Team study training in the college biology laboratory

Maloof, Joan; White, Vanessa

doi:10.1080/00219266.2005.9655978

Cited by 14 publications

(16 citation statements)

References 9 publications

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“…This teaching approach, commonly used in theory, research and practice, draws the attention of most teachers, school principals, and educators (Slavin and Sharan 1990;Graham 2005;Maloof and White 2005;Johnson and Johnson 1999a, b;Johnson et al 1991;Slavin 1983). Moreover, cooperative learning is an umbrella term for a variety of educational approaches including joint intellectual effort by students, or students and teachers together (Delucchi 2006).…”

Section: Introductionmentioning

confidence: 97%

Effects of Jigsaw III technique on achievement in written expression

Şahin

2010

Asia Pacific Educ. Rev.

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The objective of this paper is to compare the Jigsaw III technique (of cooperative learning) with the instructional teacher-centered teaching method in six graders in terms of the effect of written expression on their academic success. The universe of the study consists of 71 sixth-grade students studying during 2009-2010 academic term in a primary school in the province of Erzurum. Two classes were randomly selected: one (n = 35) of which was the control group where teacher-centered teaching method was applied, the other being experimental group (n = 36) where the Jigsaw III technique was applied. In the study, one of the most common application, pretest/posttest with control group experimental design, was chosen. The data regarding the academic success of the groups were collected by means of the achievement test in Turkish course as pretest, posttest and retention test; the students' opinions about the group works were obtained through feedback form, group work opinionnaire, and data were analyzed through 11.5 SPSS program. The results of the statistical analysis of teaching a written expression course showed that the experimental group did significantly better than the control group in terms of academic success. In addition, it can be said that the students had positive impressions on the Jigsaw III technique.

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Section: Introductionmentioning

confidence: 97%

Effects of Jigsaw III technique on achievement in written expression

Şahin

2010

Asia Pacific Educ. Rev.

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“…Problem-based learning, inquiry-based learning, project-based learning and cooperative learning takes place within active learning (Aydın 2011). Cooperative learning is one of the Active learning strategies attract attention teachers and researchers and it is one of the models which are widely seen in the field of research and education applications (Graham, 2005;Maloof & White, 2005;Johnson & Johnson, 1999).…”

Section: Introductionmentioning

confidence: 99%

İşbi̇rli̇kli̇ Öğrenme Yöntemleri̇ni̇n 7.SINIF “Maddeni̇n Yapisi Ve Özelli̇kleri̇ Üni̇tesi̇” Üzeri̇ne Etki̇si̇

Koç¹,

Şimşek²

2016

JCER

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Fen derslerinin soyut kavramlardan oluşması, fen öğretiminde yaparak ve yaşayarak öğrenmeyi ön plana çıkaran uygulamaların tercih edilmesini gerektirmekte ve bu uygulamalar da öğrencileri pasif olmaktan çıkararak kendi öğrenmelerinde etkin rol oynamalarını sağlamaktadır (Yiğit & Akdeniz, 2003). Öğretmen merkezli öğretim yöntemlerinin aksine öğrenci merkezli öğretim yöntemleri, öğrencileri karşılaştıkları yeni durumları kendi deneyimlerine göre anlamlandıran ve bu süreçte aktif olarak öğrenen bireyler olarak görmektedir. Aktif olarak öğrenen bireyler bilgiyi kendileri yapılandırmaktadır.Günümüz eğitim sisteminde yapılandırmacı yaklaşımı esas alan öğrenci merkezli öğretim yöntemleri aktif öğrenme içinde ele alınmakta ve uygulanmaktadır. Aktif öğrenme, öğretmeni sadece bilgi sunan konumundan çıkararak öğrencilerin aktif olarak katıldığı ve öğretmenlerin bu süreci kontrol ettiği eylemsel bir süreç haline getirir. (Duch, Groh & Allen, 2001). Aktif öğrenme süreci, öğrencinin yaşamında kullanabileceği ileri düzeyde beceriler kazanmasına ve entelektüel girişimlerde bulunmasına önemli katkılarda bulunur (Akpınar & Gezer 2010).Aktif öğrenmede öğrenciler çalışmalarında kaynaklara kendileri ulaşır, değişik kaynaklardan bilgiye ulaşmanın yollarını öğrenir, elde ettikleri bilgileri örgütler ve sunar, bireysel ve grup projelerinde sorumluluk alır ve bunu paylaşırlar, bilgileri paylaşır, etkileşimde bulunur ve ortak bilgi üretimi için işbirliği yaparlar (Akar 2012). Dolayısıyla öğrenme ve öğretme ortamında öğrenciler aktif rol almış olurlar. Aktif öğrenme yöntemleri; probleme dayalı öğrenme yöntemi, sorgulamaya dayalı öğrenme yöntemi, projeye dayalı öğrenme yöntemi, araştırmaya dayalı öğrenme yöntemi ve işbirlikli öğrenme yöntemi gibi birçok öğrenci merkezli uygulamaları içerir (Aydın, 2011).Aktif öğrenme yöntemlerinden biri olan işbirlikli öğrenme teori, araştırma ve eğitim uygulamaları alanında yaygın bir şekilde görülen modellerden biridir (Graham, 2005; Bilgisayar ve Eğitim Araştırmaları Dergisi www.joucer.com www.dergipark.ulakbim.gov.tr/jcer Journal of Computer and Education Research www.joucer.com www.dergipark.ulakbim.gov.tr/jcer Bilgisayar ve Eğitim Araştırmaları Dergisi www.joucer.com www.dergipark.ulakbim.gov.tr/jcer Journal of Computer and Education Research www.joucer.com www.dergipark.ulakbim.gov.tr/jcer Bilgisayar ve Eğitim Araştırmaları Dergisi www.joucer.com www.dergipark.ulakbim.gov.tr/jcer Journal of Computer and Education Research www.joucer.com www.dergipark.ulakbim.gov.tr/jcer Bilgisayar ve Eğitim Araştırmaları Dergisi www.joucer.com www.dergipark.ulakbim.gov.tr/jcer Journal of Computer and Education Research www.joucer.com www.dergipark.ulakbim.gov.tr/jcer Bilgisayar ve Eğitim Araştırmaları Dergisi www.joucer.com www.dergipark.ulakbim.gov.tr/jcer Journal of Computer and Education Research www.joucer.com www.dergipark.ulakbim.gov.tr/jcer

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“…Armstrong, et al (2007) also revealed something that is more or less the same as other studies that "in addition, students viewed cooperative learning activities are very favorably" and found that the formation of small groups and then the strengthening of interactions between teachers and students can improve student learning outcomes even in class by the number great student. A similar study conducted by Maloof and White (2005) for two years of biology students in the laboratory revealed that "in the first year of the study, when students had training in the strategy, the mean improvement in scores between pre and post -tests was 35.5%, but in the second year, when students did not have training in this strategy, the mean improvement was 18.6% ".…”

Section: Integration Of Stad Withmentioning

confidence: 88%

Integration of STAD with Mind mapping to Enhanced Student Cognitive Through Classroom Action Research

Kusuma¹,

Darmawan

2019

indonesian.j.of.biology.education

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The problem of learning biology is always dynamic in accordance with the learning ecology that is developing. In line with this problem, the learning activities that occur in class X-MIPA 3 SMAN 4 Magelang are also found, based on observations and discussions with the class teacher, the concl usion of the problem is the learning outcomes that are not in accordance with the minimum completeness value and the learning variation is not much as well as more directed towards teachercentered learning. Based on the results during August to October, classroom action research was carried out using an integrated STAD learning model and Mind mappping. The study was planned in 2 cycles, each cycle consisting of 3 meetings on class X with biodiversity material in Indonesia. The results showed that the application of the STAD Cooperative Learning Model and mind mapping in general can improve the learning outcomes of class X MIPA-3 students of SMAN 4 Magelang. Increasing the percentage of mastery learning from cycle I amounted to 73.52% to cycle II amounted to 85.29% with a difference of increase of 11.77%. While the average score of test results in the first cycle was 72.11 while in the second cycle was 75.50.

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Team study training in the college biology laboratory

Cited by 14 publications

References 9 publications

Effects of Jigsaw III technique on achievement in written expression

Effects of Jigsaw III technique on achievement in written expression

İşbi̇rli̇kli̇ Öğrenme Yöntemleri̇ni̇n 7.SINIF “Maddeni̇n Yapisi Ve Özelli̇kleri̇ Üni̇tesi̇” Üzeri̇ne Etki̇si̇

Integration of STAD with Mind mapping to Enhanced Student Cognitive Through Classroom Action Research

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