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FİZİK EĞİTİMİNDE İŞBİRLİKLİ ÖĞRENME GRUPLARINDA PROBLEM ÇÖZME STRATEJİLERİ ÖĞRETİMİNİN PROBLEM ÇÖZMEYE YÖNELİK TUTUM ÜZERİNDEKİ ETKİLERİ

EFFECTS OF PROBLEM-SOLVING STRATEGIES TEACHING ON THE PROBLEM-SOLVING ATTITUDES OF COOPERATIVE LEARNING GROUPS IN PHYSICS EDUCATION

Journal Name:

  • Eğitimde Kuram ve Uygulama Dergisi

Publication Year:

  • 2008

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
In this research, the effects of teaching cooperative problem solving strategies on physics students’ achievement, strategy levels, and problem solving attitudes were investigated. In this research, experimental procedures were carried out on second year upper secondary school students who attended a lower socio-economic status secondary school in the fall semester of 2005-2006 academic year in %zmir, Turkey. In this study, the pretest-posttest research model with control group was used. The research was performed on two groups. One group was the experimental group and the other was the control group. Research data were collected by means of a Physics Achievement Test, Scale of Problem-Solving Strategies, Scale of Problem-Solving Attitude, and problem solving sheets. During this study, cooperative problem-solving strategies were used with the experimental group (the strategy teaching group) and the control group was instructed with traditional teaching methods. In conclusion, it was found that the average of the strategy teaching groups’ achievement, attitude and problem solving was much higher than control groups’ achievement.
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Abstract (Original Language): 
Bu arastırmada, isbirlikli problem çözme stratejileri ögretiminin, ögrencilerin fizik basarısı, strateji düzeyleri ve problem çözmeye yönelik tutumları üzerindeki etkilerinin ortaya çıkarılması amaçlanmaktadır. Denel islemler, 2005-2006 egitim-ögretim yılı güz yarıyılında %zmir ili sınırları içinde, alt sosyo-ekonomik düzeyde bulunan bir ortaögretimin 10. sınıf ögrencileri üzerinde yürütülmüstür. Katılımcılar çalısmaya gönüllü olarak katılan ögretmenlerin sınıfları arasından seçilmistir. Arastırmada kontrol gruplu ön test-son test arastırma modeli kullanılmıstır. Arastırma bir deney ve bir kontrol grubu olmak üzere iki grup üzerinde yürütülmüstür. Arastırmanın verileri, Fizik Basarı Testi (Hareket-Dinamik), Fizik Dersine Yönelik Problem Çözme Stratejileri Ölçegi, Fizik Dersine Yönelik Problem Çözme Tutum Ölçegi ve problem çözme yaprakları ile toplanmıstır. Arastırma sırasında, strateji ögretimi grubuna isbirlikli gruplarda problem çözme stratejileri ögretimi yapılırken kontrol grubuna ise geleneksel ögretim yöntemleri ile problem çözme stratejileri verilmistir. Arastırma sonucunda, strateji ögretimi grubunun basarı, tutum ve problem çözme stratejileri ortalamasının kontrol grubuna göre daha yüksek oldugu bulunmustur.
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  • 2
253-266
  • English

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