning Behavior and Its Relationship with Students’ Learning Performance, Computers & Education, 58(4), 1267-1281.
  • Johnson, D.W.& Johnson, R. T. (1999). Making Cooperative Learning Work, Theory Into Practice, 38(2), 67–73.
  • Johnson, D.W., and Johnson. R.T. (1991). Learning together and alone. Englewood Cliffs, NJ: Prentice Hall. Johnson, D.W., R.T. Johnson, and M.B. Stanne. (2000). Cooperative learning methods: AMeta-analysis. http://www.ccsstl.com/sites/default/files/ cooperative.Research pdf.
  • Johnson, R. T., & Johnson, D. W. (1994). An overview of cooperative learning http://clearspecs.com/joomla15/downloads/ClearSpecs69V01_ Overview%20of%20Cooperative%20Learning.pdf
  • Jolliffe, W. (2005). The implementation of cooperative learning in the classroom. Paper presented at the British Educational Research Association Annual Conference, University of Gloamorgan, 14-17 September.
  • Jones, R. M., & Steinbrink, J. E. (1991). Home teams: Cooperative learning in elementary science. School Science and Mathematics, 91, 139–143.
  • Karasar, N. (2005). Bilimsel Araştırma Yöntemi. (15. Baskı), Ankara: Nobel Yayın Dağıtım. Kromrey, J. D. and Purdom, D. M. (1995). A comparison of lecture, cooperative learning and programmed instruction at the college level. Studies in Higher Education, 20 (3) , 341-349. Küçükahmet, L. (1997). Eğitim Programları ve Öğretim, Ankara: Gazi Yayınevi. Levine, E. (2001). Reading Your Way to Scientific Literacy, Journal of College Science Teaching,31, 122-125. McTighe, J., & Lyman, F. G., Jr. (1988). Cueing thinking in the classroom: The promise of theory-embedded tools. Educational Leadership, 47 (7), 18–24.
  • Miles, M. B. & Huberman, A.M., (1994). Qualitative data analysis, Second Edition. Sage Publications, Thousand Oaks, London, New Delhi.
  • Mills, P. (2003). Group Project Work With Undergraduate Veterinary Science Students, Assessment and Evaluation in Higher Education, 28(5),527-38.
  • Nelson-Legall, S.,(1992): Children’s Instrumental Help-Seeking. H’s Role In The Social Acquisition and Construction of Knowledge, In Lazarowitz Ed. Interaction in Cooperative Groups: Theoretical Anatomy of Group Learning, 120-141, NY,NY: Cambridge University Press.
  • Özden, Y. (1997). Öğrenme ve Öğretme, Ankara: Pegem Yayıncılık.
  • Panitz, T, & Panitz, P. (1999). Assessing Students and Yourself Using the One Minute Paper and Observing Students Working Cooperatively, http:// www.eric.ed.gov/PDFS/ED453262.pdf. Erişim Tarihi: 17.01.2013.
  • Polloway, E. A., Patton, J. R., & Serna, S. (2001). Strategies for teaching learners with special needs. 7th Edition. Englewood Cliffs, NJ: Merrill Prentice Hall.
  • Sharan, S., and Sharan, Y. (1992). Group investigation: Expanding cooperative learning. New York: Teachers’ College Press.
  • Sherman, L.W. (1991).Cooperative Learning in Post-Secondary Education: Implications From Social Psychology for Active Learning Experiences, Presented At The Annual Meeting of The American Educational Research Association, Chicago, ll, April 1991.
  • Slavin, R.E. (1992). When And Why Does Cooperative Learning Increase Achievement? Theoretical and Empirical Perspectives, 145-173 in Hertz-Lazarowitz and Miller (Eds.) Interaction in Cooperative Groups, NY, NY: Cambridge University Press.
  • Slavin, R.E. (1999). Comprehensive approaches to cooperative learning. Theory into Practice 38, no. 2: 74–80
  • Smith, K., Johnson, D.W., Johnson, R.T. (1981).Can Conflict Be Constructive? Controversy versus Concurrence Seeking in Learning Groups, Journal of Educational Psychology, 73, 651-663.
  • Stahl, R. J. (1994). The essential elements of cooperative learning in the classroom. ERICDIGESTS.ORG.ERIC Identifier: ED370881.
  • Sudzina, M. (1993, February). Dealing with diversity in the classroom: A case study approach. A paper presented at the annual meeting of the Association of Teacher Educators, Los Angeles. (ERIC Document Reproduction Service No. ED 354 233).
  • Şimşek, Ü. (2005). İşbirlikçi Ögrenme Yönteminin Fen Bilgisi Dersinin Akademik Başarı ve Tutumuna Etkisi, Yüksek Lisans Tezi, Erzurum.
  • Şimşek, Ü. (2005). İşbirlikli Öğrenme Yönteminin Fen Bilgisi Dersinin Akademik Başarı ve Tutumuna Etkisi.”Yayımlanmamış yüksek lisans tezi, Atatürk Üniversitesi Fen Bilimleri Enstitüsü, Erzurum.
  • Şimşek, Ü., Doymuş, K., & Kızıloğlu, N. (2005). Lize düzeyinde Öğrenim Gören Öğrencilere Grupla Öğrenme Yönteminin Kazandırdığı Bilgi ve beceriler, Kastamonu Eğitim Fakültesi Dergisi, 13 (1), 67-80.
  • Taçman, M., & Menteş, R. (2010) A Qualitative Research on Teacher’s in The TRNC Towards The Situation on Learning The Usage of Student Centred Education, Procedia Social and Behavioral Sciences, 9, 2062–2068
  • Tan, W., Wen, X., Jiang, C., Du, Y.,& Hu, X. (2012). An Evaluation Model Integrating User Trust and Capability for Selection of Cooperative Learning Partners, Chinese Journal of Electronics, 21(1), 42-46.
  • Tannenberg, J. (1995). Using Cooperative Learning in The Undergraduate Computer Science Classroom, Proceedings of The Midwest Small College Computing Conference, http://Phoenix.Isub.Edu/JostılCooplPapers/Mwscc95.Html.
  • Tran, V.D., & Lewis, R. (2012). Effects of Cooperative Learning on Students at An Giang University in Vietnam, International Education Studies Vol. 5, No. 1,86- 99.
  • Turan S., Konan A., Kılıç Y. A., Özvarış S. B., & Sayek I. (2012). The Effect of Problem-Based Learning with Cooperative-Learning Strategies in Surgery Clerkships, Journal of Surgical Education, 69(2), 226-230.
  • Webb, N.M. (1980). An Analysis of Group Interaction And Mathematical Errors in Heterogeneous Ability Groups, British Journal of Educational Psychology, 50, 266-276.
  • Yager, S., Johnson,R., Johnson,D.W. & Snider, B. (l985). The Effect of Cooperative and Individualistic Learning Experiences on Positive and Negative Cross-Handicap Relations Contemporary, Educational Psychology, 10, 127-138. Bilgi: Bu çalışmamda Doç.Dr. Kemal DOYMUŞ tarafından yürütülen
  • TÜBİTAK 110K252 nolu projede kullanılan ölçekten faydalandığımdan dolayı sayın DOYMUŞ’a ve TÜBİTAK’A teşekkür ederim
Toplam 59 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA54ZN26YG
Bölüm Araştırma Makalesi
Yazarlar

Ufuk Şimşek Bu kişi benim

Yasemin Koç Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2013
Gönderilme Tarihi 1 Haziran 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 8 Sayı: 2

Kaynak Göster

APA Şimşek, U., & Koç, Y. (2013). Sınıf Ve Sosyal Bilgiler Öğretmenlerinin İşbirlikli Öğrenme Modelini Sınıfta Uygulama Düzeyleri. Bayburt Eğitim Fakültesi Dergisi, 8(2), 56-75.