Effects of Simulation Based Cooperative Learning on Physics Achievement, Science Process Skills, Attitudes Towards Physics and Usage of Interactive Whiteboards

Year 2018, , 57 - 65, 15.01.2018

Ali Çetin

https://doi.org/10.24106/kefdergi.375173

Cited By: 4

Abstract

The aim of this study is to investigate the effects of simulation based cooperative learning on students’ physics achievements, science process skills, attitudes towards physics and interactive whiteboards. In experimental group (n=24), while students taught with Student Teams Achievement Division (STAD) method with the integration of simulations in electricity subject, in control group (n=25), traditional learning supported by simulations. Students’ responses were analyzed by using t-test and content analysis. In the findings of the study high school students in simulation based cooperative learning environments (Cohen’s d=1.86) have higher effect size than in traditional learning environments supported with simulations, between these two methods there were no statistically significant difference on students’ science process skills, attitude towards physics lesson and usage of interactive whiteboards. As a conclusion, simulation based cooperative learning positively affected students’ physics achievements more than traditional learning and both techniques made small differences on students’ science process skills, attitudes towards physics and usage of interactive whiteboards.

Keywords

Simulation Based Learning, Cooperative Learning, Physics Education

Simulasyon Destekli İşbirliğine Dayalı Öğrenme Yönteminin Fizik Başarısına, Bilimsel Süreç Becerilerine, Fizik ve Akıllı Tahta Kullanımına Yönelik Tutumlara Etkileri

Abstract

Bu çalışmanın amacı simülasyon destekli işbirliğine dayalı öğrenme yönteminin öğrencilerin fizik başarıları, bilimsel süreç becerileri, fizik ve akıllı tahta kullanımına yönelik tutumları üzerindeki etkilerini ortaya çıkarmaktır. Deney grubundaki öğrencilerle (N=25) elektrik konusunda simülasyonların entegre edildiği ‘Öğrenci Takımları Başarı Bölümleri’ tekniği, kontrol grubunda (N=24) ise simülasyonlarla desteklenmiş geleneksel öğretim yöntemi kullanılmıştır. Öğrencilerin cevapları t-testi ve içerik analizi ile değerlendirilmiştir. Çalışmanın bulgularında lise öğrencilerinin simulasyon destekli işbirlikli ortamlarda (Cohen’s d=1.86) elde ettikleri başarı puanlarının sadece simulasyon kullanılan geleneksel öğrenme ortamlarına (Cohen’s d=1.09) göre daha yüksek etki büyüklüğüne sahip olduğu, bu iki yöntem arasında öğrencilerin bilimsel süreç becerilerinde, fizik dersine ve akıllı tahta kullanımlarına yönelik tutumlarında anlamlı farklılık olmadığı görülmüştür. Sonuç olarak, simülasyon destekli işbirliğine dayalı öğrenme yönteminin öğrencilerin fizik başarılarını geleneksel yönteme göre olumlu yönde daha fazla etkilediği, her iki yöntemin de öğrencilerin bilimsel süreç becerilerinde, fizik ve akıllı tahta kullanımına yönelik tutumlarında küçük bir etki yarattığı ortaya çıkmıştır.

Keywords

Simülasyon Destekli Öğrenme, İşbirliğine Dayalı Öğrenme, Fizik Eğitimi

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