The Impact of Online Cooperative Learning on Scientific Reasoning Skills and Motivation

Yıl 2024, Cilt: 53 Sayı: 2, 504 - 537, 29.08.2024

Ayşegül Çiçekdağ Özgecan Kırık

https://doi.org/10.14812/cuefd.1439853

Öz

During the COVID-19 pandemic, all universities across Turkey transitioned to remote education as an urgent measure. Despite indications that the pandemic has subsided, online teaching practices continue to prevail in higher education. Accordingly, the purpose of this study, conducted under extraordinary circumstances of the pandemic, is to examine the impact of online cooperative learning on the scientific reasoning skills and motivation of pre-service science teachers. A total of 54 students participated in the study, with 28 from the experimental group and 26 from the control group, following a non-equivalent control group design. The experimental group received instruction using the online cooperative learning, while the control group participated in large group discussions in an online environment in the context of a science teaching methods course. Data for the research were collected through pre-test and post-test administrations of the Lawson’s Classroom Test of Scientific Reasoning (LCTSR) and the Motivated Strategies for Learning Questionnaire (MSLQ). According to the results, compared to whole-class discussions, online cooperative learning increased pre-service science teachers’ scientific reasoning skills and motivation. In conclusion, online cooperative learning is considered an effective method for enhancing the pre-service science teachers’ education, contributing to the further improvement of online teaching, which has become even more widespread due to the impact of the COVID-19 pandemic.

Anahtar Kelimeler

Online Cooperative Learning, Scientific Reasonnig Skills, Motivation, Pre-Service Science Teachers

Proje Numarası

SYL-2021-13755

Çevrim İçi İş Birlikli Öğrenmenin Bilimsel Muhakeme Becerileri ve Motivasyona Etkisi

Öz

COVID-19 salgını tüm dünyada yayıldığı sırada, Türkiye genelindeki tüm üniversiteler acil bir önlem olarak uzaktan eğitime geçmiştir. Pandeminin sona erdiği belirtilse de çevrim içi öğretim uygulamaları yükseköğretimde hâlâ varlığını sürdürmektedir. Pandeminin olağandışı koşullarında gerçekleştirilmiş olan bu çalışmanın amacı, çevrim içi iş birlikli öğrenmenin fen bilimleri öğretmen adaylarının bilimsel muhakeme becerileri ve motivasyonlarına etkisini incelemektir. Eşitlenmemiş kontrol gruplu deneysel desenle yürütülen araştırmaya deney grubundan 28 ve kontrol grubundan 26 olmak üzere toplam 54 fen bilimleri öğretmen adayı katılmıştır. Fen Öğretimi II dersinde gerçekleştirilen çalışmada deney grubu öğrencilerine çevrim içi ortamda iş birlikli öğrenme yöntemiyle öğretim yapılırken, kontrol grubuna çevrim içi ortamda büyük grup tartışması uygulanmıştır. Araştırmanın verileri ön test ve son test olarak uygulanan Lawson Mantıksal Düşünme Testi (LMDT) ve Öğrenmede Güdüsel Stratejiler Ölçeği (ÖGSÖ) kullanılarak toplanmıştır. Araştırma bulgularına göre çevrim içi iş birlikli öğrenme tüm-sınıf tartışmasına kıyasla fen öğretmen adaylarının bilimsel muhakeme becerilerini ve motivasyonlarını arttırmıştır. Sonuç olarak, çevrim içi iş birlikli öğrenmenin, COVID-19 pandemisinin etkisiyle daha da yaygınlaşan çevrim içi öğretimi daha nitelikli hâle getirmede, öğretmen adaylarının eğitiminde etkili bir yöntem olduğu düşünülmektedir.

Anahtar Kelimeler

Çevrimiçi İşbirlikli Öğrenme, Bilimsel Muhakeme Becerileri, Motivasyon, Fen Bilgisi Öğretmen Adayları

Etik Beyan

Bu araştırmanın planlanması, verilerin toplanması, analizi ve raporlanması sırasında “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi”nde yer alan etik ilke ve kurallara uyulmuştur. Bilimsel Araştırma ve Yayın Etiği'ne aykırı herhangi bir uygulama yapılmamış ve araştırmaya katılan tüm bireysel katılımcılardan bilgilendirilmiş onam alınmıştır.

Destekleyen Kurum

Çukurova Üniversitesi Bilimsel Araştırma Projeleri Birimi

Proje Numarası

SYL-2021-13755

Teşekkür

Bu projeyi destekleyen Çukurova Üniversitesi Bilimsel Araştırma Projeleri Birimi'ne teşekkür ederiz.

Kaynakça

• Abdullah, S., & Shariff, A. (2008). The effects of inquiry-based computer simulation with cooperative learning on scientific thinking and conceptual understanding of gas laws. Eurasia Journal of Mathematics, Science and Technology Education, 4(4), 387-398. https://doi.org/10.12973/ejmste/75365
• Abodike, N. D., & Achufusi, N. N. (2021). Effect of cooperative learning strategy on physics test-anxiety among secondary school students in awka educatıon zone. South Eastern Journal of Research and Sustaınable Development (SEJRSD), 5(1), 2-13.
• Alharbi, S. M., Elfeky, A. I., & Ahmed, E. S. (2022). The effect of e-collaborative learning environment on development of critical thinking and higher order thinking skills. Journal of Positive School Psychology, 6(6), 6848–6854.
• Asino, T. I., & Pulay, A. (2019). Student perceptions on the role of the classroom environment on computer supported collaborative learning. TechTrends, 63, 179-187. https://doi.org/10.1007/s11528-018-0353-y
• Atıcı, B. ve Gürol, M. (2002). Bilgisayar destekli asenkron işbirlikli öğrenme yönteminin öğrenci başarısına etkisi. Eğitim ve Bilim, 27(124), 3-12.
• Bao, L., Xiao, Y., Koenig, K., & Han, J. (2018). Validity evaluation of the Lawson classroom test of scientific reasoning. Physical Review Physics Education Research, 14(2), 20106. https://doi.org/10.1103/PhysRevPhysEducRes.14.020106
• Belge Can, H., & Boz, Y. (2016). Structuring cooperative learning for motivation and conceptual change in the concepts of mixtures. International Journal of Science and Mathematics Education, 14, 635-657. https://doi.org/10.1007/s10763-014-9602-5
• Belmonte, dos S. I., Borges, A. V., & Garcia, T. S. (2022). Adaptation of physical chemistry course in COVID-19 period: Reflections on peer instruction and team-based learning. Journal of Chemical Education, 99(6), 2252–2258. https://doi.org/10.1021/acs.jchemed.1c00529
• Cañabate, D., Serra, T., Bubnys, R., & Colomer, J. (2019). Pre-service teachers’ reflections on cooperative learning: Instructional approaches and identity construction. Sustainability, 11(21), 5970. https://doi.org/10.3390/su11215970
• Cohen J. (1992). A power primer. Psychological Bulletin, 112, 155–159.
• Courtney D. P., Courtney M., & Nicholson C. (1992, November 11–13). The effect of cooperative learning as an instructional practice at the college level [Conference presentation]. Annual Meeting of the Mid-South Educational Research Association, Knoxville, TN.
• Davidson, N. (2021). Synthesis of CL approaches and a multifaceted rationale for CL - past, present, and future. In N. Davidson (Ed.), Pioneering perspectives in cooperative learning (pp. 234–254). Routledge.
• Dyke, G., Adamson, D., Howley, I., & Rose, C. P. (2013). Enhancing scientific reasoning and discussion with conversational agents. IEEE Transactions on Learning Technologies, 6(3), 240–247. https://doi.org/10.1109/TLT.2013.25
• Eccles, J.S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds), Handbook of competence and motivation (pp. 105–121). Guilford Publications,.
• Erten, P., Özdemir, O., & Kazu, İ. Y. (2019). The effects of e-portfolio implementation on motivation in an online collaborative learning setting, Inonu University Journal of the Faculty of Education, 20(3), 963-975. https://doi.org/10.17679/inuefd.524591
• Farrell, J. J., Moog, R. S., & Spencer, J. N. (1999). A Guided Inquiry Chemistry Course. Journal of Chemical Education, 76(4), 570–574. https://doi.org/10.1021/ed076p570
• Fernandez-Rio, J., Cecchini, J. A., Méndez-Gimenez, A., Mendez-Alonso, D., & Prieto, J. A. (2017). Self-regulation, cooperative learning, and academic self-efficacy: Interactions to prevent school failure. Frontiers in Psychology, 8, 22, 1-10. https://doi.org/10.3389/fpsyg.2017.00022
• Ghasem, N., & Ghannam, M. (2021). Challenges, benefits & drawbacks of chemical engineering on-line teaching during Covid-19 pandemic. Education for Chemical Engineers, 36, 107-114. https://doi.org/10.1016/j.ece.2021.04.002
• Gillies, R. M. (2003). Structuring cooperative group work in classrooms. International Journal of Educational Research, 39(1–2), 35–49. https://doi.org/10.1016/S0883-0355(03)00072-7
• Green, S.B., Sulkind, N.J., & Akey, T.M. (2000). Using SPSS for windows: Analyzing and understanding data (2nd ed.). Prentice-Hall, Inc.
• Griffin, M. M., & Griffin, B. W. (1998). An investigation of the effects of reciprocal peer tutoring on achievement, self-efficacy, and test anxiety. Contemporary educational psychology, 23(3), 298-311. https://doi.org/10.1006/ceps.1998.0971
• Griffiths, B. (2016). A faculty’s approach to distance learning standardization. Teaching and Learning in Nursing, 11(4), 157-162. https://doi.org/10.1016/j.teln.2016.04.004
• Gürbüz, S. ve Şahin, F. (2014). Sosyal bilimlerde araştırma yöntemleri. Seçkin Yayıncılık.
• Hall, D. (1997). Computer mediated communication in post‐compulsory teacher education. Open Learning: The Journal of Open, Distance and e-Learning, 12(3), 54-57. https://doi.org/10.1080/0268051970120308
• Ham, Y., & Myers, B. (2019). Supporting guided inquiry with cooperative learning in computer organization. SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education, 273–279. https://doi.org/10.1145/3287324.3287355
• Hassan, M. (2021). Online teaching challenges during COVID-19 pandemic. International Journal of Information and Education Technology, 11(1), 41-46. https://doi.org/10.18178/ijiet.2021.11.1.1487
• Hayati, E. M., Purwanto, A., & Hidayat, D. R. (2023). Analysis of the cooperative learning effectiveness on students’ critical thinking skills in science learning for primary students. AL-ISHLAH: Jurnal Pendidikan, 15(1), 1145-1153. https://doi.org/10.35445/alishlah.v15i1.994
• Hsu, Y. S. (2004). Using the internet to develop students' capacity for scientific inquiry. Journal of Educational Computing Research, 31(2), 137-161. https://doi.org/10.2190/HYX8-CK1A-FVU3-5Y5W
• Jadallah, M., Anderson, R.C., Nguyen-Jahiel, K., Miller, B., Kim, I.-H., Kuo, L.-J., Dong, T., & Wu, X. (2011). Influence of a teacher’s scaffolding moves during child-led small-group discussions. American Educational Research Journal, 48(1), 194 230. https://doi.org/10.3102/0002831210371498
• Jeong, H., & Hmelo-Silver, C. E. (2016). Seven affordances of computer-supported collaborative learning: How to support collaborative learning? How can technologies help?. Educational Psychologist, 51(2), 247-265. https://doi.org/10.1080/00461520.2016.1158654
• Johnson, R. T. & Johnson, D. W. (1994). An overview of cooperative learning. In J. S. Thousand, R. A. Villa & A. I. Nevin (Eds), Creativity and collaborative learning: A practical guide to empowering students and teachers (pp. 31–44). Brookes Press.
• Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (5th ed.). Allyn & Bacon.
• Johnston, V. L. (1996). Toward a global classroom using computer-mediated communi- cations at UAA. University of Alaska Anchorage. Vocational Teacher Education Research Report (ED356759). ERIC.
• Kagan, S., & Kagan, M. (2009). Kagan cooperative learning. Kagan Publishing.
• Kim, I. H. (2014). Development of reasoning skills through participation in collaborative synchronous online discussions. Interactive Learning Environments, 22(4), 467–484. https://doi.org/10.1080/10494820.2012.680970
• Kosycheva, M. A., & Tikhonova, E. V. (2021, January 10-13). Students’ self-efficacy and motivation in emergency remote learning. [Conference presentation]. 12th International Conference on E-Education, E-Business, E-Management, and E Learning, Japan.
• Lawson, A. E. (1978). The development and validation of a classroom test of formal reasoning. Journal of Research in Science Teaching, 15(1), 11-24.
• Lawson, E. A., Clark, B., Meldrum- Cramer, E., Falconer, A. K., Sequist, M. J., & Kwon, Y. (2000). Development of scientific reasoning in college biology: Do two levels of general hypothesis-testing skills exist? Journal of Research in Science Teaching, 37(1), 81-101. https://doi.org/10.1002/(SICI)1098-2736(200001)37:1%3C81::AID-TEA6%3E3.0.CO;2-I
• Lehesvuori, S., Hähkiöniemi, M., Viiri, J., Nieminen, P., Jokiranta, K., & Hiltunen, J. (2019). Teacher orchestration of classroom interaction in science: exploring dialogic and authoritative passages in whole-class discussions. International Journal of Science Education, 41(17), 2557–2578. https://doi.org/10.1080/09500693.2019.1689586
• Lin, X., & Gao, L. (2020). Students’ sense of community and perspectives of taking synchronous and asynchronous online courses. Asian Journal of Distance Education, 15(1), 169-179.
• Masomi, F. S. (2015). Effects of cooperative learning and group study on reducing test anxiety. Research Journal of Recent Sciences, 4(10), 64-71.
• McInnerney, J. M., & Roberts, T. S. (2009). Collaborative and cooperative Learning. In L. R. Rogers, G. A. Berg, J. Boettcher, C. Howard, L. Justice & K. D. Schenk (Eds.), Encyclopedia of distance learning (2nd Ed., pp. 319-326). IGI Global.
• Michaels, S., O’Connor, C., & Resnick, L. B. (2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in Philosophy and Education, 27, 283-297. https://doi.org/10.1007/s11217-007-9071-1
• Møgelvang, A., Vandvik, V., Ellingsen, S., Strømme, C. B., & Cotner, S. (2023). Cooperative learning goes online: Teaching and learning intervention in a digital environment impacts psychosocial outcomes in biology students. International Journal of Educational Research, 117, 102114. https://doi.org/10.1016/j.ijer.2022.102114
• Murphy, K. L., & Collins, M. P. (1998). Development of communication conventions in instructional electronic chats. Journal of Distance Education, 12, 177-200. https://doi.org/10.5210/fm.v2i11.558
• Neber, H., & Schommer-Aikins, M. (2002). Self-regulated science learning with highly gifted students: The role of cognitive, motivational, epistemological, and environmental variables. High Ability Studies, 13, 59–74. https://doi.org/10.1080/13598130220132316
• Ng, E. M. W. (2012). Online collaborative learning. In N. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 2497-2499). Springer.
• Okumuş, S. (2020). Argümantasyon destekli işbirlikli öğrenme modelinin akademik başarıya, eleştirel düşünme eğilimine ve sosyobilimsel konulara yönelik tutuma etkisi. Ondokuz Mayis University Journal of Education Faculty, 39(2), 269-293. https://doi.org/10.7822/omuefd.570419
• Oliveira, I., Tinoca, A., & Pereira, A. (2011). Online group work patterns: How to promote a successful collaboration. Computers & Education, 57(1), 1348–1357. https://doi.org/10.1016/j.compedu.2011.01.017
• Opdecam, E., Everaert, P., Van Keer, H., & Buysschaert, F. (2014). Preferences for team learning and lecture-based learning among first-year undergraduate accounting students. Research in Higher Education, 55, 400–432. https://doi.org/10.1007/s11162-013-9315-6
• Osborne, J., Henderson, J., MacPherson, A., Szu, E., Wild, A., & Yao, S. (2016). The development and validation of a learning progression for argumentation in science. Journal of Research in Science Teaching, 53(6), 821-846. https://doi.org/10.1002/tea.21316
• Othman, M., Hussain, F. M., & Nikman, K. (2010). Enhancing logical thinking among computer science students through cooperative learning. Gading Business and Management Journal, 14, 1–10.
• Özkara, B. Ö. ve Çakır, H. (2017). Öğrencilerin çevrimiçi problem temelli işbirliğine dayalı-çevrimiçi problem temelli bireysel öğrenmeyi değerlendirmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 37(2), 559-590.
• Padilla, M. J., Okey, J. R., & Gerrard, K. (1984). The effects of instruction on integrated science process skill achievement. Journal of Research in Science Teaching, 21, 277-287. https://doi.org/10.1002/tea.3660210305
• Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows. Open University Press
• Palloff, R. M., & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching. Jossey-Bass.
• Paredes, V., Durango, N., Ospino, J. G., Henao, C. A., Jimenez, G., Villadiego, M. A. G., & Yepes-Martinez, J. (2021, January). Influence of academic education imparted in basic sciences on the scientific reasoning skills of engineering students. In REES AAEE 2021 Conference: Engineering Education Research Capability Development: Engineering Education Research Capability Development (pp. 746-754). Perth, WA: Engineers Australia.
• Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
• Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of academic performance. Journal of Educational Psychology, 82(1), 33–40. https://psycnet.apa.org/doi/10.1037/0022-0663.82.1.33
• Pintrich P. R., Smith D. A. F., Garcia T., & McKeachie W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). (Tech Rep. No. 91-B-004). Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning, The University of Michigan.
• Rashid, A. H. A., Shukor, N. A., & Tasir, Z. (2016). Using peer scaffolding to enhance students’ reasoning skills in online collaborative learning. IEEE Conference on E-Learning, e-Management and e-Services (IC3e), 35–39. https://doi.org/10.1109/IC3e.2016.8009036
• Ross, J. A., & Cousins, J. B. (1993). Enhancing secondary school students’ acquisition of correlational reasoning skills. Research in Science & Technological Education, 11(2), 191-205. https://doi.org/10.1080/0263514930110208
• Sims, R. (2003). Promises of interactivity: Aligning learner perceptions and expectations with strategies for flexible and online learning. Distance Education, 24(1), 87 103. https://doi.org/10.1080/01587910303050
• Slavin, R. E. (1987). Developmental and motivational perspectives on cooperative learning: A reconciliation. Child Development, 1161-1167. https://doi.org/10.2307/1130612
• Stevahn, L., & McGuire, M. E. (2017). The plot thickens: Supporting pre-service teachers in authentic use of cooperative learning through the Storypath instructional approach. Journal of Education for Teaching, 43(3), 316-327. https://doi.org/10.1080/02607476.2017.1321674
• Sugino, C. (2021). Student perceptions of a synchronous online cooperative learning course in a japanese women’s university during the COVID-19 pandemic. Education Sciences, 11(5), 1–19. https://doi.org/10.3390/educsci11050231
• Sungur, S (2004). The implemenation of problem based learning in high school biology courses. [Unpublished doctoral dissertation]. Middle East Technical University.
• Swain, A., Shofner, M., Fagan, W. F., & Marbach-Ad, G. (2022). The relationships between peer to peer interactions, group formation, choice of research, and course performance in an online environment. Journal of Science Education and Technology, 31, 707–717. https://doi.org/10.1007/s10956-022-10000-5
• Şen, Ş., Yılmaz, A., & Geban, Ö. (2015). The effects of process oriented guided inquiry learning environment on students’ self-regulated learning skills. Problems of Education in the 21st Century, 66, 54–66.
• Tan, L. S., Kubota, K., Tan, J., Kiew, P. L., & Okano, T. (2022). Learning first principles theories under digital divide: Effects of virtual cooperative approach on the motivation of learning. Education for Chemical Engineers, 40, 29-36. https://doi.org/10.1016/j.ece.2022.04.003
• Townsend, M. A., & Hicks, L. (1997). Classroom goal structures, social satisfaction and the perceived value of academic tasks. British Journal of Educational Psychology, 67(1), 1-12. https://doi.org/10.1111/j.2044-8279.1997.tb01222.x
• Uribe, D., Klein, J. D., & Sullivan, H. (2003). The effect of computer mediated collaborative learning on solving ill-defined problems. Educational Technology Research and Development, 51(1), 5–19. https://doi.org/10.1007/BF02504514
• Walter, J. G., & Hart, J. (2009). Understanding the complexities of student motivations in mathematics learning. The Journal of Mathematical Behavior, 28, 162-170. https://doi.org/10.1016/j.jmathb.2009.07.001
• Wang, Y. P., & Wu, T. J. (2022). Effects of online cooperative learning on students’ problem-solving ability and learning satisfaction. Frontiers in Psychology, 13, 817968. https://doi.org/10.3389/fpsyg.2022.817968
• Westbrook, S.L., & Rogers, L.N. (1994). Examining the development of scientific reasoning in ninth-grade physical science students. Journal of Research in Science Teaching, 31, 65–76. https://doi.org/10.1002/tea.3660310107
• Yıldız, E., Çalıklar, Ş., & Şimşek, Ü. (2020). Gazların kinetik teorisi konusunun öğretiminde üç farklı işbirlikli öğrenme yönteminin etkisi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (49), 24-42.
• Yoshida, H., Tani, S., Uchida, T., Masui, J., & Nakayama, A. (2014). Effects of online cooperative learning on motivation in learning Korean as a foreign language. International Journal of Information and Education Technology, 4(6), 473–477. https://doi.org/10.7763/ijiet.2014.v4.453
• Yu, F. Y., Wu, C. P., & Hung, C. C. (2014). Are there any joint effects of online student question generation and cooperative learning? Asia-Pacific Education Researcher, 23(3), 367–378. https://doi.org/10.1007/s40299-013-0112-y
• Yüzüak, A.V. (2012). Lawson mantıksal düşünme testinin uyarlanması ve uygulanması [Yayımlanmamış Yüksek Lisans Tezi]. Gazi Üniversitesi.
• Zheng, S., & Zhou, X. (2023). Enhancing foreign language enjoyment through online cooperative learning: A longitudinal study of EFL learners. International Journal of Environmental Research and Public Health, 20(1). https://doi.org/10.3390/ijerph20010611
• Zumbach, J., Hillers, A., & Reimann, P. (2004). Supporting distributed problem-based learning: The use of feedback mechanisms in outline learning. In J. Zumbach, A. Hillers, & P. Reimann (Eds.), Online collaborative learning: Theory and practice (pp. 86-102). Information Science Publishing.