İşbirliğine Dayalı Öğrenme

Ekinci, Necla

doi:10.14527/9789758792740.05

Cited by 15 publications

(11 citation statements)

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“…When learning is based on cooperation, students are able to realize learning according to their own individual differences by constructing their own learning within multiple learning environments. Discussion with other group members, solving problems, finding new solutions, determining faults, and making corrections help to develop students' higher level thinking skills (Ekinci, 2010).…”

Section: Discussionmentioning

confidence: 99%

The Effect of Active Learning Techniques on Class Teacher Candidates’ Success Rates and Attitudes toward their Museum Theory and Application Unit in their Visual Arts Course

2016

EDUC SCI-THEOR PRACT

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Section: Discussionmentioning

confidence: 99%

The Effect of Active Learning Techniques on Class Teacher Candidates’ Success Rates and Attitudes toward their Museum Theory and Application Unit in their Visual Arts Course

2016

EDUC SCI-THEOR PRACT

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“…Çünkü iş birlikli grup çalışmaları grup ödülü ve sorumluluğu, bireysel değerlendirilebilirlik, yüz yüze etkileşim, sosyal beceriler ve eşit başarı fırsatı gibi bazı nitelikler açısından geleneksel öğretim yönteminden ayrılmaktadır (Kardaş, 2014). İş birlikli grup çalışmasını geleneksel küme çalışmasından ayıran önemli özellikler şu şekilde tablolaştırılabilir (Bayrakçeken, Doymuş ve Doğan, 2013;Ekinci, 2011;Kardaş, 2014 Geleneksel küme çalışmalarında heterojenliğe dikkat edilmez.…”

Section: International Journal Of Languages' Education and Teachingunclassified

“…Bu durum göz önünde bulundurulduğunda Türk eğitim sisteminde bu ortamları öğrencilere sağlayan öğrenme yaklaşımlarına ihtiyaç duyulduğu gerçeği ortaya çıkmaktadır. İş birlikli öğrenme yaklaşımının da öğrencilere alternatif bakış açıları sunması (Ekinci, 2011), eleştirel düşünmeyi teşvik etmesi, farklı fikirlerin açıklanmasına fırsat sağlaması, problem çözme becerilerine katkıda bulunması (Bayrakçeken, Doymuş ve Doğan, 2013), sosyal becerilerin gelişimine imkân tanıması bakımından bu ihtiyaca cevap verebilecek nitelikte olduğu düşünülmektedir.…”

Section: Introductionunclassified

Okuma Çemberi̇ Tekni̇ği̇ni̇n Öğretmen Adaylarinin Eleşti̇rel Okuma Öz Yeterli̇k Algilarina Etki̇si̇

Özbay¹

2015

ijlet

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Reading can be described as getting meaning from written symbols in the classic sense. But today, information is changing rapidly and orienting in various ways through general networking, media, printed materials and so on. Therefore it is not enough alone to make sense of text. Today, to correctly understand what individuals read, to discuss accuracy and reliability of thoughts in the book, be able to query the information given by the work, to determine the purpose of author correctly, to explain the cause and effect relationships between events and concepts, to determine conflicting statements in the work has become a much more important. In this context, especially teachers and preservice teachers need to be higly critical reading self-efficacy perception. Because teachers and preservice teachers undertake decisive role in the relationship between students and books. To be conscious about the critical reading self-efficacy perception will provide to meet with more qualified and reliable work for students. In this context, the aim of this paper is defined as to examine the impact of the collaborative reading circle effect on preservice teachers' critical reading self efficacy perception. In this paper quasi experimental stduy method was preferred and research was designed semi-experimental pretest posttest control group design. The study was conducted on 103 Turkish preservice teachers who are receiving education in Dumlupınar University Faculty of Education. Paper's datas were collected through Critical Reading Self-Efficacy Perception Scale which has developed by Karadeniz (2014). According to the findings, collaborative reading circle technique has been effective in developing preservice teachers' critical reading self efficacy perceptions.

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“…This helps them have broader views. Ekinci (2005) asserted that learners learn from each other in maximum level. Cooperative language learning helps learners develop tolerance, respect and negotiating skills which are must in daily life.…”

Section: Introductionmentioning

confidence: 99%

Online Cooperation in English Language Learning

Ünal¹,

Gürol²

2019

JEP

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The purpose of this study aimed at examining the results of cooperative online activities in English Language Learning. This study is a quantitative study with experimental design. Random sampling method was used to determine learners and classes. Participants of this study were 229 English language learners in B1 level, 113 of whom are experimental group in 5 classes and 116 of whom are control group in 5 classes. Learners in experimental group followed a course design based on cooperative online activities and tasks for fifteen weeks. For data collection, a proficiency test named ALCPT was administered to learners at the beginning and end of the term as a pre-test and post-test. Cronbach alpha level of the test was found to be, 98. Reading, writing, listening, speaking, vocabulary and grammar achievement tests were implemented at the end of the semester. Data were analyzed with the help of SPSS 20 by employing descriptive and inferential statistics. Test of normality and homogeneity were calculated by applying Kolmogorov-Smirnova and Levene Statistic respectively. Results showed experimental group were significantly different in their proficiency test scores although there was no significant difference between control group and experimental group at the beginning of the semester in their pre-test proficiency test scores. Achievement test scores revealed that learners in experimental group did significantly better in listening, reading, writing and vocabulary achievement tests. However, there weren't significant differences in speaking and grammar achievement tests between two groups.

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İşbirliğine Dayalı Öğrenme

Cited by 15 publications

References 0 publications

The Effect of Active Learning Techniques on Class Teacher Candidates’ Success Rates and Attitudes toward their Museum Theory and Application Unit in their Visual Arts Course

The Effect of Active Learning Techniques on Class Teacher Candidates’ Success Rates and Attitudes toward their Museum Theory and Application Unit in their Visual Arts Course

Okuma Çemberi̇ Tekni̇ği̇ni̇n Öğretmen Adaylarinin Eleşti̇rel Okuma Öz Yeterli̇k Algilarina Etki̇si̇

Online Cooperation in English Language Learning

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