Etkili bir geometri dersinin özelliklerinin belirlenmesi, geliştirilmesi ve değerlendirilmesi
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Date
2016
Authors
Güler, Hatice Kübra
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Publisher
Uludağ Üniversitesi
Abstract
Etkili bir geometri dersinin taşıması gereken özellikler ülkeden ülkeye değişmektedir ve matematik eğitimi alanında çalışanlar tarafından hala tartışılmaktadır. Bu araştırma ile ortaokul geometri konularının öğretimi için Türkiye'ye uygun, öğretmenlerin benimseyip kullanabilecekleri, uygulanabilir ve belli bir kurama bağlı kalmaktan ziyade tüm kuramlardan yararlanarak oluşturulmuş etkili bir geometri dersinin özelliklerinin ortaya koyulması amaçlanmıştır. Araştırma iki aşamadan oluşmaktadır. Birinci aşaması, nitel araştırma türlerinden durum çalışmasına; ikinci aşaması, nicel araştırma türlerinden yarı deneysel desene uygundur. Araştırma kapsamında; öncelikle sekiz ortaokul matematik öğretmeni geometri konularını anlattıkları derslerde sekizer ders saati (toplam 64 ders saati) bir gözlem formu çerçevesinde gözlemlenmiş ve öğretmenlerin benimsedikleri matematik öğretme modelleri ortaya konmuştur. Öğretmenler öğretici ve açıklayıcı olmak üzere iki kategoride toplanmıştır. Ardından öğretmen, öğrenci, veli ve idarecilerin etkili geometri öğretimine ilişkin görüşleri alınmıştır. Elde edilen verilerin analizi sonucunda etkili bir geometri dersinin taşıması gereken özellikler belirlenmiştir. Tespit edilen özelliklere göre 7. sınıf çokgenler ünitesine ait dokuz saatlik bir geometri dersi tasarlanmıştır. Tasarlanan ders akademisyenler ve matematik öğretmenleri ile paylaşılarak geliştirilmiş ve uygulamaları için iki matematik öğretmenine verilmiştir. Toplam iki deney iki kontrol grubu ile çalışılmıştır. Öğretmenlerin dersleri uygulamalarının ardından öğrencilerin erişi düzeyleri arasında anlamlı bir farklılık olup olmadığı test edilmiştir. Ek olarak öğretmenlerin ve öğrencilerin hazırlanan derse ilişkin görüşleri alınmıştır. Çalışmanın sonucunda gözlemlenen öğretmenlerin hiçbirinin kolaylaştırıcı öğretim modelini benimsemediği; dördünün öğretici, dördünün açıklayıcı modeli benimsediği görülmüştür. Etkili bir geometri dersinin özellikleri belirlenmiş ve bu özelliklerin literatürde belirlenen açıklayıcı matematik öğretimi modeline daha yakın durduğu tespit edilmiştir. Belirlenen özelliklere uygun hazırlanan geometri ders planlarının kullanılması sonucunda başarı düzeyi düşük olan okuldaki öğrencilerin erişi düzeyinin diğer okula nazaran arttığı ve bu okuldaki deney grubu öğrencilerinin erişi düzeyleri ile kontrol grubundaki öğrencilerin erişi düzeyleri arasında deney grubu lehine anlamlı farklılık olduğu belirlenmiştir. Uygulamanın ardından öğretmen ve öğrencilerin ders planları ile ilgili görüşlerinin olumlu olduğu tespit edilmiştir.
The characteristics of an effective mathematics course change for every country and it has been still discussed by mathematics educators. The aim of current study is to determine the characteristics of an effective and suitable geometry course for Turkey which teachers can adopt and use, not only according to one approach but also created by the use of all approaches for the purpose of teaching middle school geometry subjects. Araştırma iki aşamadan oluşmaktadır. Birinci aşaması nitel araştırma türlerinde durum çalışmasına, ikinci aşaması nicel araştırma türlerinden yarı deneysel desene uygundur.. The study consists two parts. The first part is a case study which is a type of qualitative research model. The second part is quasi-experimental design which is a type of quantitative research model. First of all, eight teachers, each with eight hours (totally 64 hours), were observed in geometry courses by using the observation form which was prepared by reseacher and mathematics teaching models which were adopted by teachers determined. Teachers were classified in two categories which were instructor and explainer. Then, the characteristics of a gemetry course were revealed by the help of analysis of the data which were obtained from teachers, students, parents and managers with semi-structured interview, observations and literature. According to the determined characteristics, a geometry course which was concerned with polygons unit of 7th class was designed. The designed course was discussed and developed with academicians and mathematics teachers; and shared with two teachers in order to use in their lessons. There were two experimental and two control groups. After teachers' using lesson plans, it was tested wheather there was a significant diffirence among students' achievement levels. In addition, it was carried out semi-structured interview with teachers and students regarding the designed course. At the end of the study it was determined that none of the observed teachers were facilitator model, four of them were instructor and four of them were explainer model. The characteristics of an effective geometry course was identified and it was determined that these characteristics were closed to explainer mathematics teaching model which was stated in literature. As a result of using the geometry lesson plans which was prepared according to the determined characteristics, it was determined that the achievement level of students in schools with low-level access was increased compared to other schools; and also it was determined that there was a significant difference between the achievement level of the experimental group and the control group in favor of experimental group students in this school. After the experiment is was stated that students' and teachers' view regarding course were positive.
The characteristics of an effective mathematics course change for every country and it has been still discussed by mathematics educators. The aim of current study is to determine the characteristics of an effective and suitable geometry course for Turkey which teachers can adopt and use, not only according to one approach but also created by the use of all approaches for the purpose of teaching middle school geometry subjects. Araştırma iki aşamadan oluşmaktadır. Birinci aşaması nitel araştırma türlerinde durum çalışmasına, ikinci aşaması nicel araştırma türlerinden yarı deneysel desene uygundur.. The study consists two parts. The first part is a case study which is a type of qualitative research model. The second part is quasi-experimental design which is a type of quantitative research model. First of all, eight teachers, each with eight hours (totally 64 hours), were observed in geometry courses by using the observation form which was prepared by reseacher and mathematics teaching models which were adopted by teachers determined. Teachers were classified in two categories which were instructor and explainer. Then, the characteristics of a gemetry course were revealed by the help of analysis of the data which were obtained from teachers, students, parents and managers with semi-structured interview, observations and literature. According to the determined characteristics, a geometry course which was concerned with polygons unit of 7th class was designed. The designed course was discussed and developed with academicians and mathematics teachers; and shared with two teachers in order to use in their lessons. There were two experimental and two control groups. After teachers' using lesson plans, it was tested wheather there was a significant diffirence among students' achievement levels. In addition, it was carried out semi-structured interview with teachers and students regarding the designed course. At the end of the study it was determined that none of the observed teachers were facilitator model, four of them were instructor and four of them were explainer model. The characteristics of an effective geometry course was identified and it was determined that these characteristics were closed to explainer mathematics teaching model which was stated in literature. As a result of using the geometry lesson plans which was prepared according to the determined characteristics, it was determined that the achievement level of students in schools with low-level access was increased compared to other schools; and also it was determined that there was a significant difference between the achievement level of the experimental group and the control group in favor of experimental group students in this school. After the experiment is was stated that students' and teachers' view regarding course were positive.
Description
Keywords
Öğrenme-öğretme yaklaşımları, Geometri, Matematik öğretmeni davranışları, Etkili matematik öğretimi, Teaching-learning approaches, Geometry, Behaviours of mathematics teachers, Effective mathematics teaching
Citation
Güler, H. K. (2016). Etkili bir geometri dersinin özelliklerinin belirlenmesi, geliştirilmesi ve değerlendirilmesi. Yayınlanmamış doktora tezi. Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.