How the Group Investigation model and the Six-Mirror model changed teachers’ roles and teachers’ and students’ attitudes towards diversity

Damini, Marialuisa

doi:10.1080/14675986.2014.917794

Cited by 16 publications

(10 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It was observed that students had misconceptions about the "States of Matter and Heat" and "Structure and Properties Particle of Matter" subjects in the science courses including these concepts and difficulties in learning these issues (Ayas & Özmen, 2002;Bischoff, 2006;Çepni, Aydın, & Ayvacı, 2000;Jacobi, Martin, Mitchell, & Newell, 2004;Lubben, Netshisaulu, & Campbell, 1999;Stephan, 1994). When the studies in related literature were investigated there are many studies revealing the effects on the cooperative learning model (Damini, 2014;Mitchell, Montgomery, Holder, & Stuart, 2008;Şimşek, 2007;Tan, Sharan, Lee, & Christine, 2007). In the GI method, there is a goal of gaining high-level cognitive skills and there are difficulties in achieving this goal (Bayrakçeken, Doymuş, & Doğan, 2013;Schunk, 2011).…”

Section: öZmentioning

confidence: 99%

“…The teacher has a facilitator, guide, and collaborator role in the student's questioning process (Hertz-Lazarowitz & Calderon, 1994). Therefore, important results are achieved in terms of improving positive mutual dependence and internal motivation for the teachers and the students (Damini, 2014). According to Mitchell, Montgomery, Holder, and Stuart (2008), through the GI method not only the lower or moderately successful students improve, but also higher achieving students increase their performance.…”

mentioning

confidence: 99%

“…When the related literature on GI method were investigated, the applications generally provided a positive contribution to the students' academic achievement (Aksoy & Gürbüz, 2013;Mitchell, Montgomery, Holder & Stuart, 2008;Sangadji, 2016;Sancı & Kılıç, 2011;Şimşek, Doymuş & Karaçöp, 2008;Şimşek, Doymuş, Doğan, & Karaçöp, 2009;Tan, Sharan, & Lee, 2007;Zorlu, 2016). Additionally, there are studies that show positive effects on the student's learning process and learning outcomes (Astra, Wahyuni, & Nasbey, 2015: Hosseini, 2014, motivation and perceptions (Tan, Sharan, Lee, & Christine, 2007), attitudes toward the environment (Lazarowitz, Hertz-Lazarowitz, Khalil, & Ron, 2013), the teachers' attitudes toward the diversity of the individuals (Damini, 2014), understand the particulate structure of matter , and motivation (Tan, Sharan, & Lee, 2007) by applying GI method only once. There is no such study that was conducted to determine the effect of the GI method that applied twice.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Fen Bilimleri Dersinin Öğretiminde Grup Araştırması Yönteminin Farklı Zamanlarda Uygulanmasının Etkililiğinin İncelenmesi

Zorlu¹,

Sezek²

2020

Kuramsal Eğitimbilim

View full text Add to dashboard Cite

The aim of the study was investigation the effect of twice application the Group Investigation method at different intervals on improvement of the students' academic achievement and science process skills in teaching the science lesson. Method of the study was a quasi-experimental design. The study used Solomon Four-group Experimental Design in the first year, and an experimental design in the second year which was created by adding a new experimental group to involve three experimental and two control groups. It was applied the Group Investigation method in the experimental groups and current methods on the curriculum of the secondary school science curriculum of Ministry of National Education in the control groups. Data collection process were used qualitative interview, preliminary information, science process skills and academic achievement tests. Applying the Group Investigation method for two years proved positive contributions to students' academic achievement and science process skills in science lessons. The researchers believe that experimental model developed this stduy will be used in different research areas in long-term studies in the future, and these studies will also make a great contribution to the literature.

show abstract

Section: öZmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Fen Bilimleri Dersinin Öğretiminde Grup Araştırması Yönteminin Farklı Zamanlarda Uygulanmasının Etkililiğinin İncelenmesi

Zorlu¹,

Sezek²

2020

Kuramsal Eğitimbilim

View full text Add to dashboard Cite

show abstract

“…Many researchers have reported the benefits and shortcomings of implementing GI Damini [21] and Hosseini [17] explain that GI is unlikely efficient since it is impossible to perform all GI learning steps in one meeting. For example, the evaluation stage is one of the learning steps that is mostly skipped during GI implementation.…”

Section: Introductionmentioning

confidence: 99%

Digital Mind Map Assisted Group Investigation Learning for College Students’ Creativity

Rosba

Zubaidah

Mahanal

et al. 2021

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

This study aimed to investigate the effect of a digital mind map (DMM) assisted group investigation (GI) on students’ creativity in higher education. A pre-test post-test nonequivalent control group design was employed in this study. The study was conducted in 2019/2020 to 75 fifth semester students from IKIP Budi Utomo Malang, Indonesia. The data were collected using a pre-test and a post-test on students’ creativity. The students’ creative performance was evaluated using a rubric assessing the keywords, material’s completeness, material’s conformity, layout organization, creativity, symbols, and color used in the students' mind maps. Testing for the normality and homogeneity of variance was conducted before the ANCOVA was run to examine the data. The statistical analysis showed a difference between students in the DMM-GI group and students in the DMM-conventional group in terms of creativity. The mean score of the DMM-GI group (79.30) was higher than that of the DMM-conventional group (74.96). Therefore, it can be concluded that the DMM-GI group had better creative performance compared to the DMM-conventional group.

show abstract

“…Students are trained to work together to pursue their investigative assignments. In this model, students are organized into groups to carry out small investigations and cooperate in planning science projects, carrying out investigations, presenting findings, and evaluating their learning (Damini, 2014;Sugiharto, 2020;Tan et al, 2007). When Group Investigation is applied, the class becomes a community of inquiry, and each student is an investigator who coordinates their investigations with the class members.…”

Section: Introductionmentioning

confidence: 99%

Cooperative Abilities and Cognitive Learning Outcomes: Study Group Investigation on Life Cycle Topic

Leasa

Wuarlela

2023

International j.of Elementary Education

View full text Add to dashboard Cite

The cooperative ability and cognitive learning outcomes of students in Ambon City still need to improve. The results of students learning science evidence this. The solution that can be done is to use learning models that can stimulate the development of students' cooperative and cognition abilities, one of which is group investigation. This study aims to analyze the relationship between cooperative abilities and cognitive learning outcomes in science learning with the GI cooperative model. The type of research used is correlational, with a sample of 50 people. The data collection instruments used in this study included questionnaires on students' collaboration abilities and cognitive learning outcomes test instruments—data analysis using simple linear regression. The results showed the sufficient category was the relationship between cooperative abilities and students' cognitive learning outcomes in science content learning the life cycle material with the Group Investigation type cooperative model. It was also revealed that the contribution of the cooperative ability variable to cognitive learning outcomes proves that GI contributes to students' cooperative abilities and cognitive learning outcomes.

show abstract

How the Group Investigation model and the Six-Mirror model changed teachers’ roles and teachers’ and students’ attitudes towards diversity

Cited by 16 publications

References 12 publications

Fen Bilimleri Dersinin Öğretiminde Grup Araştırması Yönteminin Farklı Zamanlarda Uygulanmasının Etkililiğinin İncelenmesi

Fen Bilimleri Dersinin Öğretiminde Grup Araştırması Yönteminin Farklı Zamanlarda Uygulanmasının Etkililiğinin İncelenmesi

Digital Mind Map Assisted Group Investigation Learning for College Students’ Creativity

Cooperative Abilities and Cognitive Learning Outcomes: Study Group Investigation on Life Cycle Topic

Contact Info

Product

Resources

About