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The aim of this study is to determine the effect of cognitive apprenticeship method on students' self-efficacy beliefs and attitudes towards ceramic education. In the research, a model with pre-test and post-test control group, which is one of the quasi-experimental designs, was used. The study group of the research consists of 46 students studying in two classes, one is control and the other is experimental, at the 6th grade level. The selfefficacy belief scale and attitude scale for ceramic education developed by the researchers were used to collect the data. Dependent and independent samples t-test from parametric tests was used in the analysis of the data. According to the results of the study, a significant difference in favor of the posttest was found between the experimental group and the control group in the self-efficacy beliefs towards ceramic education and the attitude towards ceramic education pre-test and post-test mean scores. There was no significant difference between the experimental and control groups between the groups for self-efficacy belief posttest mean scores for ceramic education. A significant difference was found in favor of the experimental group between the attitude posttest mean scores of the experimental and control groups towards ceramic education. Based on the results of the research, it is recommended that the studies in the visual arts course of the cognitive apprenticeship should be conducted for a longer period of time. [ABSTRACT FROM AUTHOR]

Bu araştırmanın amacı, kavram karikatürlerinin öḡrencilerin matematiḡe karsı öz-yeterlik algı düzeylerine etkisini belirlemektir. Çalışmanın gerçekleşmesinde yarı deneysel kontrol gruplu ön testson test modelinden yararlanılmıştır. Araştırmanın çalışma grubunu 2008-2009 öḡretim yılında istanbul ili Avrupa yakasındaki bir ilköḡretim okulunun 7. sınıflarında okuyan 94 öḡrenci oluşturmaktadır. Araştırmada on altı adet kavram karikatürü geliştirilerek "Cebirsel ifadeler ve Eşitlikler" konusunda dört hafta boyunca uygulama yapılmıştır. Öḡrencilerin sosyal öḡrenme ortamı oluşturarak kavramları daha derinlemesine tartışma ve kendi düşünme kalıplarını sorgulayabilmeleri için aynı düşünceyi paylaşan öḡrencilerden meydana gelen dörder kişilik homojen gruplardan yararlanılmıştır. Araştırma verileri öḡrencilerin matematik öz-yeterlik algı düzeylerini belirlemek için "Matematiḡe Karşı Öz Yeterlik Algısı Ölçeḡi" ve uygulama süreci hakkında öḡrencilerin yazılı görüşlerinden elde edilmiştir. Toplanan nicel veriler baḡımlı ve baḡımsız örneklemler t-testi ile nitel veriler ise betimsel olarak analiz edilmiştir. Araştırmanın sonuçlarına göre kavram karikatürlerinin öḡrencilerin matematiḡe karşı öz -yeterlik algı düzeylerine anlamlı etkisinin olduḡu görülmüştür. Ayrıca, öḡrencilerin kavram karikatürlerini çok sevdikleri, matematik dersine olan ilgilerinin arttıḡı ve matematik dersini yapabileceklerine inandıkları belirlenmiştir. Elde edilen bulgular ışıḡında kavram karikatürleri ile araştırma yapacaklara yönelik öneriler geliştirilmiştir. [ABSTRACT FROM AUTHOR]

The purpose of the study was to investigate the effects of jigsaw IV on achievement, self-efficacy beliefs, and self-regulation skills. Therefore, the study was carried out in 2006-2007 spring term at 7th grades in social studies course in Hasan Ali Yücel Primary School. While Jigsaw IV was applied in experimental group, traditional method was applied in control group. The study, is applied on 2 units and lasted for about 10 weeks. The study used "non-equivalent control group experimental model" which is one of the semi experimental models. Data collection tools of the study were achievement test, self efficacy belief scale for social studies, and self regulation scale. These data collection tools were applied as a pre-test and a post- test. At the end of study, it was found that jigsaw IV was more effective than traditional method with respect to gain scores and self-efficacy beliefs, but it was not more effective than traditional method with respect to self-regulation level. [ABSTRACT FROM AUTHOR]