Examination of Preservice Teachers’ Views on Peer Learning

Jale Ipek

doi:10.5539/jel.v10n3p149

Abstract

This study aimed to examine the preservice teachers&rsquo; views on the process after entering Code.org and block-based programming (Scratch) training programs, which are carried out by the peer learning method. The study group of the research consists of 41 preservice teachers at the Computer Education and Instructional Technologies departments of a state university and took the Special Teaching Methods 2 course in the spring semester of the 2017-2018 academic year. Considering the criteria determined by the researcher, 7 preservice teachers were selected as educators. As students, 34 preservice teachers participated in the study. In this study, a qualitative research method was used to determine the opinions of preservice teachers on the Code.org and Scratch training programs, which are carried out by the peer learning method. As a data collection tool, the opinion form for the Code.org training programs, the structure of opinion determination on the Scratch training programs, and the personal information form were used. The total duration of the study consists of eight weeks. Data from the preservice teachers were collected weekly using data collection tools and a content analysis technique used in the analysis of the data. At the end of the study, the opinions of the preservice teachers on the study conducted with the peer learning method were determined. It can be said that preservice teacher generally has positive views on peer learning and are satisfied with the peer learning method.

Highlights

Constructivism, one of the most used pedagogical approaches, has a social learning process in principle
It is seen that participants were highly satisfied with the process of teaching block-based programming carried out with the peer learning method
When the opinions of preservice teachers regarding the Code.org training programs are examined, it is seen that they are gathered around the perception of good, useful, fun, intense, instructive, successful, long, difficult, sufficient, boring and consistent

Summary

Introduction

Constructivism, one of the most used pedagogical approaches, has a social learning process in principle. There are many methods used under this scope. The concepts of constructivism and peer learning have been explained within this context. Constructivism is a teaching and learning approach based on the assumption that learning (cognition) results from “mental structure”. Advocates of constructivism believe that learning is influenced by the beliefs and attitudes of students as well as the context of teaching a thought. Constructivism is a learning theory that explains how people can acquire knowledge and learn. The theory suggests that people generate knowledge and meaning from their experiences. Piaget’s Constructivist learning theory has a broad impact on learning theories and teaching methods in education and is an underlying theme in many educational reform movements (Bada & Olusegun, 2015)

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Conclusion