Aksoy, Gokhan; Gurbuz, Fatih

Bu araştırmanın amacı, fen ve teknoloji dersi “yer kabuğu nelerden oluşur” ünitesinde grup araştırması tekniği ve birlikte öğrenme tekniğinin öğrencilerin akademik başarıları üzerine olan etkisini ve öğrenci başarısında meydana gelen değişimin kalıcı olup olmadığını belirlemektir. Araştırmanın örneklemini, 2010-2011 öğretim yılında bir ilköğretim okulunun 6. sınıflarında öğrenim gören 2 şubesindeki toplam 64 öğrenci oluşturmaktadır. Bu sınıflardan biri grup araştırma tekniğinin uygulandığı Grup Araştırması Grubu (GAG), diğeri ise birlikte öğrenme tekniğinin uygulandığı Birlikte Öğrenme Grubu (BÖG) olarak belirlenmiştir. Araştırmada veri toplama aracı olarak; Akademik Başarı Testi (ABT) kullanılmıştır. Verilerin analizi için, tanımlayıcı istatistikler, bağımsız gruplar t testi, eşleştirilmiş grup t testi ve etki boyutları (effect sizes) kullanılmıştır. Sonuç olarak, grup araştırması tekniğiyle öğrenim gören öğrencilerin akademik başarılarının, birlikte öğrenme tekniğiyle öğrenim gören öğrencilere göre daha üst düzeyde olduğu belirlenmiştir.

AtıfTR Dizin2

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Aksoy, Gokhan; Gurbuz, Fatih

The aim of this study is to compare the effectiveness of 5E model and teaching method and models suggested by course books developed based on Science and Technology teaching program and approved by Ministry of Education on seventh grade students’ academic achievements in the unit “Force and Motion”. The subjects of the study were 57 seventh grade students at a primary school in Erzurum, who were in two different classes and taught by the same teacher at 2011-2012 education year. One of the classes was randomly selected as experimental group (n=27) in which students were thought by means of activities which were prepared according to the 5E model, and the other was determined as the control group (n=30) in which students were thought by teaching method and models suggested by course books developed based on Science and Technology teaching program and approved by Ministry of Education. The main instruments for obtaining data were the Force and Motion Academic Achievement Test (FMAAT). The study results were analyzed by SPSS. The data obtained on instruments were evaluated by using descriptive statistic, independent samples t test, paired sample t test and effect sizes. As the result of the research revealed that experimental group in which students were thought by means of activities which were prepared according to the 5E model is more successful than control group in which students were thought by teaching in control group was carried out teaching method and models suggested by course books developed based on Science and Technology teaching program and approved by Ministry of Education in the unit “Force and Motion”

AtıfTR Dizin3

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Aksoy, Gokhan; Gurbuz, Fatih

The aim of this study is to identify the effects of Reading-Writing-Application technique, Learning Together technique and Traditional Teaching methods on increasing students' academic achievements in the unit "particular structure of matter" at the science and technology course. In addition, students' written opinions were received from students (RWAG and LTG) about Reading-Writing-Application and Learning Together techniques. This study included 92 students from three different classes at the 6 th grade of a primary school during the 2010-2011 academic year. One of these classes served as the Reading-Writing-Application Group (RWAG), using group Reading-Writing-Application Technique, the second one served as the Learning Together Group (LTG), using the Learning Together technique, and the last one served as the Traditional Teaching Group (TTG), using the Traditional Teaching methods. The main instruments for obtaining data were the Academic Achievement Test (AAT) and Students' Written Opinions (SWO). Academic Achievement Test was applied to the all treatments groups but Students' Written Opinions was only applied RWAG and LTG. The data obtained on instruments were evaluated by using descriptive statistic, one-way variance analysis ANOVA and content analysis according to qualitative approach. It was concluded from the research results that the teaching of the unit "particular structure of matter" via the Reading-Writing-Application technique was more effective in increasing students' academic achievements compared to Learning Together technique and the Traditional Teaching methods. In addition, the written opinions of RWAG students and LTG students showed that the students have some negative opinions about Cooperative Learning Method.

AtıfScopus2

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Aksoy, Gokhan; Gurbuz, Fatih

The aim of this study is to determine the effects of two different cooperative learning techniques (Student Teams-Achievement Divisions technique and Jigsaw technique) on academic achievement of seventh grade students at unit of the “Electricity in Our Life”. The subjects of the study were 62 seventh grade students at a primary school in Erzurum, who were in two different classes and taught by the same teacher at 2011-2012 education year. One of the classes was randomly selected as the Student Teams-Achievement Divisions Group (STADG), using group student teams-achievement divisions technique and the second served as the Jigsaw Group (JG), using group jigsaw technique. The main instruments for obtaining data were the Electricity in Our Life Academic Achievement Test (EOLAAT). The study results were analyzed by SPSS. The data obtained on instruments were evaluated by using descriptive statistic, independent samples groups t test, paired sample groups t test and effect sizes. As the results of the EOLAAT revealed that student teams-achievement divisions technique is more successful than jigsaw technique in the unit “electricity in our life”.

AtıfTR Dizin8

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