Evaluations of science teachers about cooperative learning method

Effective teaching methods are started to be needed for information transfer as a result of the rapid progress in science and technology. Students embrace educational environments where they can actively participate in classes and which allow them to socialize while learning. The cooperative learning method is one of the learning methods in which students are placed to the core, on which many studies are conducted and which is in accordance with the constructivist education approach. In this study, the views of science teachers about the cooperative learning method were examined. The study group consists of 22 science teachers working in 18 different public schools affiliated to the Ministry of Education in Sivas province. The study group was determined through the convenience sampling method, which is one of the purposeful sample methods. The study group was tried to be enriched as much as possible by taking into consideration such criteria as class sizes, professional seniority of the teachers, locations of the schools where the teachers work and gender. The research method of the study is case study which is one of the qualitative research methods. A semi-structured interview form was used as the data collection tool in the study. The interview form was developed by the author together with two field experts and was evaluated as to whether the items were in accordance with the purpose in advance of the study. As a result of the evaluations, 7 questions were prepared in order viii to determine the views of teachers. The data obtained from the interviews were evaluated through descriptive and content analyses. At the end of the study, it was found: (1) that the method is more suitable to apply in small-sized classes since such classes are more helpful and prone to group work; (2) that the cooperative learning method can be applied in all subjects; (3) that the cooperative learning method has certain academic, social, psychological and economic benefits; (4) that the study subjects are not suitable for the implementation of the cooperative learning method; (5) that the teachers administer the cooperative learning method every once in a while, but cannot use the method due to reasons such as physical conditions, student levels, insufficiency of teacher experiences, curriculum and the exam system; (6) that the students respond positively to the cooperative learning method; (7) that explanation of the rules and directives to students, parents and managers before the method is initiated will prevent coming across problems during the application. In general, it was found that teachers are positive about the implementation of the cooperative learning method, but they lack sufficient opportunities.