Abordo, I., & Gaikwad, S. (2005). Group Investigation: How Does It Work? International Forum, 8 (1, 2), 79- 8.
Aksoy, G. (2011). Öğrencilerin Fen Ve Teknoloji Dersindeki Deneyleri Anlamalarına Okuma-Yazma-Uygulama ve
Birlikte Öğrenme Yöntemlerinin Etkileri. Yayımlanmamış Doktora Tezi. Atatürk Üniversitesi Eğitim Bilimleri
Enstitüsü, Erzurum.
Aksoy, G., Doymuş, K., Karaçöp, A., Şimşek, Ü. ve Koç, Y. (2008). İşbirlikli Öğrenme Yönteminin Genel Kimya
Laboratuar Dersinin Akademik Başarısına Etkisi ve Öğrencilerin Bu Yöntem Hakkındaki Görüşleri. Kazım
Karabekir Eğitim Fakültesi, 17, 212-277.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence
Earlbaum Associates.
Doymus, K. (2007). Effects of a cooperative learning strategy on teaching and learning phases of matter and
one-component phase diagrams. Journal of Chemical Education, 84(11), 1857-1860.
Doymus, K. (2008). Teaching chemical bonding through jigsaw cooperative learning. Research in Science &
Technological Education, 26(1), 47-57.
Doymuş, K., Şimsek, Ü. ve Bayrakçeken, S. (2004). İşbirlikçi öğrenme yönteminin fen bilgisi dersinde akademik
basarı ve tutuma etkisi. Türk Fen Eğitimi Dergisi, 1(2), 103-115.
Ekiz, S.O. (2008). Fen ve teknoloji laboratuarının proje tabanlı öğrenme yaklaşımı ile desteklenerek öğretimin
öğrenci başarısına, hatırda tutma seviyesine ve duyuşsal özelliklerine etkisinin araştırılması. Yayımlanmamış
Yüksek Lisans Tezi, Muğla Üniversitesi, Fen Bilimleri Enstitüsü.
Johnson, D.W., & Johnson, R.T. (1992). Approaches to Implementing Cooperative Learning in the Social Studies
Classroom, Cooperative Learning in the Social Studies Classroom: An Invitation Social Study. R.J., Stahl and R.L.,
Vansicle Editor: Washington National Council for the social studies. Bulletin No: 87, 44-51.
Koç, Y. (2009). Termokimya ve Kimyasal Kinetik Konularının Öğretiminde Jigsaw ve Grup Araştırması
Tekniklerinin Öğrencilerin Akademik Başarıları Üzerine Etkisi. Yayımlanmamış Yüksek Lisans Tezi, Atatürk
Üniversitesi Fen Bilimleri Enstitüsü, Erzurum.
Lebaron, J., & Miller, D. (2005). The potential of jigsaw role playing to promote the social construction of
knowledge in an online graduate education course. Teachers College Record, 107(8), 1652-1674.
Leech, N.L., Barrett, K.C., & Morgan, G.A. (2005). SPSS for intermediate statistics: Use and interpretation.
Lawrence Erlbaum Associates, Inc.
Leikin, R. (2004). The wholes that are greater than the sum of their parts: employing cooperative learning in
mathematics teachers’ education. Journal of Mathematical Behavior, 23, 223–256.
Lejik, M., & Wyvill, M. (2001). Peer assessment of contributions to a group project: A comparison of holistic
and category–based approaches. Assessment and Evaluation in Higher Education, 26, 61-72.
Lin, E. (2006). Cooperative learning in the science classroom. The Science Teacher; 73, 33-39.
Maloof, J., & White, V.K.B. (2005). Team study training in the college biology laboratory. Journal of Biological
Education, 39(3), 120-124.
McMillan, J.H., & Schumacher, S. (2006). Research in Education: Evidence- Based Inquiry. Sixth Edition. Allyn
and Bacon, 517 p, Boston, MA.
Milner, A.R. (2008). The effects of constructivist classroom contextual factors in a life science laboratory and a
traditional science classroom on elementary student’s motivation and learning strategies. Unpublished Doctoral
Dissertation, The University of Toledo, Bancroft.
Morgan, B.M. (2004). Cooperative learning in higher education: hispanic and non-hispanic undergraduates’
reflections on group grades. Journal of Latinos and Education, 3, 39-52.
Passi A., & Vahtivuori, S. (2001). From cooperative learning towards communalism. Media Education
Publication 8, 256-272.
Perkins, D.V., & Saris, R.N. (2001). A "Jigsaw Classroom" technique for undergraduate statistics courses.
Teaching of Psychology, 28(2), 117-121.
Prichard, J.S., Bizo, L.A., & Stratford, R.J. (2006). The educational impact of team-skills training: Preparing
students to work in groups. British Journal of Educational Psychology, 76, 119-140.
Sancı, M. (2011). İlköğretim 4. Sınıf Fen ve Teknoloji Dersi Öğretiminde Uygulanan Jigsaw ve Grup Araştırması
Tekniklerinin Öğrencilerin Akademik Başarıları Üzerine Etkileri. Yayımlanmamış Yüksek Lisans Tezi, Atatürk
Üniversitesi Eğitim Bilimleri Enstitüsü, Erzurum.
Sand-Jecklin, K. (2007). The impact of active/cooperative instruction on beginning nursing student learning
strategy preference. Nurse Education Today, 27, 474–480.
Saribas, D., & Köseoglu, F. (2006). The effect of the constructivist method on pre-service chemistry teachers'
achievement and conceptual understanding about aqueous solution. Journal of Science Education, 7(1), 58-62.
Shaaban, K. (2006). An initial study of the effects of cooperative learning on reading comprehension,
vocabulary acquisition, and motivation to read. Reading Psychology, 27, 377-403.
Shackar, H., & Fischer, S. (2004). Cooperative learning and the achievement of motivation and perceptions of
students in 11th grade chemistry classes. Learning and Instruction, 14, 69-87.
Sharan, Y. (1998). Enriching the group and investigation in the intercultural classroom. European Journal of
Intercultural Studies, 9(2), 133-140.
Sharan, Y., & Sharan, S. (1989). Group investigation expands cooperative learning. Educational Leadership, 47,
4, 17-21.
.
Siegel, C. (2005). Implementing a research-based model of cooperative learning. The Journal of Educational
Research, 98(6), 339-350.
Slavin, R.E. (1980). Cooperative learning. Review of Education Research, 50(2), 315-342.
Slavin, R.E. (1999). Comprehensive approaches to cooperative learning. Theory into Practice, 38(2), 74.
Slish, D.F. (2005). Assessment of the use of the Jigsaw method and active learning in non- majors. Introductory
Biology. Bioscene, 31(4), 4-10.
Şimşek, Ü., Doymuş, K. ve Bayrakçeken, S. (2006). İşbirlikli öğrenme yönteminin kırsal alanda eğitim gören
öğrencilerin fen bilgisi dersin başarısına ve tutumuna etkisi. Eğitim ve Bilim, 31(140), 3-9.
Tsoi, M.F., Goh, N.K., & Chia, L.S. (2004). Using group investigation for chemistry in teacher education AsiaPacific Forum on Science Learning and Teaching, 5, 1(6), 1-12. Studies Classroom: An Invitation Social Study.
R.J., Stahl and R.L., Vansicle Editor: Washington National Council for the social studies. Bulletin 87, 44-51.
Turgut, Ü., Gürbüz, F., & Turgut, G. (2012). 10th grade science class students’ misconceptions about electric
current. Energy Education Science and Technology Part B: Social and Educational Studies, 4(2) 627-636.
Turgut, Ü., & Gürbüz, F. (2011) Effects of teaching with 5e model on students’ behaviors and their conceptual
changes about the subject of heat and temperature. International Online Journal of Educational Sciences, 3(2),
679-706.
Wang, H.C., Chang, C.Y., & Li, T.Y. (2007). The comparative efficacy of 2D- versus 3D-based media design for
influencing spatial visualization skills. Computers in Human Behavior, 23, 1943–1957.
Weaver, J.K. (2010). Clues to the Past. Science and Children, 47(5), 48-52.
Wilson-Jones, L., & Caston, M.C. (2004). Cooperative learning on academic achievement in elementary African
American males. Journal of Instructional Psychology, 31(3), 280-283.
Wu, H.K., & Shah, P. (2004). Exploring visuospatial thinking in chemistry learning. Science Education, 88, 465–
492.
Yore, L.D. (1991). Secondary science teachers attitudes toward and beliefs about science reading and science
textbooks. Journal of Research in Science Teaching, 28(1), 55-72.
Zimmerman, D.K., & Gallagher, S.R. (2006). Creavity and team environment: An exercise illustrating how much
one member can metter. Journal of Management Education, 30 (4), 617-625.
Zingaro, D. (2008). Group investigation: Theory and practice. Ontario Institute for Studies in Education, Toronto,
Ontario, Canada.
Thank you for copying data from http://www.arastirmax.com
