Effect of Subject Jigsaw and Reading Writing Presentation Techniques on Academic Achievement of 6th Grade

In this article a recently developed method, Reading Writing and Presentation (RWP) is introduced and compared with Subject Jigsaw Method (JG) and Control Group (CG). Research was carried out with 68 6th grade elementary school students. Number of students included in RWP group was 26, in JG was 20 and in CG was 22. Pretest, posttest and semi-experimental design used in this research. Before the experimental practice all the students were given pretests. Pretest results revealed that RWP group had statistically significant academic achievement than CG. After implementing the practice, students were given posttests and, both RWP and JG group statistically had better achievement than CG. Students also were given a technique view form. Results revealed that RWP is a useful method in developing social and cognitive skills. It is also concluded by the study that constructivist designed curriculums supported with Cooperative Learning Methods increase academic achievement and students gain positive social skills. © 2022. Journal of Turkish Science Education.All Rights ReservedTürkiye Bilimsel ve Teknolojik Araştırma Kurumu, TÜBİTAK: 110K252This study is supported by TÜBITAK (The Scientific and Technological Research Council of Turkey) with Project number 110K252. Authors of this report especially thank to TÜBİTAK for its support for the study

The effect of different teaching methods to understanding of chemical equilibrium at micro level [Kimyasal denge konusunun mikro boyutta anlaşılmasına farklı öğretim yöntemlerinin etkisi1]

The aim of this study is to determine students’ understandings related to chemical equilibrium at micro level by using different teaching methods. It was used quasi-experimental method with pre-and posttest. The sample was comprised of 90 first class science teacher education program students. It was studied with three groups: cooperative learning group (student teams achievement divisions method, STAD) (CLG, N=22), cooperative-model group (STAD + models) (CMG, N=41) and control group (CG, N=27). In order to compare the groups it was used a multiple choices Particulate Nature of Matter Test (PNMTa) related to chemical equilibrium. The PNMTa consists of six questions. For determining students’ conceptual understandings related to the subject, the PNMTa was rearranged as open-ended with removing choices (PNMTb). According to ANOVA results, it was not found significant difference among groups. Also, according to open-ended question, it was determined some misconceptions related to topic. © 2017, Ankara University. All rights reserved