Takım-Oyun-Turnuva ve Öğrenci Takımları Başarı Bölümleri Yöntemlerinin Akademik Başarı ve Kalıcılık Üzerine Etkisi

The Effect Of Team-Game-Tournament And Student Teams Achievement Divisions Methods On Academic Achievement And Retention Of Knowledge

Özet

Bu çalışmanın amacı, Atom Kuramları konusunun öğretiminde işbirlikli öğrenme modelinde yer alan TakımOyun-Turnuva ve Öğrenci Takımları Başarı Bölümleri yöntemlerinin öğretmen adaylarının akademik başarısına ve öğrenmelerinin kalıcılığına etkisini belirlemektir. Çalışmanın örneklemini 2013-2014 eğitim öğretim güz yarıyılında bir üniversitenin eğitim fakültesinin Fen Bilgisi Eğitimi Anabilim Dalı birinci sınıfta öğrenim gören üç farklı grupta toplam 104 öğretmen adayı oluşturmaktadır. Bu gruplar Takım-Oyun-Turnuva Grubu (TOTG, n=24); Öğrenci Takımları Başarı Bölümleri Grubu (ÖTBBG, n=26) ve geleneksel öğretim yönteminin uygulandığı Kontrol Grubu (KG, n=54) olarak belirlenmiştir. Genel Kimya dersi kapsamında yürütülen araştırmada veri toplama aracı olarak Ön Bilgi Testi (ÖBT) ve Akademik Başarı Testi (ABT) kullanılmıştır. Verilerin analizi için tanımlayıcı istatistikler, tek yönlü varyans analizi (ANOVA) ve çoklu karşılaştırma testi (LSD) kullanılmıştır. Sonuç olarak, her iki işbirlikli öğretim yönteminin de akademik başarı ve bilgilerin kalıcılığı üzerinde olumlu etkisi olduğu sonucuna ulaşılmıştır. Deney gruplarında bulunan öğretmen adaylarının akademik başarıları arasında anlamlı farklılık olmasına karşın, bilgilerin kalıcılığı arasında anlamlı bir farklılık olmadığı görülmüştür

Abstract

One of the most important requirements of the information age is science education is given to individuals in the most efficient way. Disciplines in science education are physics, chemistry, biology and mathematics. Chemistry education has a separate importance from other disciplines involved in science education due to it has close relation and connection with other disciplines (Şimşek 2007). Because of the intangible nature of the chemistry course, it is thought that learners will learn better by participating in the teaching process individually. One of the most effective applications can be used at this point is cooperative learning model. Cooperative learning is a learning approach in which small groups are formed in the classroom and out of the classroom environments. Individuals actively participate in education process by helping with each other to learn a common goal in an academic way and they increase selfconfidence, communication, problem solving and critical thinking skills (Ballantine and Larres 2007; Bolling 1994; Bowen 2000; Ding vd. 2007; Doymuş vd. 2004; Eilks 2005; Gardener and Korth 1996; Gillies 2006; Hazne and Berger 2007; Hennessy and Evans 2006; Johnson, Johnson ve Holubec 1998; Levine 2001; Lin 2006; Şimşek 2005). The aim of this study is to determine the effect of Student Teams Achievement Divisions and Team Game Tournament methods on science teacher candidates’ academic achievement and retention of knowledge on the subject of Atomic Theory. In this study, pretest–posttest with a control group quasi-experimental research design was used in order to determine the effect of team game tournament and student teams achievement divisions methods on the teacher candidates' academic achievements and retention of knowledge in the teaching of atomic theories in General Chemistry course (McMillan and Schumacher 2010). The research was carried out with total of 104 first grade pre-service science and technology teachers at an university education faculty in 2013-2014 fall terms of academic years. There was two experimental groups (Student Teams Achievement Divisions Group and Team Game Tournament Group) and a control group which was used traditional learning method. The study was continued 5 weeks. Data of the research was collected by Pre-knowledge Test and Academic Achievement Test. Before the implementation Pre-knowledge Test was applied for the purpose of determine the preknowledge levels of teacher candidates in experimental and control groups about Chemistry course. After the implementation Academic Achievement Test was applied as posttest. Academic Achievement Test was reapplied for determine retention of knowledge after 4 weeks. For data analyzed, it was used descriptive statistics, one-way ANOVA and LSD which is in multiple comparisons tests. According to one-way ANOVA analyses of Pre-knowledge Test scores, there was not significant difference among teacher candidates’ pre-knowledge among all groups (F(2,101)=1,819; p>0,05). Academic Achievement Test which was applied as a posttest, there was difference among groups’ average of scores. In order to determine significant of this difference one-way ANOVA and LSD test were used and it was concluded that there was a statically significant difference among teacher candidates’ academic achievement in all groups (F(2,101)=266,654; p