Study on the effect of cognitive apprenticeship method at the visual art lesson at6th grade students' belief in self-efficacy, attitudes and perception aimed at ceramics training

The general purpose of the study is to determine the effect of the cognitive apprenticeship method on the perception of students in ceramics training and its effect on their self-efficacy beliefs and attitudes aimed at ceramics training. A mixed model was used in the study. From the experimental designs, the pretest-posttest model with control group and phenomenological design from the qualitative research models have been used in the study. The study was realized during 8 weeks one week being preparation in the 2016-2017 school year on 46 students in total at a secondary school in the administrative district of Nusaybin at the province of Mardin. In the study, a lesson plan prepared according to the cognitive apprenticeship method was implemented to the experimental group; the lesson plan prepared according to the traditional methods (lecture and questions-answers) was applied to the control group. In the study, personal information form, self-efficiency related to ceramics education and attitude scales as well as semi-structured interview forms were used as data collection tool. In the study, data were resolved by two approaches which are analysis of quantitative and qualitative data. When the qualitative and quantitative results of the study are considered, 1. Following the t-test analysis made to test whether the difference between pretest-posttest score averages in self-efficacy belief for ceramics training in the experiment group was significant or not, a significant difference in favor of posttest was found between the pretest-posttest scores. 2. Following the t-test analysis made to test whether the difference between pretest-posttest score averages in self-efficacy belief for ceramics training in the control group was significant or not, a significant difference in favor of posttest was found between the pretest-posttest scores. 3. Following the t-test analysis made to test whether the difference between pretest-posttest score averages in attitudes for ceramics training in the experiment group was significant or not, a significant difference in favor of posttest was found between the pretest-posttest scores. 4. Following the t-test analysis made to test whether the difference between pretest-posttest score averages in attitudes for ceramics training in the control group was significant or not, a significant difference in favor of posttest was found between the pretest-posttest scores. 5. Following the t-test analysis made to test whether the difference between posttest score averages in self-efficiency belief in the experiment and control groups was also statistically significant or not, a significant difference could not be found between the posttest scores. 6. Following the t-test analysis made to test whether the difference between posttest score averages in attitude towards ceramics training, in the experiment and control groups was significant or not, a significant difference was found in the posttest scores in favor of the experiment group. 7. Most of the students have indicated that ceramics training has developed their creativity. Furthermore, students have indicated that ceramics training was shaping the mud, that three-dimensional studies were made, that they enjoyed it, that it was fun, that it helped to develop manual skills, that it increased their interest in visual arts, that it made them happy, that it taught them to be patient and dissipated their stress. 8. Most of the students have indicated that ceramics helped them to have a good time and that it developed their self-efficiency for ceramics training. Furthermore, it was stated that it helped students to learn the phases of ceramic works, that it provided them recreational activities, made them develop their manual skills, gave them happiness and peace, that it made them develop a positive attitude towards the lesson, taught them how three dimensional studies are mentioned and that it developed their creativity. 9. Most of the students have indicated that they encountered problems when they made engravings due to lack of tools and equipment. In addition, students have indicated that their habits were soiled during application, when they added mud, kneaded the mud and rolled out the mud, when they were pinching; rolling out to the mould and that time was not enough (the time length of the lesson was not enough). 10. Most of the students have proposed that ceramics studies should be performed during the visual arts lesson. Furthermore, students have proposed that tools and equipment should be available, that the number of courses should be increased, different works should be performed, a painting atelier should be available and ceramic courses should be introduced to schools.