Challenges of applying collaborative learning with a sample of Turkish students

Abstract

In this study, collaborative learning was applied in an Elementary Science Laboratory course in an Education Faculty at a Turkish public university. The Elementary Science Laboratory course constituted the first phase of the study, with the researcher putting together the groups to be involved. The groups were required to collaborate in the laboratory while doing the experiments, and out of laboratory in writing their group report. A qualitative inquiry about the students’ collaboration was conducted at the end of the course by giving an anonymous questionnaire. Although the students preferred collaborative learning, there were several cases where members did not contribute to the group task. The students’ unwillingness in informing the instructor about group dynamics was also observed. Most of the students stated that they preferred forming their own groups. On the basis of the results of Phase I, the second phase of the study was designed and applied in Elementary Science Methods II course with the same student group. In the second phase of the study, the students were given the freedom of forming their own groups. In addition, self and peer assessment was used to provide information about group process. The results of Phase II showed that the students’ collaboration increased, but the number of single-gender groups also increased. Self and peer assessment was found helpful in providing information about group dynamics which could not be obtained directly from the students in Phase I. The paper summarizes the application and results of both phases, and then discusses the challenges of applying collaborative learning with the sample of Turkish students participating in the study.