Cooperative Learning as a Democratic Learning Method

Erbil, Deniz Gökçe; Kocabaş, Ayfer

doi:10.1080/02568543.2017.1385548

Cited by 24 publications

(14 citation statements)

References 12 publications

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“…The cooperative learning method, which was defined as utilization of small groups for educational purposes (Johnson et al, 2007), is a teaching method developed for over 40 years, and the effects of which on various areas such as student success, attitude, and motivational levels are proven by research (Johnson et al, 2000;Hattie, 2009;Kyndt et al, 2013;Kocabaş et al, 2015;Dirlikli et al, 2016;Erbil and Kocabaş, 2018). Cooperative learning is a learning approach in which students work in small, independent groups for common educational goals, and their work is evaluated both individually and as a group.…”

Section: Introductionmentioning

confidence: 99%

A Review of Flipped Classroom and Cooperative Learning Method Within the Context of Vygotsky Theory

Erbil

2020

Front. Psychol.

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147

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In the flipped classroom method, which is accepted as one of the blended learning approaches, the traditional teaching process takes place outside of the classroom through videos. Activities, projects, and homework related to upper-level cognitive field steps are carried out during classroom time. Research and interest in the flipped classroom are increasing steadily. Employing a cooperative learning method is suggested for using class time in the flipped classroom method. However, there has not been sufficient research on the implemented results of those suggestions. Moreover, there is no clear roadmap on how to incorporate cooperative learning methods into the flipped classroom. This research reviews theoretical infrastructures of flipped classroom and cooperative learning methods according to the Vygotsky theory and makes various suggestions for implementation and implementers.

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Section: Introductionmentioning

confidence: 99%

A Review of Flipped Classroom and Cooperative Learning Method Within the Context of Vygotsky Theory

Erbil

2020

Front. Psychol.

Self Cite

147

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“…Media macromedia flash ini juga dapat meningkatkan sikap demokratis mahasiswa melalui penugasan dalam bentuk kelompok dengan pendekatan kooperatif yang diberikan pada mahasiswa. Sebagaimana Deniz & Ayfer (2018) mengungkapkan bahwa pembelajaran kooperatif berpengaruh positif terhadap sikap demokratis. Johnson & Johnson (2016) juga menuturkan bahwa untuk memastikan generasi masa depan menjadi warga negara yang efektif dalam demokrasi, pembelajaran kooperatif perlu digunakan sepanjang hari.…”

Section: Uji Hipotesisunclassified

Pengaruh Media Macromedia Flash Terhadap Literasi Sains dan Sikap Demokratis Mahasiswa

Zulfa

Haryanto

2021

JPSI

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College students are often considered as adult humans so that when learning science, the use of interesting media is not noticed. Quality science learning can form college students who have scientific literacy and high democratic attitudes which are very important in the 21st century. The solutions that can be used to solve these problems is the macromedia flash learning media. This study aims to determine: 1) the effect of macromedia flash on scientific literacy; 2) the influence of macromedia flash on democratic attitudes; 3) the effect of macromedia flash on scientific literacy and democratic attitudes of college students simultaneously. This study used a quasi experimental method with a nonequivalent control group design. The study population was all PGSD Semester IV students of Ahmad Dahlan University. Sampling with cluster random sampling technique. Data were collected by tests and questionnaires. Analysis of research data using t and manova test. Based on the results of the study obtained both t and manova tests, the significance value is smaller than 0.05, so it can be concluded that: 1) there is an effect of macromedia flash on scientific literacy; 2) there is an effect of macromedia flash on democratic attitudes; 3) there is an effect of macromedia flash on scientific literacy and democratic attitudes of college students simultaneously.

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“…İşbirlikli öğrenme yönteminin akademik başarı ve psiko-sosyal değişkenler üzerinde meydana getirdiği olumlu etkiyi kanıtlayan araştırma birikimi mevcut olsa da (Johnson, Johnson ve Stanne, 2000;Tarım, 2003;Hattie, 2009;Kyndt ve diğerleri, 2013;Kocabaş, Aşık, Karaşahin, Erbil ve Erdoğan, 2015;Dirlikli, Aydın ve Akgün 2016;Erbil ve Kocabaş, 2018), özellikle başarıdaki olumlu etkiyi nasıl ve hangi değişkenleri işe koşarak yaptığı konusunda yeterli sayıda araştırma bulunmamaktadır (Slavin, 2015). Bu araştırmada işbirlikli öğrenmenin başarı üzerindeki değişimine sebep olan temel değişkenlerden bütünleşme üzerine bir ölçek geliştirilmesi amaçlanmıştır.…”

Section: Araştırmanın Amacıunclassified