We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
BÜTÜNLEŞTİRİLMİŞ PROGRAM UYGULAMASININ İLKÖĞRETİM 4. SINIF ÖĞRENCİLERİNİN İŞBİRLİĞİ BECERİLERİNE ETKİSİ
- Authors
Tuncel, Zeynep Ayvaz; Demırel, Melek
- Abstract
Problem Statement: Some skills which support the social development of students take part in curriculum. Cooperative skills occur amongst skills which are emphasized frequently. In terms of the designs and implementations, these skills can be developed efficiently. Integrated curriculum is one of the designs to develop cooperative skills. Purpose of the Study: The purpose of this study is to investigate the effects of integrated curriculum implementation on the cooperative skills of 4th Grade Elementary Education Students. Methods: Using a Threaded Model, cooperative skills were incorporated into Turkish, Math, Science&Technology, Social Studies, Traffic Security, and Visual Arts classes of the 4th graders. The study used a mixed method comprised of a pre-test post test model and analysis of qualitative data. Participants of the study were 4 graders at a public school located in a middle class district of the Ankara Metropolitan area. A porgram incorporating enrichment of cooperative skills into Turkish, Math, Science&Technology, Social Studies, Traffic Security, and Visual Arts classes was implemented for 17 weeks. During this time no interventions were applied to the instructional activities of the control groups. Prior and after the application of the integrated curriculum, students were given problem scenarios and individual interviews were conducted with them as well as their respective teachers. Again before application of the study, students were observed thorughout a semester in order to assess their existing levels of cooperative skills. While statistical analyses were used with the quantitative data obtained from observations and problem scenarios, descriptive analyses were used with qualitative data obtained from interviews. Findings and Results: It was found that there were significant differences in the experimental and control groups' pre-post scores of cooperative skills problem scenarios within groups, and with regard to the comparison of two groups' post scores there was a significant difference for the experimental group. According to the observations before the implementations, both students in the experimental and control groups displayed behaviours for cooperative skills in the same frequency whereas during and after the implementations students in the experimental group display more frequent behaviours for cooperative skills than those of control group. It was revealed that views of teacher and students supported these findings. As a result, it was concluded that, implementation of integrated curriculum advocated students' cooperative skills development. Recommendations: It can be suggested that such activities which help students develop their cooperative skills in different subjects by utilizing integrated curriculum. Moreover, teachers should orient students for activities which require cooperation in their classroom.
- Subjects
ANKARA (Turkey); TURKEY; INTERDISCIPLINARY education; ELEMENTARY education; SOCIAL development
- Publication
Balikesir University Journal of Social Sciences Institute, 2010, Vol 12, Issue 22, p111
- ISSN
1301-5265
- Publication type
Article