The effects of reading-writing-presentation and group investigation methods on students’ academic achievements in citizenship lessons / Vatandaşlık bilgisi dersinde okuma yazma sunma ve grup araştırması metotlarının öğrencilerin akademik başarılarına etkisi

dc.creator	Ufuk ŞİMŞEK
dc.date	2012-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:10:45Z
dc.date.available	2015-07-20T22:10:45Z
dc.identifier	2146-5266
dc.identifier	https://doaj.org/article/e3480e8d159a400c9c1f4c0d60a6cbc8
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13876
dc.description	ABSTRACTCitizenship education requires learner-centered teaching and meaningful curricula. Such pedagogy is characterized by a facilitative, conversational approach. This type of approach can improve students’ communication skills, academic achievements and high-order cognitive and intellectual development. It can engage students to think about the meaning of their personal stories and experiences, and lead to greater participation in lessons. It can create a cooperative learning environment and lead to a more positive self-concept. Stu¬dent learning and achievement in social studies can be improved with the use of cooperative learning methods. The purpose of this study was to investigate the effects of Group Investigation (GI) and the Reading-Writing-Presenting (RWP) method in cooperative learning on students’ comprehension of citizenship lessons. This research included 145 second-grade students from three classes. For this research, each class was selected to test one teaching method. The first class was selected as the “Group Investigation” Group (n=48), the second was selected as the “Reading-Writing-Presenting” Group (n=49) and the third was selected as the “Teacher-Centered Teaching” Group (n=48). The data was collected through the Academic Achievement Test. The results obtained from the data show that the Reading-Writing-Presenting method and Group Investigation method used in the cooperative learning model both have a positive effect on increasing students’ academic knowledge in citizenship lessons. The results of both these methods exceeded the results from the Teacher-Centered Teaching method.
dc.language	Turkish
dc.language	English
dc.publisher	Eğitim Bilimleri Araştırmaları Dergisi
dc.relation	http://ebad-jesr.com/images/MAKALE_ARSIV/C2_S2makaleler/2%20(2)%20-%2012.pdf
dc.relation	https://doaj.org/toc/2146-5266
dc.source	Eğitim Bilimleri Araştırmaları Dergisi, Vol 2, Iss 2, Pp 189-201 (2012)
dc.subject	Group investigation
dc.subject	Reading-writing-presenting
dc.subject	Citizenship lesson
dc.subject	Grup Araştırması
dc.subject	Okuma-Yazma-Sunma
dc.subject	Vatandaşlık Bilgisi
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	The effects of reading-writing-presentation and group investigation methods on students’ academic achievements in citizenship lessons / Vatandaşlık bilgisi dersinde okuma yazma sunma ve grup araştırması metotlarının öğrencilerin akademik başarılarına etkisi
dc.type	article