Akademik Veri Yönetim Sistemi
PAMUKKALE UNIVERSITESI EGITIM FAKULTESI DERGISI-PAMUKKALE UNIVERSITY JOURNAL OF EDUCATION, sa.28, ss.67-79, 2010 (ESCI)
Due to the increasing awareness of the importance of Physics education, studies on this field are necessary in order to increase the quality of Physics education. Current teaching theories suggest that student-centred techniques should be implemented to achieve intended objectives in education. One of them is cooperative teaching. In this research, fragmented teaching technique is used in the unit Heat and Temperature in Physics classes. The main question of the research is "Does fragmented teaching technique have an effect on students' academic success and attitudes towards group-work in the Physics classes? ' The research was made in a private high school in Kadikoy - Istanbul. Totally 50 students from the classes 9A and 9B participated in this research. A and B classes were chosen as random control and experiment groups. In the research, the lessons were studied with traditional method in 9A and with cooperative teaching technique in 9B. Research data were analysed statistically by using single way ANOVA and "t" test. According to the results, it was found that teaching Physics to the 9th grades with cooperative teaching technique has positive effects on the students' success whereas it has negative effects on the students' attitudes towards group work. Suggestions were made according to these findings.