An Application of Peer Learning in the Heat and Temperature Unit

Yıl 2019, Cilt: 27 Sayı: 3, 1197 - 1208, 15.05.2019

Serap Ergin Özlem Oktay Ahmet İlhan Şen

https://doi.org/10.24106/kefdergi.2915

Cited By: 1

Öz

In this
study, the effect of peer learning approach on the 9th grade students’
achievement in the heat and temperature unit is investigated together with
students’ opinions about the implementation. The study was conducted in a state
school with two experimental (N=56) and two control groups (N=53). The data
collection tools were the “Heat and Temperature Achievement Test”, and the
“Self and Group Assessment Questionnaire”. Quasi-experimental design was
utilized as the research method. The change in students’ achievement was
presented with the two-factor variance analysis (ANOVA). The questionnaire
findings were analysed qualitatively by forming main themes and codes.
According to the findings obtained in the research, a significant difference is
observed in favour of the experimental groups taught with peer learning
approach in terms of student achievement. In addition, the students expressed
positive opinions about the peer learning implementation.

Anahtar Kelimeler

peer learning approach, heat and temperature unit, student achievement, self and group assessment

Isı ve Sıcaklık Ünitesinde Bir Akran Öğrenme Uygulaması

Öz

Bu çalışmada akran öğrenme yaklaşımının 9. sınıf öğrencilerinin
ısı ve sıcaklık ünitesindeki başarıları üzerine etkisi, öğrencilerin uygulama
hakkındaki görüşleri ile birlikte araştırılmaktadır. Çalışma, iki deney (N=56)
ve iki kontrol (N=53) grubu ile bir devlet okulunda gerçekleştirilmiştir. Veri
toplama araçları “Isı ve Sıcaklık Başarı Testi” ve “Öz ve Grup Değerlendirme
Anketi”dir. Çalışma yöntemi olarak yarı deneysel desen kullanılmıştır. Öğrenci
başarısındaki değişim iki yönlü (faktörlü) varyans analizi (ANOVA) ile
verilmiştir. Anket sonuçları ise nitel olarak ana temalar ve kodlar
oluşturularak analiz edilmiştir. Çalışma sonuçlarına göre, akran öğrenme
yaklaşımı uygulanan gruplar lehine öğrenci başarısı bakımından anlamlı bir fark
ortaya çıkmıştır. Ek olarak, öğrenciler akran öğrenme uygulamasına yönelik
olumlu görüşler sunmuşlardır. 

Anahtar Kelimeler

akran öğrenme yaklaşımı, ısı ve sıcaklık ünitesi, öğrenci başa-rısı, öz ve grup değerlendirme

Kaynakça

• Ames, G., & Murray, F. B. (1982). When two wrongs make a right: Promoting cognitive change by social conflict. Development Psychology, 18, 894-897.
• Androushchak, G., Poldin, O., & Yudkevich, M. (2013). Role of peers in student academic achievement in exogenously formed university groups. Educational Studies, (39)5, 568-581.
• Atasoy, Ş., Ergin S., & Şen A.İ. (2014). The effects of peer instruction method on attitudes of 9th grade students towards physics course. Eurasian Journal of Physics and Chemistry Education, 6(1), 88-98.
• Aydoğan, S., Guneş, B., & Gulcicek, C. (2003). The misconceptions about heat and temperature. Gazi Univer-sity Journal of Gazi Educational Faculty, 23(2), 111-124.
• Berndt, T. (1987). The distinctive features of conversations between friends: Theories, research, and implications for socio-moral development. In W.M. Kurtines & J.L. Gewirtz (Eds.), Moral development thorough so-cial interaction (pp. 281-300). New York: Wiley.
• Burdett, J., & Hastie, B. (2009). Predicting satisfaction with group work assignments. Journal of University Teaching & Learning Practice, 6(1), 61-71.
• Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and findings. American Journal of Physics, 6, 970–977.
• Driver, R. (1989). Students’ conceptions and the learning of science. International Journal of Science Education, 11, 481–490.
• Durmuş, A. (2014). TGA yöntemine dayalı laboratuvar uygulamalarının fen bilgisi öğretmen adaylarının “ısı ve sıcaklık” konusunu anlamalarına etkisi. Yayımlanmamış yüksek lisans tezi. Karadeniz Teknik Üniversitesi, Trabzon.
• Erdamar, K. G., & Demirel, H. (2010). Öğretmen adaylarının grup çalışmalarına ilişkin algıları. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 205-223.
• Fung, D. (2014). Promoting critical thinking through effective group work: A teaching intervention for Hong Kong primary school students. International Journal of Educational Research, 66, 45–62.
• Gabriele A. J., & Montecinos, C. (2001). Collaborating with a skilled peer: The Influence of achievement goals and perceptions of partners’ competence on the participation and learning of low-achieving students. The Journal of Experimental Education, 69(2), 152-178.
• Galton, M., & Williamson, J. (1992). Group work in the primary schools. London: Routledge.
• Gatfield, T. (1999). Examining student satisfaction with group projects and peer assessment. Assessment and Evaluation in Higher Education, 24, 365–377.
• Gardner B., & Korth S. J. (1998). A framework for learning to work in teams. Journal of Education for Business, 74(1), 28-33.
• Gosser, D. K. (2011). The PLTL boost: A critical review of research. Progressions: Journal of PLTL, 14(1), 4-19.
• Hallam, S. Ireson, J. & Davis J. (2004). Grouping practices in primary school: what influences change? British Educational Research Journal, 30(1), 117-140.
• Hammond, J. A., Bithell, C.P., Jones, L., & Bidgood, P. (2010). A first year experience of student directed peer-assisted learning. Active Learning in Higher Education, 11, 201-212.
• Kızılcık, H. Ş. (2012). Probleme dayalı öğrenme sürecinde ısı ve sıcaklık kavramlarının gelişimi üzerine bir durum çalışması. Yayımlanmamış doktora tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Kolb, D. A. (1984). Experiential learning: experiences as the source of learning and development. Englewood Cliffs: N.J. Prentice- Hall.
• Krogh, L. B., & Thomsen, P. V. (2005). Studying students' attitudes towards science from a cultural perspective but with a quantitative methodology: Border crossing into the physics classroom. International Journal of Science Education, 27(3), 281-302.
• Leinonen, R., Asikainen M. A., & Hirvonen, P. E. (2013). Overcoming students’ misconceptions concerning thermal physics with the aid of hints and peer interaction during a lecture course. Physical Review Special Topics – Physics Education Research, 9, 020112.
• Lewis, E. L., & Linn, M. C. (1994). Heat, energy and temperature concepts of adolescents, adults and experts: Implications for curricular improvements. Journal of Research in Science Teaching 31, 657–677.
• Linton, D. L., Farmer J. K., & Peterson E. (2014). Is peer interaction necessary for optimal active learning? Life Sciences Education, 13, 243-252.
• Meltzer, D. E. (2004). Investigation of students’ reasoning regarding heat, work, and the first law of thermodynamics in an introductory calculus-based general physics course. American Journal of Physics, 72, 1432.
• McDermott, L. C. (2001). Oersted Medal Lecture 2001: Physics education research –the key to student learning. American Journal of Physics 69(11), 1127-1137.
• O’ Donnell, A. M., & King, A. (Eds.). (1999). Cognitive perspectives on peer learning. Mahwah New Jersey: Lawrence Erlbaum Associates, Publishers.
• Oktay, Ö. (2017). Fizik öğretiminde akran öğretimi. A. İ. Şen ve A. R. Akdeniz (Ed.). Fizik öğretimi içinde (s. 325-356). Ankara: Pegem Akademi
• Osborne, R., & Freyberg, P. (1985). Learning in science: The implication of children’s science. Auckland, Heinemann.
• Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis using SPSS for windows. Maid-enhead: Open University Press.
• Payne, B. K., & Monk-Turner, E. (2006). Students’ perceptions of group projects: The role of race, age, and slacking. College Student Journal, 40, 132-139.
• Piaget, J. (1932). The moral judgement of the child. London: Routledge & Kegan Paul.
• Reif, F. (1995). Millikan Lecture 1994: Understanding and teaching important scientific thought processes. American Journal of Physics, 63, 17.
• Reise, H., Samara, A., & Lillejord, S. (2012). Peer relations in peer learning. International Journal of Qualitative Studies in Education, 25(5), 601–624.
• Rogan, J. M. (1988). Development of a conceptual framework on heat. Science Education, 72(1), 103-113.
• Slavin, R. E. (1987). Ability grouping and student achievement in elementary schools: A besevidence synthesis. Review of Educational Research, 57(3), 293-336.
• Slavin, R. E. (1990). Co-operative learning: Theory, research and practice. Englewood Cliffs, NJ: Prentice Hall.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge MA: Harvard University Press.
• Walker, A. (2001). British psychology students’ perceptions of group-work and peer assessment. Psychology Learning and Teaching, 1, 28–36.
• Webb, N., & Palincsar, A. (1996). Group processes in the classroom. In D. C. Berliner & R.C. Calfee (Eds.), Handbook of Educational Psychology (pp. 841-873). New York: Simon and Schuster MacMillan.
• Zhang, P., Ding, L., & Mazur, E. (2017). Peer Instruction in introductory physics: A method to bring about positive changes in students’ attitudes and beliefs. Physical Review Physics Education Research, 13(1), 010104.