Investigating the Effects of Cooperative Learning on 8 Grade Students’ Attitudes toward Science

Abstract

The aim of this research is to examine the effects of hands-on science activities incorporating cooperative learning approach on eighth grade students’ attitudes toward science. The sample of the study consisted of 55 students from two different eighth grade classrooms in an Elementary School which was taught by the same science teacher. The research was carried out during the spring term of 2003-2004 educational year for 15 weeks. The classrooms were chosen randomly as a control and an experimental group. In the experimental group, hands-on science activities were applied along with cooperative learning approach; whereas in the control group, the same activities were applied using teacher-centered approach. In order to assess the effects of hands-on science activities incorporating cooperative learning approach on eighth grade students, Attitudes Toward Science Scale (ATSS) was applied as pre and post tests to control and experimental groups. Analysis of results showed that there is a statistically significant mean difference between the experimental and control groups on post-ATSS results and the statistical difference is in the favor of experimental group. In addition, there is no sitatistical mean difference between boys and girls’ post-ATSS scores in control group while there is a statistically significant mean difference in favor of the girls between boys and girls’ post-ATSS scores in the experimental group. In order to improve the students’ attitudes toward science, some suggestions are given under the light of the findings of this study and under the guidence of the previous research in the literature in this field.

Keywords

• Attitude,Hands-On Science Activities,Cooperative Learning Approach,Teacher-Centered Teaching Approach

İşbirlikli Öğrenmenin 8. Sınıf Öğrencilerinin Fen Dersine Karşı Tutumlarına Etkisinin İncelenmesi

Öz

Bu çalışmanın amacı yaparak-yaşayarak fen etkinliklerinin işbirlikli öğrenme yaklaşımı ve öğretmen merkezli öğretim yaklaşımı ile verilenesinin, ilköğretim sekizinci sınıfların öğrencilerinin fen dersine karşı tutumlarına etkileri incelenmesidir. Çalışmanın örneklemini, aynı fen öğretmeninin eğitim verdiği bir ilköğretim okulun, iki ayrı sınıfında okuyan, 55 sekizinci sınıf öğrencisi oluşturulmuştur. Çalışma, 2003- 2004 öğretim yılıının bahar döneminde, 15 hafta uygulanmıştır. Sınıflar rasgele deney ve kontrol grubu olarak seçilmiştir. Deney grubunda, yaparak-yaşayarak fen etkinlikleri, işbirlikli öğrenme yaklaşımı ile, kontrol grupları, aynı etkinlikler öğretmen merkezli öğretim yaklaşımı ile uygulanmıştır. Yaparak- yaşayarak fen etkinliklerinin işbirlikli öğrenme yaklaşımı ile yapılmasının, ilköğretim 8. sınıf öğrencilerin fen dersine karşı tutumlarına etkisini belirlemek için, deney ve kontrol gruplarına Fen Tutum Ölçeği (FTÖ) ön ve son testlerine uygulanmıştır. Sonuç test etmek için betimlemeli istatistik ve genel değişkenli varyantlar. Çalışma öncesunda, öğrencilerin ön-FTÖ puanları ortak değişken olarak kullanıldığında, deney ve kontrol grubunun son-FTÖ puanlarının ortalamaları arasında istatistiksel olarak, deney grubu lehine anlamlı bir farkı tespit edilmiştir. Ayrıca, kontrol oğlu-FTÖ puanlarının ortalamaları arasında istatistik olarak anlamlı bir fark yokken, deney grubundaki kız ve erkek öğrencilerin son-FTÖ puanlarının ortalamaları anlamısız bir fark vardır. Bu çalışmanın bulguları ve literatürde bu konu ile ilgili mülkiyet çalışmaları, öğrencilerin fen dersine karşı olumlu tutum geliştirilebilir hale getirmek için gerekenler tartılacak, bazı tavsiyelerin bulunulmuştur.

Anahtar Kelimeler

• Tutum, yaparak-yaşayarak fen etkinlikleri, işbirlikli öğrenme, öğretmen merkezli öğretim

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