Analitik geometri öğretiminde Cabri 3D kullanımının öğretmen adaylarının akademik başarılarına etkisi ve görüşlerinin değerlendirilmesi
Loading...
Files
Date
2016-07-20
Authors
Güneş, Hilal
Journal Title
Journal ISSN
Volume Title
Publisher
Uludağ Üniversitesi
Abstract
Bu araştırmanın amacı, Analitik Geometri I dersinde Cabri 3D dinamik geometri yazılımını kullanımının; ilköğretim matematik öğretmenliği 3. Sınıf öğrencilerinin akademik başarıları ve matematik eğitiminde teknoloji kullanımına ait bakış açıları üzerindeki etkisinin araştırılmasıdır. Ayrıca uygulamadan iki yıl sonra dinamik geometri yazılımına dair verilen eğitimin deney grubundaki öğretmenler üzerindeki etkililiğinin incelenmesi de amaçlanmaktadır. Çalışmada nicel ve nitel analiz yöntemleri bir arada kullanıldığından karma yöntem deseninden yararlanılmıştır. Araştırmanın çalışma grubu; 2013 – 2014 eğitim / öğretim yılında Uludağ Üniversitesi İlköğretim Matematik Öğretmenliği Bölümünde öğrenim gören 3. Sınıf öğrencilerinden oluşmaktadır. Çalışma grubu, deney ve kontrol grubu olmak üzere iki ayrı gruptan oluşmaktadır. Bu grupların her birinde 30 öğrenci olmak üzere toplam 60 öğrenci araştırmaya dâhil edilmiştir. 6 haftalık uygulama boyunca analitik geometri I programında yer alan uzayda vektör, uzayda doğru denklemi ve uzayda düzlem denklemi alt öğrenme alanları örnek olarak seçilmiştir. Deney grubundaki dersler CABRİ 3D'ye uygun olarak geliştirilen etkinliklerle teknoloji destekli bir ortamda yürütülürken, kontrol grubunda dersler iki boyutlu ortamlarda müfredata uygun yöntemlerle işlenmiştir. Araştırmada veri toplama aracı olarak; araştırmacı tarafından geliştirilen analitik geometri başarı testi (AGBT) deney ve kontrol grubuna ön test ve son test olarak uygulanmıştır. Uygulama sonunda deney grubundaki öğretmen adaylarının teknoloji destekli matematik eğitimine dair bakış açılarını betimlemek üzere yapılandırılmış görüşme formu kullanılmıştır. Ve bir de uygulamadan iki yıl sonra, araştırma sırasında deney grubunu oluşturan ve sonrasında öğretmenlik mesleğine başlayan 10 öğretmene yapılandırılmış görüşme formu uygulanmıştır. Araştırmadan elde edilen nicel verilerin çözümlenmesinde SPSS 17.0 paket programı kullanılmıştır. Araştırmada nicel verilerin analizinde kullanılan istatistiksel yöntemler arasında Kolmogorov-Smirnov (K-S) ve Shapiro-Wilks normallik analizi, Bağımsız Örneklemler T-Testi ve ilişkili ölçümler için Bağımlı Örneklemler T-Testi kullanılmıştır. Nitel verilerin çözümlenmesinde ise içerik analizinden faydalanılmıştır. Araştırma boyunca gerçekleştirilen 6 haftalık uygulama sonucunda grupların analitik geometri başarı düzeylerindeki denkliğin bozulduğu görülmüştür. Her iki grubun analitik geometri başarılarının da artmasına rağmen, deney grubu öğrencilerinin analitik geometri başarılarının daha yüksek düzeyde gerçekleştiği görülmüştür. Bu durum, deney grubu öğrencilerine uygulanan bilgisayar destekli öğretim yönteminin, öğrenciler üzerinde daha etkili bir öğretim yöntemi olduğunu göstermektedir. Uygulamadan önce de öğretmen adaylarının çoğunluğunun geometri dersinde bilgisayar kullanmanın gerekli olduğu düşüncesinde oldukları tespit edilmiştir. Cabri 3D yazılımının kullanılması ile geometri derslerinde bilgisayar teknolojisinin gereksiz olduğunu düşünen öğretmen adaylarının düşünceleri dahi olumlu yönde değişmiştir. Görüşmelerden elde edilen verilerin analizine göre, öğretmen adaylarının ikisi hariç tamamı kendi derslerinde dinamik geometri yazılımlarını kullanmayı düşünmekteler. Ayrıca literatürde yer alan çalışmalardan farklı olarak uygulama yaptığımız deney grubundaki öğretmen adaylarının öğretmenlik mesleğine başlamasından sonra onlara ulaşılmış ve dinamik geometri yazılımlarını kendi derslerinde kullanıp kullanmadıkları ve bu konudaki görüşleri incelenmiştir. Elde edilen veriler doğrultusunda görüşme yapılan 10 öğretmenden 4'ü Cabri 3D yazılımını kullandıklarını, çeşitli nedenlerden dolayı kullanamayan 6 öğretmen ise kullanma konusunda istekli olduklarını belirtmişlerdir. Buradan yapılan çalışmanın amacına ulaşma doğrultusunda etkili olduğu söylenebilir. Deney grubunda yer alan öğretmen adayları meslek hayatına atıldıktan sonra da geometri derslerinde teknoloji kullanımını faydalı bulmaktadırlar. Araştırmanın sonunda elde edilen sonuçlara dayalı olarak çeşitli önerilerde bulunulmuştur.
Purpose of this research is to investigate effects of Cabri 3D dynamic geometry software usage in Analytical Geometry I class on elementary school mathematical teaching 3rd class students' academycal successes and their point of views about technology usage in mathematical teaching. Also it is intended to investigate effectiveness of training after two years of application, given about dynamic geometry software to experimental group teachers. In this study, a mixed method design had been utilized due to qualitative and quantitative analysis methods were used together. . Research Working Group was established from students attending Uludag University Elementary School Math Teaching Section in 2013-2014 training year. Working Group is formed from two seperate groups which are known as experiment and control groups. Total of 60 students, 30 students per every group, had been included in research. During 6 weeks of application; vectors, straight line equation, and plane equation in space sub training areas, which are also parts of analytical geometry I curriculum, had been chosen as samples. While classes for experiment group had been executed in technology supported environment developed according to CABRI 3D, classes for control group had been executed in two dimensional environments with methods appropriate to curriculum. In this research, Analytical geometry success test (AGST) used as a data collection tool which was self developed by researcher, applied to experiment and control groups as pre and post tests. At the end of application, to delineate experiment group teacher candidates' opinions about technology supported math training, specially designed interview form had been used. And also two years after application, reiterated interview form had been applied to 10 teachers which were part of experiment group during research and later started their teaching profession. SPSS 17.0 package program had been used in resolving quantitative data obtained from the research. Kolmogorov-Smirnov (K-S) and Shapiro-Wilks normality analysis, Independent Samples T-Test, and Paired Samples T-Test were some of the statistical methods had been used to analyze quantitative data in research. Content analysis had been utilized to deciphere and resolve qualitative data. At the end of 6 weeks of application during research, it had been noted that equivalence between groups on analytical geometry success levels has changed. Even though both groups' analytical geometry successes had increased, it had been seen that experiment group students' analytical geometry successes had increased on higher levels. This situation shows that computer supported training method applied to experiment group students was a more effective training method over the students. It had been identified that most of teacher candidates were already thinking as computer usage in geometry classes is necessity even before application. Even teacher candidates' thoughts on favor of computer technology usage is unnecessary in geometry classes had changed drastically after CABRI 3D software usage. According to analysis of data obtained from interviews, except two of them, all of the teacher candidates are thinking to use dynamic geometry software usage in their own classrooms. Unlike (Different than) the rest of publications and studies exist, we had reached to teacher candidates after they started their teaching career, which had been part of our experiment group and, their dynamic geometry software usage in their own classrooms and their opinions about the subject matter were also investigated. According to data obtained, 4 out of 10 interviewed teacher confirmed the CABRI 3D software usage, rest 6 teachers which could have not used the software related to various reasons, had pointed out their wishes to use the software. Because of these, it can be said that executed study were effective on reaching its purpose. Teacher candidates, who are part of experiment group, find technology usage beneficial in geometry classes after they started their profession. Various recommendations have been supplied according to results achieved at the end of the research.
Purpose of this research is to investigate effects of Cabri 3D dynamic geometry software usage in Analytical Geometry I class on elementary school mathematical teaching 3rd class students' academycal successes and their point of views about technology usage in mathematical teaching. Also it is intended to investigate effectiveness of training after two years of application, given about dynamic geometry software to experimental group teachers. In this study, a mixed method design had been utilized due to qualitative and quantitative analysis methods were used together. . Research Working Group was established from students attending Uludag University Elementary School Math Teaching Section in 2013-2014 training year. Working Group is formed from two seperate groups which are known as experiment and control groups. Total of 60 students, 30 students per every group, had been included in research. During 6 weeks of application; vectors, straight line equation, and plane equation in space sub training areas, which are also parts of analytical geometry I curriculum, had been chosen as samples. While classes for experiment group had been executed in technology supported environment developed according to CABRI 3D, classes for control group had been executed in two dimensional environments with methods appropriate to curriculum. In this research, Analytical geometry success test (AGST) used as a data collection tool which was self developed by researcher, applied to experiment and control groups as pre and post tests. At the end of application, to delineate experiment group teacher candidates' opinions about technology supported math training, specially designed interview form had been used. And also two years after application, reiterated interview form had been applied to 10 teachers which were part of experiment group during research and later started their teaching profession. SPSS 17.0 package program had been used in resolving quantitative data obtained from the research. Kolmogorov-Smirnov (K-S) and Shapiro-Wilks normality analysis, Independent Samples T-Test, and Paired Samples T-Test were some of the statistical methods had been used to analyze quantitative data in research. Content analysis had been utilized to deciphere and resolve qualitative data. At the end of 6 weeks of application during research, it had been noted that equivalence between groups on analytical geometry success levels has changed. Even though both groups' analytical geometry successes had increased, it had been seen that experiment group students' analytical geometry successes had increased on higher levels. This situation shows that computer supported training method applied to experiment group students was a more effective training method over the students. It had been identified that most of teacher candidates were already thinking as computer usage in geometry classes is necessity even before application. Even teacher candidates' thoughts on favor of computer technology usage is unnecessary in geometry classes had changed drastically after CABRI 3D software usage. According to analysis of data obtained from interviews, except two of them, all of the teacher candidates are thinking to use dynamic geometry software usage in their own classrooms. Unlike (Different than) the rest of publications and studies exist, we had reached to teacher candidates after they started their teaching career, which had been part of our experiment group and, their dynamic geometry software usage in their own classrooms and their opinions about the subject matter were also investigated. According to data obtained, 4 out of 10 interviewed teacher confirmed the CABRI 3D software usage, rest 6 teachers which could have not used the software related to various reasons, had pointed out their wishes to use the software. Because of these, it can be said that executed study were effective on reaching its purpose. Teacher candidates, who are part of experiment group, find technology usage beneficial in geometry classes after they started their profession. Various recommendations have been supplied according to results achieved at the end of the research.
Description
Keywords
Analitik geometri, Dinamik geometri yazılımı, Cabri 3D, Öğretmen adayı, Analytical geometry, Dynamic geometry software, Teacher candidates
Citation
Güneş, H. (2016). Analitik geometri öğretiminde Cabri 3D kullanımının öğretmen adaylarının akademik başarılarına etkisi ve görüşlerinin değerlendirilmesi. Yayınlanmamış yüksek lisans tezi. Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.