Thesis Type: Post Graduate
Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2017
Thesis Language: Turkish
Student: Nazan Erdamar
Consultant: Hüseyin AkkuşAbstract:
The aim of the study is to investigate the effect of cooperative learning method on the 11th grade students' conceptual achievement of on subject atomic structure and atomic models. Target population of the study was 11th grade students who were schooler at an Anatolian High School in Çankaya, Ankara, in 2015-2016 academic year in fall semester, and sampling of the study consisted of totally 49 students selected from two 11th grade classes. One of the classes was determined as experimental group (n: 25), which cooperative learning method was administered and the other class was determined as control group (n: 24) which traditional learning method was administered. This study was performed by designing pre-test, post-test, control group, and using quasi-experimental design. Cooperative learning techniques such as Jigsaw, student teams and achievement divisions technique and teams-games-tournaments technique were administered to the experimental group. In both groups, before administration, logical thinking ability test was performed to determine students' ability of logical thinking, concept achievement test was performed to determine students' concept achievement about atomic structure and atomic models, attitude test was performed as pretesting to determine students' attitude to chemistry lesson. After administration, in both groups, atomic models concept achievement test was performed to determine differences among the students' concept achievement levels, attitude test was performed as posttesting to determine whether there was difference between attitudes of groups. The results obtained were analysed by t-test, Ancova and differences were considered statistically significant at P<0.05. According to our results, we found out cooperative learning method was more effective than traditional learning method on concept achievement of students' about atomic structure and atomic models. We also found out there was not statically difference for attitude of groups. Another aim of the study was to develop concept achievement test of atomic structure and atomic models to evaluate 11th grade students' concept achievement on atomic structure and atomic models. This test consisted of 27 questions which multiple choice, two-stage and the reason of the answer was written in the options. This test was also prepared by looking out for both first three achievements of the unite of modern atomic theory and instructions of these achievements. We consulted two professor, an associate professor, a research assistant in the science education for content validity of the test. Moreover, we also consulted opinion of two chemistry teacher who experienced for 25 years and then we decided that it was suitable to aim of the study. The reliability of the test was calculated with Cronbach Alpha () which was one of the reliability calculation methods. This test was applied to 140 12nd grade students who had been taken these courses previously than reliability of Cronbach Alpha was calculated as 0,92. In conclusion, we revealed that the validity and reliability of this newly developed concept achievement test of atomic structure and atomic models were very high and when evaluated according to substance analysis, all of the substance were very well substance except for only one question, excluded from the test finally.