Abstract :
The purpose of this study is to determine the effect of learning together technique used in teaching written expression pedagogical content knowledge on students’ achievement and permanent learning. In the research, control group experimental design which is based on pre-test and post-test measurements has been used. The study groups of this research consist of 74 prospective teachers who took written expression lessons and who were first-year students at Artvin Coruh University, Faculty of Education in the department of Primary School Teaching in the fall semester of 2011-2012 academic year. The study was conducted with 30 questions including Written Expression Pedagogical Content Knowledge Test (WEPCKT) pretest-posttest and permanence test on experimental (n=38) and control (n=36) groups’ students. T-test statistic was used to analyze the data. According to research result, learning together technique has been accepted to be more successful than the teacher-centered traditional method in providing permanent learning and increasing the achievement of written expression content knowledge. Although there is no significant difference between experimental and control group in terms of achievements in pre-test data (t = -,500; p ,05), there has been determined to be a significant difference in favor of the experimental group in post-test (t = 7,064; p ,05) and permanence tests (t= 8,960; p ,05).
