The Effect of Cooperative Learning on Students' Achievement and Views on the Science and Technology Course

Autor/in	Altun, Sertel
Titel	The Effect of Cooperative Learning on Students' Achievement and Views on the Science and Technology Course
Quelle	In: International Electronic Journal of Elementary Education, 7 (2015) 3, S.451-468 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Foreign Countries; Cooperative Learning; Instructional Effectiveness; Academic Achievement; Student Attitudes; Science Instruction; Grade 6; Mixed Methods Research; Middle School Students; Focus Groups; Content Analysis; Achievement Tests; Pretests Posttests; Gender Differences; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Ausland; Kooperatives Lernen; Unterrichtserfolg; Schulleistung; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Inhaltsanalyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Geschlechterkonflikt
Abstract	The purpose of this study is to investigate the efficiency of learning plan implementation prepared with the cooperative learning method. In particular, the study addresses the effect of cooperative learning on students' achievement and their views regarding the "Systems in Our Body" unit of the 6th grade Science and Technology lesson. For this purpose, mixed method was used. The study is conducted in the second term of the 2013-2014 academic year, on a study group consisted of 7 girls and 13 boys, a total of 20 students of a private middle school in Istanbul. An achievement scale was utilized for the quantitative data and focus group interviews were hold for the qualitative data. While t-test was used for the quantitative findings, content analysis technique was used for the qualitative data. The result of the study indicated that CL method had a favorable effect on learning. The cooperation based learning-teaching environment provided cooperation, supported permanent learning, provided opportunities to be successful, contributed to the development of social and personal skills, but also caused worry as it requires students to be successful at all stages. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01