Preservice Classroom Teachers' Applications of Science Experiments with Cooperative Learning Model: A Mixed Design Research

Abstract

This study aimed to determine the effect of a cooperative learning model (CLM) on preservice classroom teachers’ attitudes towards science experiments. The sample consisted of 45 students in the department of primary education of the faculty of education of a public university in the 2017-2018 academic year. The sample was divided into two groups: experimental (n=24) and control (n=21). The experimental group received an education based on a CLM, while the control group received an education based on the conventional method specified by the curriculum. The study employed a mixed research design and consisted of two parts: quantitative and qualitative. In the quantitative part, an semi-experimental pretest-posttest control group design was used. In the qualitative part, phenomenology was used. The quantitative data were collected using the Scale of Attitudes Towards Science Experiments (SATSE) and analyzed using a t-test. The qualitative data were collected using an interview questionnaire and analyzed using content analysis. The experimental group had a significantly higher mean SATSE score than the controls. The experimental group also had a higher mean posttest than pretest SATSE score, which was statistically insignificant. The control group had a significantly lower mean posttest than pretest SATSE score. Content analysis showed that the CLM improved some participants’ attitudes towards science experiments. They were more interested in science experiments and enjoyed participating in them more, and believed that the CLM made science experiments fun and easier to understand. However, some other participants stated that the CLM did not affect their attitudes towards science experiments.