İşbirlikli Öğrenmenin Sosyal, Duygusal ve Ahlaki Gelişim Üzerindeki Etkisi

Abstract

It has been seen that the effect of cooperative learning is not handled with a holistic perspective in spaces such as honesty, self-development, self-control and prosocial behavior, and due to this deficiency in the literature, it is aimed to examine the effect of cooperative learning on social, emotional and moral development. A total of 48 students, 24 male and 24 female, studying in the 7th grade of secondary school participated in the study. In the study, pretest-posttest experimental design with control group is used. Students are divided into experimental and control groups. While the jigsaw technique, one of the techniques of the 8-week cooperative learning model, is applied to the experimental group, the direct instruction model is applied to the control group. “Social-Emotional and Moral Development Scale”, which is developed by Ji et al. and adapted into Turkish by Bozgün and Baytemir, is applied to both groups before the training started and 8 weeks after the training. "Independent t test" and "paired sample t test" are used in the study. In the study, it is observed that there is no meaningful difference between the dimensions in the experimental and control groups at the beginning of the experiment. However, as a result of the training; according to the group to which the cooperative learning model is used, the group to which the direct instruction model is applied, it is determined that the scores of prosocial behavior, honesty, self-development, self-control, respect at school and respect at home showed a statistically significant difference.