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Journals / Uluslararası Türk Eğitim Bilimleri Dergisi / 2014 / Cilt: 2014 - Sayı: 2

THE RESEARCH FOR THE İNFLUENCE OF COOPERATİON LEARNİNG BASED PHYSİCAL LESSONS ON THE DEVELOPMENT OF 9-10 YEAR OLD CHİLDREN’S PROBLEM SOLVİNG SKİLL

İŞBİRLİĞİ İLE ÖĞRETİM YÖNTEMİNE DAYALI BEDEN EĞİTİMİ DERSLERİNİN 9–10 YAŞ GRUBU ÇOCUKLARIN PROBLEM ÇÖZME BECERİSİ GELİŞİMİNE ETKİSİNİN ARAŞTIRILMASI

Mustafa ALTINKÖK
Prof.dr. Hasan KASAP
Pages
101–109
Publication Date
2014-06-17
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Self–regulation according to the level of problem solving in favor of the final tests of the pre–test values are significantly different at the level of 0.001 (p

📌 3 Key Takeaways

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Objective & Hypothesis:This research has been done to examine the efficiency of Teaching Method Based on Physical Education with the collaboration of 12 weeks, on 9–10 years old children's developments of problem solving skills.
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Key Findings & Data:The techniques that have been used for this research are; “Team Game Tournament” which is one of the cooperative learning techniques and developed by De Vries (1976) and Slavin (1978–1980); “Learning Teams” which is based on learning together structure and developed by Johnson and Johnson (1994); “Assembling Pieces” which based on the structure seperating and combining and developed by Aranson and friends (1978), Slavin (1980) and Kagan (1986); and Pair off–Control–Apply and Think–Share–Apply techniques which is based on Pairs Control and Think–Pair off–Share and developped by Kagan (1992).
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Conclusion & Impact:Self–regulation according to the level of problem solving in favor of the final tests of the pre–test values are significantly different at the level of 0.001 (p
🔬Design:Research Article
📍Scope:2010 Verileri
⚙️Variables:Beden eğitimi · İşbirliği ile öğrenme · Problem çözme becerisi

Abstract

This research has been done to examine the efficiency of Teaching Method Based on Physical Education with the collaboration of 12 weeks, on 9–10 years old children's developments of problem solving skills. The techniques that have been used for this research are; “Team Game Tournament” which is one of the cooperative learning techniques and developed by De Vries (1976) and Slavin (1978–1980); “Learning Teams” which is based on learning together structure and developed by Johnson and Johnson (1994); “Assembling Pieces” which based on the structure seperating and combining and developed by Aranson and friends (1978), Slavin (1980) and Kagan (1986); and Pair off–Control–Apply and Think–Share–Apply techniques which is based on Pairs Control and Think–Pair off–Share and developped by Kagan (1992). The research group composed of children ages between 9-10, there were 69 student as experiments (35 female, 34 males) and 70 control students (35 girls 35 boys) participated on a voluntary basis as a group of 139 students in total. Cooperation with the Faculty of Physical Education program is based on the method applied in the study, to investigate its effect on children's problem-solving skills; cool and colleagues developed in 2010, “Primary–Level Problem Solving Inventory for Children” (ÇPÇE) were applied. SPSS statistical software was used to analyze the data. To find the difference between the experimental and control group, independent test, both control and experimental group, to find the difference between pre and post-tests, paired samples t test was used. Dimensions of problem–solving skills that make up the bottom of the experimental and control groups, problem–solving confidence, self–control and avoidance of problem solving according to the level of significance there is no pre-test values (p>0.05). Forming sub–dimensions of the experimental group problem–solving skills, problem–solving confidence, self–control and avoidance of problem solving skill levels, according to recent tests in favor of pre and post–test values are significantly different at the level of 0.001 (p0.05). Self–regulation according to the level of problem solving in favor of the final tests of the pre–test values are significantly different at the level of 0.001 (p

Özet

Bu araştırma, 12 haftalık İşbirliği ile Öğretim Yöntemine Dayalı Beden Eğitimi programının, 9–10 yaş grubu çocukların problem çözme becerileri gelişimine etkisini incelenmek amacıyla yapılmıştır. Bu amaç doğrultusunda öğretim programında işbirlikli öğrenme tekniklerinden De Vries (1976) ve Slavin (1978–1980) tarafından geliştirilen “Takım–Oyun–Turnuva” ve Johnson ve Johnson (1994) tarafından geliştirilen “Birlikte Öğrenme” yapıları üzerine kurulmuş “Öğrenme Takımları”, Aranson ve arkadaşları (1978), Slavin (1980) ve Kagan (1986) tarafından geliştirilen “Ayrılıp Birleşme” yapısı üzerine kurulmuş “Parça Birleştirme”, Kagan (1992) tarafından geliştirilen “Eş Kontrolü” ve “Düşün–Eşleş–Paylaş” yapısı üzerine kurulmuş “Eşleş–Kontrol et–Uygula” ve “Düşün–Paylaş–Uygula” teknikleri kullanılmıştır. Araştırma, 9–10 yaş grubu çocuklardan oluşmuştur. Araştırmaya, 69 öğrenci deney (34 erkek 35 kız) ve 70 öğrenci kontrol (35 kız 35 erkek) grubu olarak, 139 öğrenci gönüllü alınmıştır. Araştırmada uygulanan İşbirliği ile Öğretim Yöntemine Dayalı Beden Eğitimi programının çocukların problem çözme becerileri üzerindeki etkisini araştırmak için; Serin ve arkadaşlarının 2010’da geliştirdikleri, “İlköğretim Düzeyindeki Çocuklar İçin Problem Çözme Envanteri” (ÇPÇE) uygulanmıştır. Verilerin çözümlenmesinde istatistik programı kullanılmıştır. Deney ve kontrol grubu arasındaki farklılığı bulmak için bağımsız t testi, deney ve kontrol grubunun ön–son test arasındaki farklılığı bulmak için ise eşleştirilmiş t testi uygulanmıştır. İstatistik sonuçlarına göre, deney ve kontrol grubu problem çözme becerisi ön test değerleri ortalamaları arasında, anlamlı bir farklılık bulunmazken (p>0,05), son test değerleri ortalamaları arasında Problem Çözme Becerisine Güven ve Kaçınma alt boyutlarında (p

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Cite This Article

ALTINKÖK, M., KASAP, P. H. (2014). THE RESEARCH FOR THE İNFLUENCE OF COOPERATİON LEARNİNG BASED PHYSİCAL LESSONS ON THE DEVELOPMENT OF 9-10 YEAR OLD CHİLDREN’S PROBLEM SOLVİNG SKİLL. Uluslararası Türk Eğitim Bilimleri Dergisi, Cilt: 2014 - Sayı: 2, 101–109. https://ajindex.com/articles/709795

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