TGA Yöntemine Dayalı İşbirlikli Grup Çalışmalarındaki Söylemsel Yapıların İncelenmesi

Abstract

In this study, data was collected through video and audio recordings during collaborative group work sessions based on the Predict-Observe-Explain (POE) method in fifth-grade Science classes. The aim was to examine the interactive roles of group members, their reasoning patterns, discourse patterns, and the teacher's interactive interventions. The research group was formed using a non-probabilistic sampling method known as purposive sampling. The findings of the study are as follows: a) The students' interactive roles were coded as " Roles that promoted co-construction " and " Roles that impeded co-construction," and their frequencies of occurrence were determined. b) It was observed that the roles emerging during group work influenced the reasoning patterns of the groups. Superficial reasoning groups frequently engaged in off-task conversations, while students in deep reasoning groups constructed knowledge together, developed each other's ideas, and elaborated on them during collaborative work. c) It was determined that the teacher's interactive interventions differed between superficial and deep reasoning groups. According to the findings, the teacher primarily provided instructional interventions in deep reasoning groups, while offering more redirecting interventions in superficial reasoning groups. d) While students generally displayed a triadic pattern of interaction within the groups, a chain pattern of interaction emerged when the teacher became involved. In conclusion, identifying group roles and revealing group reasoning patterns during collaborative group work are crucial for understanding group dynamics and improving students' collaborative learning strategies. The teacher's interactive interventions can enrich discourse patterns by encouraging students to think more deeply and articulate their ideas. Therefore, examining the impact of teacher interventions in collaborative group work during pre-service and in-service training will enhance the quality of teacher education.