Kesir kavramına ilişkin bilgi oluşturma sürecinin incelenmesi
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Date
2014-09-02
Authors
Çelebioğlu, Burcu
Journal Title
Journal ISSN
Volume Title
Publisher
Uludağ Üniversitesi
Abstract
Bu araştırma Kesirler konusuna ilişkin kavramların öğrenilmesi sürecinde bilgi oluşumunu yani soyutlamanın niteliğinin değerlendirilmesi amaçlanmıştır. Bu amaçla, Kesirler konusuna ait kavramlarının Yapılandırmacı Öğrenme ile Gerçekçi Matematik Eğitimi Kuramlarına Uygun Olarak Tasarlanan öğrenme ortamlarında gerçekleştirilmiştir. Bu araştırma nitel bir durum çalışmasıdır. Araştırma, ilköğretim dördüncü sınıf öğrencilerinin Kesirler konusuna ait kavramların öğrenilmesine ilişkin öğrenimini kapsayan etkinliklerin uygulamasıyla gerçekleştirilmiştir. Araştırma, farklı matematik başarı düzeylerindeki ikişer kişilik öğrenci gruplarından oluşmaktadır. Araştırmada, veri toplama yöntemleri olarak nitel araştırmalarda kullanılan görüşme, katılımcı gözlem ve doküman analizi kullanılmıştır. Uygulamanın ardından yapılan görüşme verilerinin analizinde, öğrencilerin etkinliklerle ilgili çözümler yaptıkları çalışma kâğıtlarının ve görüşme sırasında kaydedilen video kayıtlarına yer verilmiştir. Verilerin analizi ve yorumlanması betimsel analiz ile gerçekleştirilmiştir. Analizlerde soyutlama sürecinin gözlenmesinde RBC+C modeli referans alınmıştır. Araştırmada, öncelikle öğrenci gruplarında gerçekleştirilen görüşmelerdeki bilgi oluşturma sürecine ilişkin veri grubu sistematik ve açık bir şekilde düzenlenmiştir. Bu veriler RBC+C soyutlama modelinin belirlediği bilişsel eylemler üzerinden analiz edilmiştir. Araştırmanın sonunda Gerçekçi Matematik Eğitimi'ne ve Yapılandırmacı Öğrenme' ye göre hazırlanmış olan etkinliklerin uygulandığı örnek olay çalışmasına katılan öğrencilerin büyük bir bölümünün kesirler kavramını oluşturduğu düşünülmektedir.
The present study aimed to evaluate the nature of knowledge construction (abstraction) during the learning process of the concepts related to Fractions . For this purpose, the applications of the Fractions concepts were realized in the learning environments designed in accordance with the Constructivist Learning and Realistic Mathematics Education. This study is a qualitative case study. With the pilot study administered prior to the study, the role of the researcher during the interview and the sufficiency of the activities in the study were examined and the learning environment and the activities were rearranged in a way that would make it possible to reveal the students' knowledge construction processes better. In the case study, the application of different activities prepared in accordance with the two learning theories included in the study and covering the learning of basic concepts related to Fractions was realized. In this application carried out in the groups of two students at different mathematical achievement levels, the researcher took part as a participant observer. In the study, the data collection methods of interview, participant observation and document analysis, which are used in qualitative research studies, were employed. The analysis of the data obtained from the interview held following the case study included the examination of the worksheets, where students tried to find solutions to the problems addressed to them, and the video recordings recorded during the interview. The data was analyzed and interpreted through the technique of descriptive analysis.RBC+C model is based on the analysis regarding the observationprocess of abstraction. Firstly, the students' data group regarding with the cognitive processes arranged clearly and systematically. Afterwards, the data is analyzed over the RBC+C abstraction model. At the end of the study, it was observed that a great majority of the students participating in the case study, where the activities prepared in accordance with the Realistic Mathematics Education and Constructivist Learning were applied, constructed the concept of Fractions process and realized and then consolidate it.
The present study aimed to evaluate the nature of knowledge construction (abstraction) during the learning process of the concepts related to Fractions . For this purpose, the applications of the Fractions concepts were realized in the learning environments designed in accordance with the Constructivist Learning and Realistic Mathematics Education. This study is a qualitative case study. With the pilot study administered prior to the study, the role of the researcher during the interview and the sufficiency of the activities in the study were examined and the learning environment and the activities were rearranged in a way that would make it possible to reveal the students' knowledge construction processes better. In the case study, the application of different activities prepared in accordance with the two learning theories included in the study and covering the learning of basic concepts related to Fractions was realized. In this application carried out in the groups of two students at different mathematical achievement levels, the researcher took part as a participant observer. In the study, the data collection methods of interview, participant observation and document analysis, which are used in qualitative research studies, were employed. The analysis of the data obtained from the interview held following the case study included the examination of the worksheets, where students tried to find solutions to the problems addressed to them, and the video recordings recorded during the interview. The data was analyzed and interpreted through the technique of descriptive analysis.RBC+C model is based on the analysis regarding the observationprocess of abstraction. Firstly, the students' data group regarding with the cognitive processes arranged clearly and systematically. Afterwards, the data is analyzed over the RBC+C abstraction model. At the end of the study, it was observed that a great majority of the students participating in the case study, where the activities prepared in accordance with the Realistic Mathematics Education and Constructivist Learning were applied, constructed the concept of Fractions process and realized and then consolidate it.
Description
Keywords
Gerçekçi matematik eğitimi, Kesirler, Yapılandırmacılık, RBC+C soyutlama modeli, Soyutlama, Abstraction, Constructivism, Realistic mathematics education, RBC+C abstraction model
Citation
Çelebioğlu, B. (2014). Kesir kavramına ilişkin bilgi oluşturma sürecinin incelenmesi. Yayınlanmamış doktora tezi. Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.