The Impact of Online Cooperative Learning on Scientific Reasoning Skills and Motivation

Özgecan Kırık

Article Details

The Impact of Online Cooperative Learning on Scientific Reasoning Skills and Motivation

Authors:

Özgecan Kırık

Publisher:

Cukurova University

Main Topics:

Fen Bilgisi Eğitimi

Journal:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.53 Issue 2, pp.504-537

Document Type:

Article

Publication Date:

8/2024

Document Language:

English

Document ID (Org No.):

2001322425

pISSN:

1302-9967

Keywords:

Abstract:

 During the COVID-19 pandemic, all universities across Turkey transitioned to remote education as an urgent measure. Despite indications that the pandemic has subsided, online teaching practices continue to prevail in higher education. Accordingly, the purpose of this study, conducted under extraordinary circumstances of the pandemic, is to examine the impact of online cooperative learning on the scientific reasoning skills and motivation of pre-service science teachers. A total of 54 students participated in the study, with 28 from the experimental group and 26 from the control group, following a non-equivalent control group design. The experimental group received instruction using the online cooperative learning, while the control group participated in large group discussions in an online environment in the context of a science teaching methods course. Data for the research were collected through pre-test and post-test administrations of the Lawsons Classroom Test of Scientific Reasoning LCTSR and the Motivated Strategies for Learning Questionnaire MSLQ. According to the results, compared to whole-class discussions, online cooperative learning increased pre-service science teachers scientific reasoning skills and motivation. In conclusion, online cooperative learning is considered an effective method for enhancing the pre-service science teachers education, contributing to the further improvement of online teaching, which has become even more widespread due to the impact of the COVID-19 pandemic.

 During the COVID-19 pandemic, all universities across Turkey transitioned to remote education as an urgent measure. Despite indications that the pandemic has subsided, online teaching practices continue to prevail in higher education. Accordingly, the purpose of this study, conducted under extraordinary circumstances of the pandemic, is to examine the impact of online cooperative learning on the scientific reasoning skills and motivation of pre-service science teachers. A total of 54 students participated in the study, with 28 from the experimental group and 26 from the control group, following a non-equivalent control group design. The experimental group received instruction using the online cooperative learning, while the control group participated in large group discussions in an online environment in the context of a science teaching methods course. Data for the research were collected through pre-test and post-test administrations of the Lawsons Classroom Test of Scientific Reasoning LCTSR and the Motivated Strategies for Learning Questionnaire MSLQ. According to the results, compared to whole-class discussions, online cooperative learning increased pre-service science teachers scientific reasoning skills and motivation. In conclusion, online cooperative learning is considered an effective method for enhancing the pre-service science teachers education, contributing to the further improvement of online teaching, which has become even more widespread due to the impact of the COVID-19 pandemic.

 During the COVID-19 pandemic, all universities across Turkey transitioned to remote education as an urgent measure. Despite indications that the pandemic has subsided, online teaching practices continue to prevail in higher education. Accordingly, the purpose of this study, conducted under extraordinary circumstances of the pandemic, is to examine the impact of online cooperative learning on the scientific reasoning skills and motivation of pre-service science teachers. A total of 54 students participated in the study, with 28 from the experimental group and 26 from the control group, following a non-equivalent control group design. The experimental group received instruction using the online cooperative learning, while the control group participated in large group discussions in an online environment in the context of a science teaching methods course. Data for the research were collected through pre-test and post-test administrations of the Lawsons Classroom Test of Scientific Reasoning LCTSR and the Motivated Strategies for Learning Questionnaire MSLQ. According to the results, compared to whole-class discussions, online cooperative learning increased pre-service science teachers scientific reasoning skills and motivation. In conclusion, online cooperative learning is considered an effective method for enhancing the pre-service science teachers education, contributing to the further improvement of online teaching, which has become even more widespread due to the impact of the COVID-19 pandemic.

 COVID-19 salgını tüm dünyada yayıldığı sırada, Türkiye genelindeki tüm üniversiteler acil bir önlem olarak uzaktan eğitime geçmiştir. Pandeminin sona erdiği belirtilse de çevrim içi öğretim uygulamaları yükseköğretimde hâlâ varlığını sürdürmektedir. Pandeminin olağandışı koşullarında gerçekleştirilmiş olan bu çalışmanın amacı, çevrim içi iş birlikli öğrenmenin fen bilimleri öğretmen adaylarının bilimsel muhakeme becerileri ve motivasyonlarına etkisini incelemektir. Eşitlenmemiş kontrol gruplu deneysel desenle yürütülen araştırmaya deney grubundan 28 ve kontrol grubundan 26 olmak üzere toplam 54 fen bilimleri öğretmen adayı katılmıştır. Fen Öğretimi II dersinde gerçekleştirilen çalışmada deney grubu öğrencilerine çevrim içi ortamda iş birlikli öğrenme yöntemiyle öğretim yapılırken, kontrol grubuna çevrim içi ortamda büyük grup tartışması uygulanmıştır. Araştırmanın verileri ön test ve son test olarak uygulanan Lawson Mantıksal Düşünme Testi LMDT ve Öğrenmede Güdüsel Stratejiler Ölçeği ÖGSÖ kullanılarak toplanmıştır. Araştırma bulgularına göre çevrim içi iş birlikli öğrenme tüm-sınıf tartışmasına kıyasla fen öğretmen adaylarının bilimsel muhakeme becerilerini ve motivasyonlarını arttırmıştır. Sonuç olarak, çevrim içi iş birlikli öğrenmenin, COVID-19 pandemisinin etkisiyle daha da yaygınlaşan çevrim içi öğretimi daha nitelikli hâle getirmede, öğretmen adaylarının eğitiminde etkili bir yöntem olduğu düşünülmektedir.

Article Details

The Impact of Online Cooperative Learning on Scientific Reasoning Skills and Motivation

Authors:

Özgecan Kırık

Publisher:

Cukurova University

Main Topics:

Fen Bilgisi Eğitimi

Journal:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.53 Issue 2, pp.504-537

Document Type:

Article

Publication Date:

8/2024

Document Language:

English

Document ID (Org No.):

2001322425

pISSN:

1302-9967

Online Cooperative Learning

Scientific Reasonnig Skills

Motivation

Pre-Service Science TeachersÇevrimiçi İşbirlikli Öğrenme

Bilimsel Muhakeme Becerileri

Motivasyon

Fen Bilgisi Öğretmen Adayları

Issues

Article Details

Authors: Özgecan Kırık

Publisher: Cukurova University

Main Topics: Fen Bilgisi Eğitimi

Journal: Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.53 Issue 2, pp.504-537

Document Type: Article

Publication Date: 8/2024

Document Language: English

Document ID (Org No.): 2001322425

pISSN: 1302-9967

Issues

Authors:

Özgecan Kırık

Publisher:

Cukurova University

Main Topics:

Fen Bilgisi Eğitimi

Journal:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.53 Issue 2, pp.504-537

Document Type:

Article

Publication Date:

8/2024

Document Language:

English

Document ID (Org No.):

2001322425

pISSN:

1302-9967