İşbirlikli Öğretmenin Öğrencilerin İletişim Tutumlarına Etkisi Üzerine Bir Araştırma (Niğde Üniversitesi Eğitim Fakültesi Güzel Sanatlar Eğitimi Bölümü Örneği)
Küçük Resim Yok
Tarih
2006
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın genel amacı, işbirlikli öğrenmenin Resim İş Öğretmenliği (RİÖ) öğrencilerinin iletişim tutumları üzerine etkisini araştırmaktır. Bu amaçla bir deney ve bir de kontrol grubu oluşturulmuştur. Araştırma üç hafta sürmüş ve 27 öğrenci deney, 28 öğrenci kontrol grubunda olmak üzere 55 öğrenci üzerinden veri alınmıştır. Deney grubuna işbirlikli öğrenme yöntemi, kontrol grubuna da geleneksel öğretim yöntemi uygulanmıştır. Her iki grup öğrencilerinin de sınıf içi öğretmen öğrenci iletişimi konusuna yoğunlaşmaları istenmiştir. Araştırmanın sonuçları, grupların ön-test puanları arasında anlamlı fark (p>.05) olmadığı, fakat son-test puanları arasında deney grubu lehine anlamlı fark (p<.05) olduğunu ortaya koymuştur.
The main aim of this research was to investigate the effect of cooperative learning method on Painting Teaching Program students&#8217; communication attitudes in classroom. With this aim, an experimental and a control group were used in the study. The study was conducted during 3 weeks. The data was gathered from 55 students, which were 27 in the experimental groups and 28 in the control groups. Cooperative learning method was used in the experimental group and traditional teaching method was used in the control group. In both groups students were wanted to engage teacher-students communication issue in the classroom. Results indicate that no significant differences (p>.05) were found on communication attitudes pre-test scores of the groups but a significant difference (p<. 05) were found in favor of experimental group in post-test scores of both groups.
The main aim of this research was to investigate the effect of cooperative learning method on Painting Teaching Program students&#8217; communication attitudes in classroom. With this aim, an experimental and a control group were used in the study. The study was conducted during 3 weeks. The data was gathered from 55 students, which were 27 in the experimental groups and 28 in the control groups. Cooperative learning method was used in the experimental group and traditional teaching method was used in the control group. In both groups students were wanted to engage teacher-students communication issue in the classroom. Results indicate that no significant differences (p>.05) were found on communication attitudes pre-test scores of the groups but a significant difference (p<. 05) were found in favor of experimental group in post-test scores of both groups.
Açıklama
Anahtar Kelimeler
Konu Ataması Yapılmamış
Kaynak
Çağdaş Eğitim Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
31
Sayı
334
