Kimyasal Bağların Öğretilmesinde Jigsav Tekniğinin Etkisi ve Bu Teknik Hakkında Öğrenci Görüşleri

Bu araştırmanın amacı jigsaw tekniği kullanılan işbirlikli öğrenme yöntemi ile geleneksel öğrenme yönteminin Kimya Dersinde öğrencilerin akademik başarısına etkisini belirlemektir. Çalışmada ayrıca, jigsaw tekniği hakkında öğrencilerin görüşlerini belirlemek ve bu tekniğin uygulanmasında karşılaşılabilecek aksaklıkları tespit etmek de amaçlanmıştır. Araştırmanın örneklemi, 2005-2006 öğretim yılı Güz Döneminde kimya dersinde öğrenim gören üniversite birinci sınıf öğrencilerin, iki farklı sınıfında toplam 67 öğrenciden oluşmaktadır. Araştırma kapsamındaki sınıflardan biri işbirlikli (n=32) diğeri ise kontrol (n=35) grubu olarak belirlenmiştir. İşbirlikli grubunda jigsw tekniği, kontrol grubunda ise geleneksel öğretim programı kullanılarak Kimya dersinin ilgili ünitesi kapsamındaki konular dört hafta süreyle işlenmiştir. Çalışmada; araştırmacı ve iki uzman kimya öğretmeni tarafından geliştirilen 16 çoktan seçmeli 3 tane açık uçlu sorudan oluşan ve güvenilirliği 0,78 olarak tespit edilen Kimya Akademik Başarı Testi (KABT) ve sadece işbirlikli gruba sorulmak üzere üç sorudan oluşan ve sözlü olarak sunulan Öğrenci Mülakat Ölçeği (ÖMÖ) kullanılmıştır. Hem akademik başarı hem de Öğrenci mülakat ölçeğinin sonuçlarına göre işbirlikli grubun, kontrol grubundan daha başarılı olduğu tespit edildi.

The Effect of Jigsav Technique on Chemical Bonding Learning and Students' Opinions About This Technique

The aims of this study are to determine academic achievement of chemistry lessons in cooperative use of jigsaw technique and traditional learning environments, to obtain students' opinions of cooperative learning and to determine the defects of jigsaw technique in application. The sample of the study involves a total of 67 first -year undergraduate students in two different chemistry class in the fall term of 2005-2006 academic year. One of the classes was treated as an cooperative group (n=32) and the other one was treated as control group (n=35). To teach chemistry jigsaw technique was used in the cooperative group and traditional teaching methods were used in the control group. The study lasted four weeks. In this study, two different tests were used: a Chemistry Achievement Test (CAT) that was developed by the researcher and two expert chemistry teachers, consisting of 16 multiple choice and three open ended questions with a reliability of 0.78; and a Students Interview Scale (SIS) that was developed by the researcher, consisting of three open ended question. According to data obtained both academic achievement test and students interview scale, cooperative group indicated that successful more than control group.

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