İşbirlikli Öğrenmenin Sosyal, Duygusal ve Ahlaki Gelişim Üzerindeki Etkisi

İşbirlikli öğrenmenin etkisinin dürüstlük, kendini geliştirme, özdenetim ve toplum yanlısı davranış gibi alanlarda bütüncül bir bakış açısıyla ele alınmadığı görülmüş ve literatürdeki bu eksiklikten dolayı işbirlikli öğrenmenin etkisinin incelenmesi amaçlanmıştır. Araştırmaya ortaokul 7. sınıfta öğrenim gören 24'ü erkek, 24'ü kız toplam 48 öğrenci katılmıştır. Araştırmada kontrol gruplu ön test son test deneysel desen kullanılmıştır. Öğrenciler deney ve kontrol gruplarına ayrılmıştır. Deney grubuna 8 haftalık işbirlikli öğrenme modelinin tekniklerinden biri olan yapboz tekniği uygulanırken, kontrol grubuna doğrudan öğretim modeli uygulanmıştır. Ji ve diğerleri tarafından geliştirilen “Sosyal-Duygusal ve Ahlaki Gelişim Ölçeği”. Bozgün ve Baytemir tarafından Türkçe'ye uyarlanan, eğitim başlamadan önce ve eğitimden 8 hafta sonra her iki gruba da uygulanmıştır. Çalışmada "bağımsız t testi" ve "eşli örneklem t testi" kullanılmıştır. Araştırmada deney ve kontrol gruplarındaki boyutlar arasında deney başlangıcında anlamlı bir fark olmadığı gözlenmiştir. Ancak eğitim sonucunda; işbirlikli öğrenme modelinin kullanıldığı gruba, doğrudan öğretim modelinin uygulandığı gruba göre olumlu sosyal davranış, dürüstlük, kendini geliştirme, öz kontrol, okulda saygı ve okulda saygı puanlarının olduğu belirlenmiştir.

Anahtar Kelimeler:

İşbirlikli Öğrenme, Sosyal Gelişim, Duygusal Gelişim, Ahlaki Gelişim, İşbirlikli Öğrenme, Sosyal Gelişim, Duygusal Gelişim, Ahlaki Gelişim, İşbirlikli Öğrenme, Sosyal Gelişim, Duygusal Gelişim, Ahlaki Gelişim

Is The Effect of Cooperative Learning on Social, Emotional and Moral Development?

It has been seen that the effect of cooperative learning is not handled with a holistic perspective in spaces such as honesty, self-development, self-control and prosocial behavior, and due to this deficiency in the literature, it is aimed to examine the effect of cooperative learning on social, emotional and moral development. A total of 48 students, 24 male and 24 female, studying in the 7th grade of secondary school participated in the study. In the study, pretest-posttest experimental design with control group is used. Students are divided into experimental and control groups. While the jigsaw technique, one of the techniques of the 8-week cooperative learning model, is applied to the experimental group, the direct instruction model is applied to the control group. “Social-Emotional and Moral Development Scale”, which is developed by Ji et al. and adapted into Turkish by Bozgün and Baytemir, is applied to both groups before the training started and 8 weeks after the training. "Independent t test" and "paired sample t test" are used in the study. In the study, it is observed that there is no meaningful difference between the dimensions in the experimental and control groups at the beginning of the experiment. However, as a result of the training; according to the group to which the cooperative learning model is used, the group to which the direct instruction model is applied, it is determined that the scores of prosocial behavior, honesty, self-development, self-control, respect at school and respect at home showed a statistically significant difference.

Keywords:

Cooperative Learning, Social Development, Emotional Development, Moral Development, İşbirlikli Öğrenme, Sosyal Gelişim, Duygusal Gelişim, Ahlaki Gelişim, İşbirlikli Öğrenme, Sosyal Gelişim, Duygusal Gelişim, Ahlaki Gelişim,

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