Learning science in a cooperative setting: Academic achievement and affective outcomes

Lazarowitz, Reuven; Hertz‐Lazarowitz, Rachel; Baird, J. Hugh

doi:10.1002/tea.3660311006

Cited by 77 publications

(55 citation statements)

References 14 publications

(6 reference statements)

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“…Bu bulgular diğer araştırma sonuçları ile de desteklenmektedir (Okebukola, 1986;Baird, Lazarowitz & Lazarowitz, 1992;Heady, 1993;Lazarowitz, Lazarowitz & Baird, 1994;Posner & Markstein, 1994;Zales & Colosi, 1996;Trautwein, Racke & Hillman 1997;Colosi & Zales, 1998;Koprowski & Perigo, 2000).…”

Section: Results and Suggestionunclassified

İşbirlikli Öğrenme Yönteminin Bilimsel ve Sosyal Beceriler Üzerindeki Etkisi

Arslan¹,

Zengin²

2016

Adıyaman Üniversitesi Eğitim Bilimleri Dergisi

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In this research, effects of Cooperative Learning Method (CLM) and traditional learning method on university students' scientific and social skills at science teaching laboratory applications course were examined. 99 students that study Department of Science Teacher at Education Faculty of Fırat University sampled this research. Experimental research design, including pre-test and post-test, was used in the study. The data of the research was collected using observation form and a semi-structured interview method. When analysing the data, arithmetic average, frequency and percentage were used. The interviews were recorded by a tape recorder and the observations were recorded by a video camera. Content analysis method was used in the analysis of the interviews. The results of the research has been found that cooperative learning have a positive impact on scientific and social skills.© 2016 AUJES. All rights reserved Keywords: Cooperative Learning, Science Teaching, Laboratuary Extended Abstract MethodologyThe objective of the study is to investigate whether there is a significant difference between laboratory activities conducted with learning together technique which is one of the cooperative learning techniques and those conducted with conventional instruction based on student behavior and social relationships. To this end, experimental design with pretestposttest control group was used in the study. Semi-structured interview and survey techniques were utilized for data collection. Study GroupStudy group consisted of 99 pre-service teachers that attended junior Science Teaching

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Section: Results and Suggestionunclassified

İşbirlikli Öğrenme Yönteminin Bilimsel ve Sosyal Beceriler Üzerindeki Etkisi

Arslan¹,

Zengin²

2016

Adıyaman Üniversitesi Eğitim Bilimleri Dergisi

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“…In the process of experimenting, students are involved in observation, measurement, classification, recording data, forming hypotheses and data creation methods, changing and controlling variables. In addition, laboratory practice not only fosters academic achievement [8] but also contributes to meaningful learning by encouraging interpretation of knowledge [2][3][4][5][6][7][8][9]. It has also been found that the majority of students think that experiments are very helpful in their courses and learning by hands-on activities is the best and the most permanent way of learning for them [10].…”

Section: Introductionmentioning

confidence: 99%

Pre-service Science Teachers' Views on Laboratory Applications in Science Education: The Effect of a Two-semester Course

Harman¹,

Çökelez²,

Dal³

et al. 2016

ujer

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The aim of this study was to examine pre-service science teachers' views about laboratory applications in science education and how their views changed through laboratory applications that were carried out for two semesters. 63 (52 females, 11 males) pre-service teachers participated in the study. The study was carried out by using pre-test and post-test design. Data was collected on the differences between the views of pre-service science teachers before and after laboratory courses. For data collection, teachers were given forms including 3 open-ended questions. Data analysis was carried out through qualitative content analysis. The results showed that pre-service teachers defined laboratory as "a place of application", and after laboratory applications, they could give more comprehensive definitions about laboratory. The most popular answers pertaining to the aim of laboratory applications included effective learning, permanent learning, ending rote learning, and better understanding, faster learning and learning with fun. Along with the quality of learning, participants attached importance to the methods and techniques to be utilized in lab setting to reach that desired quality. Their focus was predominantly on visualizing, experimental learning, materializing of the theoretical information through application and observation. Study showed that they mostly attributed the importance of laboratories to the quality of learning and methods were expressed as visualizing, materializing and application, observation and experiment for the quality of learning.

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“…According to Goodlad (1974), all learning is individual learning and there may be no other kind (Lazarowitz, Hertz-Lazarowitz & Baird, 1994).…”

Section: Discussionmentioning

confidence: 99%

The Link between Teaching Methods and Achievement in Math in Computer-Assisted Elementary Schools

Hassidov¹

2017

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This study compares the effect of frontal teaching methods on achievement levels in math to those of alternative teaching methods in elementary schools where classroom teaching is reinforced with computer sessions. The study was conducted in two urban, elementary schools in underprivileged areas and involved 479 students in grades 4, 5 and 6 and 18 teachers 9 who used the frontal method and 9 who used the alternative method. Progress was checked while accounting for students' age and level. Significant differences between the two methods were found: Students in the alternative method progressed more during the year than those in the frontal method. Furthermore, the lead of alternative students mostly increased with age and grade level, while most frontal students remained at their level. District tests conducted two years after data collection for the study further corroborated the study findings. The results indicate that the teaching method is a decisive factor in student achievement in math and that full coordination of classroom teaching with computer practice is of prime importance. This requires a change from the traditional teaching methods, incorporating attention to the differing needs and achievements of students.

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Learning science in a cooperative setting: Academic achievement and affective outcomes

Cited by 77 publications

References 14 publications

İşbirlikli Öğrenme Yönteminin Bilimsel ve Sosyal Beceriler Üzerindeki Etkisi

İşbirlikli Öğrenme Yönteminin Bilimsel ve Sosyal Beceriler Üzerindeki Etkisi

Pre-service Science Teachers' Views on Laboratory Applications in Science Education: The Effect of a Two-semester Course

The Link between Teaching Methods and Achievement in Math in Computer-Assisted Elementary Schools

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