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Abstract


THE RESEARCH FOR THE İNFLUENCE OF COOPERATİON LEARNİNG BASED PHYSİCAL LESSONS ON THE DEVELOPMENT OF 9-10 YEAR OLD CHİLDREN’S PROBLEM SOLVİNG SKİLL
This research has been done to examine the efficiency of Teaching Method Based on Physical Education with the collaboration of 12 weeks, on 9–10 years old children's developments of problem solving skills. The techniques that have been used for this research are; “Team Game Tournament” which is one of the cooperative learning techniques and developed by De Vries (1976) and Slavin (1978–1980); “Learning Teams” which is based on learning together structure and developed by Johnson and Johnson (1994); “Assembling Pieces” which based on the structure seperating and combining and developed by Aranson and friends (1978), Slavin (1980) and Kagan (1986); and Pair off–Control–Apply and Think–Share–Apply techniques which is based on Pairs Control and Think–Pair off–Share and developped by Kagan (1992). The research group composed of children ages between 9-10, there were 69 student as experiments (35 female, 34 males) and 70 control students (35 girls 35 boys) participated on a voluntary basis as a group of 139 students in total. Cooperation with the Faculty of Physical Education program is based on the method applied in the study, to investigate its effect on children's problem-solving skills; cool and colleagues developed in 2010, “Primary–Level Problem Solving Inventory for Children” (ÇPÇE) were applied. SPSS statistical software was used to analyze the data. To find the difference between the experimental and control group, independent test, both control and experimental group, to find the difference between pre and post-tests, paired samples t test was used. Dimensions of problem–solving skills that make up the bottom of the experimental and control groups, problem–solving confidence, self–control and avoidance of problem solving according to the level of significance there is no pre-test values (p>0.05). Forming sub–dimensions of the experimental group problem–solving skills, problem–solving confidence, self–control and avoidance of problem solving skill levels, according to recent tests in favor of pre and post–test values are significantly different at the level of 0.001 (p<0.001). Forming sub-dimensions of the control group problem-solving skills, problem-solving skills according to their level of trust and avoidance of problem solving pre–test values have any significance (p>0.05). Self–regulation according to the level of problem solving in favor of the final tests of the pre–test values are significantly different at the level of 0.001 (p<0.001). Dimensions of problem-solving skills that make up the bottom of the experimental and control groups, problem-solving skills according to their level of trust and avoidance of problem solving in favor of the experimental group post-test values are significantly different at the level of 0.001 (p<0.001). According to the skill level of self–control problem solving in favor of the experimental group post-test values are significant differences in the level of 0.05 (p<0.05). As a result, planned and implemented in collaboration with long-term Method Based on Teaching Physical Education program, children develop basic motor skills and problem-solving skill is understood that significant.

Keywords
Physical education, cooperative learning, problem solving skills


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