Atıf Sayısı
6
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48
İndirme
9
Araştırmanın amacı, geometri öğretiminde dinamik yazılımlar kullanımının matematik öğretmen adaylarının başarılarına etkisini araştırmak ve adayların bu öğretim süreci hakkındaki görüşlerini almaktır. Çalışmada tek gruplu öntest-sontest deneysel desen tercih edilmiştir. Çalışmanın katılımcılarını Doğu Anadolu bölgesinde yer alan bir üniversitenin eğitim fakültesinde 2016-2017 güz döneminde seçmeli geometri öğretimi dersini alan 36 (24 bayan, 12 Erkek) matematik öğretmen adayı oluşturmaktadır. Veri toplama aracı olarak araştırmacılar tarafından geliştirilmiş geometri başarı testi ve yapılandırılmış görüşme formu kullanılmıştır. Araştırmada kısaca dinamik geometri yazılımları (DGY) olarak isimlendirilen bilgisayar programlarından Cabri ve GeoGebra yazılımları kullanılarak 14 haftalık deney süreci yürütülmüştür. Geometri başarı testi ön test-son test olarak uygulanmıştır. Cinsiyet değişkeni açısından matematik öğretmen adaylarının geometri başarı puanları bağımsız örneklem t-testi ile deneysel işlem neticesinde ön test-son test puan ortalamaları arasındaki farkın anlamlı olup olmadığı bağımlı gruplarda t-testi ile incelenmiş, elde edilen bulgulara ait etki büyüklüğü değerleri de hesaplanmıştır. Öğretmen adaylarının öğretim süreci hakkındaki görüşlerini almak amacıyla deneysel işlemin sonunda görüş formu uygulanmış, bulgular içerik analizi ile analiz edilmiştir. Elde edilen sonuçlar, ön ve son test puanları arasında son test lehine anlamlı farklılık olduğunu, ancak bu farklılığın cinsiyet değişkeni açısından anlamlı olmadığını göstermiştir. Öğretmen adaylarının görüşlerinde ders anlatımında kullanılan dinamik yazılımlarla soyut kavramların somutlaştırması, dersin eğlenceli olması, heyecan duygusu uyandırması, cebir alt öğrenme alanında kullanılması ve anlatılan konularla günlük yaşam arasında ilişkilerin kurulması noktalarında önemli olduğu gibi olumlu görüşlerin yansıra bilgisayar kullanımından kaynaklı bazı zorlukların yaşanması gibi olumsuz görüşlerinde olduğu tespit edilmiştir.
The purpose of the research is to investigate the impact of the use of dynamic software in geometry teaching on the success of math teacher candidates and to obtain candidates’ opinions about this teaching process. In the study, a single-group pre-test-sontest experimental pattern was preferred. The participants of the study are formed by 36 (24 women, 12 men) mathematics teachers candidates who take the elective geometry teaching course in 2016-2017 in the educational faculty of an university located in the eastern Anadolu region. The geometry success test developed by researchers as a data collection tool and a structured conversation form has been used. The study conducted a 14-week experimental process using the Cabri and GeoGebra software from the computer programs called Dynamic Geometry Software (DGY). The geometry success test is applied as the first test-first test. In terms of gender variability, the geometry success score of the mathematician candidates is calculated by the t-test in dependent groups where the difference between the average points of the pre-test-final test is meaningful as a result of the independent sample t-test and experimental process, the impact size of the achieved findings is also calculated. In order to obtain the opinions of the teaching candidates about the teaching process, the opinion form was applied at the end of the experimental process, the findings were analyzed with content analysis. The results showed that there was a significant difference in the benefit of the last test between the pre- and final test points, but that difference was not significant in terms of the gender variable. In the opinions of the teaching candidates, the dynamic software used in the lecture has been found in the negative opinions, such as the concretization of abstract concepts, the course is fun, the excitement, the use in the field of sub-learning and the establishment of relationships between the topics discussed and daily life are important, and the positive opinions are reflected in the experience of some challenges arising from the use of computer.
The aim of the research is to investigate the effect of the use of dynamic software in geometry teaching on the success of mathematics teacher candidates and candidates to get their opinions about the teaching process. In this study, one-group pretest-posttest experimental design was preferred. The research is a mixed type which contains qualitative and quantitative data. The participants of the research are 36 (24 females-12 males) primary mathematics teacher candidates who took the elective geometry teaching course in the spring semester of 2016-2017 at educational faculty of an university in located Eastern Anatolia. As a data collection tool was used, a structured interview form and the geometry achievement test developed by the researchers. In the research, 14 weeks of training was carried out by using Cabri and GeoGebra dynamic software as a briefly from computer programs called Dynamic Geometry Software (DGS). The geometry achievement test was applied as pretest and posttest. In terms of gender, mathematics teacher candidates' geometry achievement scores were examined by independent sample t-test and the difference between pretest-posttest mean scores of experimental group was examined by t-test in dependent groups, effect size values for t-test findings were also calculated. At the end of the experimental process, an opinion form was applied to get the opinions of the teacher candidates about the teaching process and the findings were analyzed by content analysis. The results of showed that there was a significant difference between the pretest and posttest scores in favor of the final test, but there was no significant difference between the pretest and posttest scores in terms of gender variable. As a result of the opinions of teacher candidates, it was determined that the visuals related to the with dynamic software used in lecture were important in terms of concretizing abstract concepts, having fun in the course, feeling a sense of excitement, using in the field of algebra in lower learning and establishing relation with daily life Besides positive opinions like experiencing difficulties due to computer use.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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