Web ortamlı probleme dayalı öğrenmede bilişsel esneklik düzeyinin öğrenci başarısı ve tutumları üzerine etkisi
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Date
2003
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Sosyal Bilimler Enstitüsü
Abstract
In this study, the effect of cognitive flexibility on achievement, retention and attitudes of students in web mediated problem based learning. The study is carried out with three groups of 30 students (aged 14-15 years) selected among nineth grade level of Ankara Science Highschool. In order to obtain the groups' level of prior knowledge and cognitive flexibility, pre test and stroop color word test are administered. The data obtained from these scales are used to assign groups objectively. The three different groups are assigned considering the level of cognitive flexibility as high (n=10), medium (n=10)and low(n=10). Post-test is administered at the end of the application of the PBL instructional material developed on WebCT tool and after three weeks retention test is administered. In order to identify the attitudes of students toward web mediated problem based learning, the attitude scale is administered. Moreover, peer evaluation from developed for evaluating the behavior of students within PBL application process and the form used to obtain qualitative data of students view on related problem are administered. In the analysis of data mean, standart deviation, one way variance analysis, two way variance analysis for factorial design and multivariate varyans analysis (MANOVA) are utilized. After the analyses of data, it was found significant differences between students' pre-test-post test and post test-retention test means, it means that traetment affect positively students' achievement and retention of learning. On the other hand, it was observed cognitive flexibility didn't produce any significant differences in terms of students' achievement, retention of learning and attitudes in web mediated problem based learning.
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Eğitim ve Öğretim