The effect of problem based learning and jigsaw I technic in science teaching on students' academic achievement and knowledge permanence in steps of bloom taxonomy cognitive domain

The aim of this study is to determine the effects of Problem Based Learning (PBL) Approach, Jigsaw I Technic and govermental curriculum of the year 2013 on academic achievement of and knowledge permanence of 6th graders in the subject of "Granular Structure of of Material" in Science lesson. Semi-experimental pattern, one of the quantitative survey method was used in the research. The sample of research was decided through sequantial quantitaive and quality technic and it is made up of 82 6th graders from a city centre school chosen with the help of a suitable sample method. The classes named randomly as practice 1 (PBLG), practice 2 (JG) and checking group (CG). In the group practice 1 PBL approach, in the group practice 2 Jigsaw 1 technic and in checking group an approach that is suitable for curriculum of the year 2013 was used. The application of the thesis took five weeks to fullfil. The input data was gathered by academic achievement test (AAT), PBL setting scale, Jigsaw View scale and semi-structured interviews. At the end of the study 16 students from PBLG and JG was semi-interviewed. In the analysis of quantitative data of the research, average, frequency and Mixed Between- within Subjects Analysis of Variance was used. As for Quality input data gathered by semi-structure interview was analysed with the help of forming themes and sub-themes. As a result according to the analysis, it is seen that in each group academic achievement increased and permanency of knowledge achieved in all steps except for analysis step. There was no difference detected between CG and JG in terms of knowledge and comprehension steps. However, JG was more successful in steps of practice, analysis, synthesis and assessment. It is alsso seen that there was no difference in comprehension step of BLoom Taxonomy Cognitive Domain but PBLG was more successful in knowledge, practise, analysis, synthesis and assessment. Furthermore, there was no difference seen between PBLG and JG in the steps knowledge, comprehension, practice and assessment but PBLG was more successful in analysis and synthesis step. Finally, in between PBLG, JG, CG there was no difference seen in comprehension step but in knowledge, practice, analysis, synthesis and assessment steps PBLG was the most successful of all. And the least successful was CG. As for this the students of the PBLG and JG stated that lesson had became funnier and their concern for learning had increased after the study. Keywords: Science teaching, PBL approach, Jigsaw I Technic, Practice, Bloom Taxonomy, Academic achievement of Cognitive Domain in sub-level high-level steps