Information and communication technology (ICT) assisted cooperative chemistry learning in a constructivist learning environment

The aim of this research is to design the Information Communication Technology (ICT) supported Chemistry learning environment, which includes the jigsaw technique applications of the cooperative learning method, which is based on the basic principles of the constructivist approach in the teaching of Science and Technology course, and the effect of this material on the academic success of the students, their motivation towards chemistry and their attitudes towards ICT. is to examine. In addition, it was aimed to determine the opinions of the students participating in the research about the applicability of the method with structured open-ended questions. In the study, quasi-experimental design with pretest-posttest control group was used. The study group of the research consists of 59 (30 experimental, 29 control) 9th grade students studying at a high school in İzmir. Participants were determined by purposive sampling, one of the non-random sampling methods. The research was carried out in the spring term of the 2013-2014 academic year. In the research, "Academic Achievement Test", "ICT Attitude Scale" and "Chemistry Motivation Scale" prepared by the researcher were used to collect quantitative data as measurement tools. Qualitative data, on the other hand, were collected through interview forms consisting of structured open-ended questions prepared by the researcher in order to get students' thoughts on the teaching method after the application. In the study, the students in the control group taught the subjects in accordance with the secondary school chemistry curriculum, while the students in the experimental group taught the subjects in an ICT supported cooperative learning environment. As a result of the analyzes obtained in the study, the academic achievements of the students in the control group, who studied the subjects with the method suitable for the secondary school chemistry curriculum, and the students in the experimental group, whose subjects were taught in an ICT supported cooperative learning environment, in the "States of Matter" unit of the chemistry lesson, their motivation towards chemistry, and their attitudes towards ICT were positively and negatively affected. was found to be significantly affected; however, when the two teaching methods were compared, it was determined that there was a significant difference in favor of the ICT supported cooperative learning method. The effectiveness of the Information Communication Technology (ICT) supported chemistry learning environment, which includes Jigsaw technique applications of the cooperative learning method used in the research, was examined on only a small group and the subjects of surface tension, adhesion-cohesion forces, viscosity, evaporation, boiling and state changes of liquids in the States of Matter Unit. This learning environment can similarly be extended to other grade levels, larger groups, and the scope of the subject to include other subjects of chemistry, or it can be applied in different disciplines. It is thought that the use of such methods in the lessons will increase the interest and motivation of the students towards the lesson and thus their success. Keywords: Information communication technology, Computer aided learning, Collaborative learning, Jigsaw, States of substance, Motivation, Attitude.