The Importance of Learning Styles to Form More Successful Cooperative Groups in Physics Course
Abstract
This research aims to determine the effectiveness of cooperative groups, organized according to learning styles, on students’ physics success. The research was designed according to non-equivalent control group design. In the experimental group, the students were assigned into cooperative groups heterogeneously according to their learning styles and in the control group the students were assigned into cooperative groups according to their academic success. At the end of the research, it was seen that the students in the experimental group were more successful than the students in the control group. In addition, it was determined that there was no significant difference on the experimental group students’ success according to their learning styles, but that the auditory students were more successful than the visual and kinesthetic ones in the control group.
References
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Slavin R. E. (1996). Education for all. Lisse: Swets & Zeitlinger. Tatar, E., Tüysüz, C., & İlhan, N. (2008). Kimya öğretmen adaylarının öğrenme stillerinin
akademik başarıları ile ilişkisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 5, 10, 185-192.
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Aripin, R., Mahmood, Z., Rohaızad, R., Yeop, U., & Anuar M. (2008). Students’ Learning Styles and Academic Performance. 22. Annual SAS Malaysia Forum, Kuala Lumpur, Malezya.
Avis, J., Fisher, R., & Thompson, R. (2009). Teaching in lifelong learning. Maidenhead: Open University Pres.
Alfonseca, E., Carro, R. M., Martin, E., Ortigosa, A. & Paredes, P. (2006). The impact of learning styles on student grouping for collaborative learning: a case study. User Modeling and User-Adapted Interaction, 16(3-4), 377-401.
Bacon, D. R. (2004). An Examination of Two Learning Style Measures and Their Association with Business Learning. Journal of Education for Business. 79(4), 205-208.
Boydak, A. H. (2001). Öğrenme stilleri. İstanbul: Beyaz Yayınları.
Brudnell, I., ve Carpenter, C. S. (1990). Adult Learning Styles and Attitudes toward Computer Assisted Instruction. Journal of Nursing Education. 29, 79-83.
Cano, J. (1999). The relationship between learning style, academic major, and academic performance of college students. Journal of Agricultural Education, 40 (1), 30-37.
Dodge, D.T., Colker, L.J., & Heroman, C. (2002). The creative curriculum for preschool (4th ed.). Washington, DC: Teaching Strategies, Inc.
Doyle, W., & Rutherford, B. (1984). Classroom research on matching learning and teaching styles. Theory into Practice, 23, 20-25.
Dunn, R. (1984). Learning style: state of science. Theory into Practice, 23, 10-19.
Dunn, R. Gianitti M. C., Murray, J. B., Rossi, I. ve Quinn, G. P. (1990). Grouping Students for Instruction: Effecets of Learning Style on Achievent and Attitudes. The Journal of Social Psychology, 130 (4), 485-494.
Fatt, J. P. T. (2000). Understanding the Learning Styles of Students: Implications for Educators. International Journal of Sociology and Social Policy, 20, 31-45.
Felder, R. M., & Silverman L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78, 674-681.
Gökdağ, M. (2004). Sosyal Bilgiler Öğretiminde İşbirlikli Öğrenme , Öğrenme Stilleri, Akademik Başarı ve Cinsiyet İlişkileri. (Unpublished doctoral dissertation). Dokuz Eylül University, İzmir.
Hall, E. & Moseley, D. (2005). Is there a role for learning styles in personalized education and training. International Journal of Lifelong Education, 24( 3) 243-255.
Heffler, B. (2001). Individual learning style and the learning style inventory. Educational Studies, 27, 307-316.
Hench, T. L. (1993). Combining CAL, learning styles and cooperative learning for more effective physics instruction. European Journal of Engineering Education, 18(3), 255- 260
Johnson, D. W. & Johnson, R. T. (1999). Making cooperative learning work. Theory into Practice, 38, 67-75.
Johnson, D. W. & Johnson, R. T. (2000). How can we put cooperative learning into practice? The Science Teacher, 67, 39.
Johnson, D. W., Johnson, R. T., & Holubec, E .J. (1994). The nuts & bolts of cooperative learning. Edina, MN: Interaction Book Company.
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1998). Cooperation in the classroom. Edina, MN: Interaction Book Company.
Lincoln, F., & Rademacher, B. (2006). Learning styles of ESL students in community colleges. Community College Journal of Research and Practice, 30, 485–500.
Marr, M. B. (1997). Cooperative learning: a brief review. Reading & Writing Quarterly, 13, 7-20.
Miller, P. (2001). Learning styles: The multi media of the mind. Retrieved from ERIC database. (ED451140).
Reichadt, C.S. (2009). Quasi-experimental design. In R. Millsap & A. Maydeu-Olivares (Eds.), Sage handbook of quantitative methods in psychology (pp. 46–71). Thousand Oaks, CA: Sage.
Slavin, R. E. (1978). Student teams and achievement division. Journal of Research and Development in Education, 12, 39-49.
Slavin R. E. (1996). Education for all. Lisse: Swets & Zeitlinger. Tatar, E., Tüysüz, C., & İlhan, N. (2008). Kimya öğretmen adaylarının öğrenme stillerinin
akademik başarıları ile ilişkisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 5, 10, 185-192.
Wills, M., & Hodson, V. K. (1999). Discover your child’s learning style, Rocklin, CA: Prima Publishing.
Published
2017-02-28
How to Cite
ONDER, Fatih; SILAY, İlhan.
The Importance of Learning Styles to Form More Successful Cooperative Groups in Physics Course.
European Journal of Physics Education, [S.l.], v. 6, n. 4, p. 1-11, feb. 2017.
ISSN 1309-7202.
Available at: <https://eu-journal.org/index.php/EJPE/article/view/54>. Date accessed: 24 apr. 2024.
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Articles
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