Abstract:

This study aims to investigate the effect of cooperative story writing and cooperative writing on the academic achievement of prospective social studies teachers in contemporary world history and the relationship between learning writing and course success. The method of the study is a quasi-experimental design with pre-test and post-test comparison groups. The study group of the research is composed of the pre-service social studies teachers who are studying at Atatürk University Kazım Karabekir Education Faculty in the 2019-2020 academic year. The research was carried out with two experimental groups in 6 weeks in total with 12-course hours. Academic achievement test, column, and story writing evaluation rubric were used as data collection tools. According to the data obtained from the pre-test pre-application to the prospective teachers, there was no significant difference between the pre-knowledge levels of the pre-service teachers with whom two different applications were performed. As a result of the study, it was found that cooperative story writing was a significant predictor of academic achievement, but cooperative corner writing was not a significant predictor of academic achievement. Besides, there is no significant difference between prospective teachers' writing skills and story writing skills.

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