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Bu araştırmada, ortaokul matematik öğretmenlerinin sınıf içi ders işleme süreçlerinde kullandıkları geri bildirim türlerini belirlemek ve geri bildirimlerin sınıf düzeyine göre nasıl farklılaştığını belirlemek amaçlanmıştır. Bu amaç doğrultusunda, araştırmada nitel araştırma yöntemlerinden özel durum yöntemi kullanılmıştır. Araştırmanın katılımcıları Sakarya ili Kaynarca ilçesinde aynı devlet okulunda görev yapmakta olan üç matematik öğretmenidir. Veri toplama araçları Köğce (2012) tarafından Türkçeye çevrilen Tunstall ve Gipps (1996)’in geri bildirim sınıflaması temel alınarak hazırlanmış gözlem formu ve gözlem yapılan derslerin kayıt altına alındığı video kayıtlarıdır. Araştırma kapsamında her sınıf düzeyinde 8’er ders saati olmak üzere toplam 32 ders saati üç matematik öğretmeninin ders verdiği sınıflarda kamera ile kayıt altına alınmıştır. Verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Araştırmada, değerlendirici geri bildirimlerden en çok kullanılan geri bildirim türünün onaylama olduğu, cezalandırma geri bildirimlerinin ise neredeyse hiç kullanılmamakta olduğu elde edilmiştir. Betimleyici geri bildirimlerden en sık başvurulan geri bildirimlerin gelişme yolunu oluşturma ve gelişmeyi belirtme olduğu görülmüştür. Araştırma sonucunda matematik öğretmenlerinin 5. ve 6.sınıflarda değerlendirici geri bildirim kullanma tercihlerinin 7. ve 8.sınıflarda betimleyici geri bildirimlere yöneldiği görülmüştür.
In this study, it was aimed to determine the types of feedback used by middle school mathematics teachers in classroom lesson processes and to determine how feedbacks differ according to grade level. For this purpose, the special case method, one of the qualitative research methods, was used in the research. The participants of the research are three mathematics teachers working in the same public school in Kaynarca district of Sakarya province. The data collection tools are the observation form prepared based on the feedback classification of Tunstall and Gipps (1996) translated into Turkish by Köğce (2012) and video recordings in which the lessons observed are recorded. Within the scope of the research, a total of 32 lesson hours, 8 lessons per classroom level, were recorded with a camera in the classes where three mathematics teachers taught. Descriptive analysis method was used to analyze the data. In the study, it was found that the most used type of feedback from the evaluative feedback was approval, and the punishment feedback were almost never used. It was seen that the most frequently used feedback from descriptive feedback form were the development path and the indication of the improvement. As a result of the research, it was observed that the preferences of mathematics teachers to use evaluative feedback in 5th and 6th degrees tended towards to use descriptive feedback in 7th and 8th degrees.
In this study, it was aimed to determine the types of feedback used by middle school mathematics teachers in classroom lesson processes and to determine how feedbacks differ according to grade level. For this purpose, the special case method, one of the qualitative research methods, was used in the research. The participants of the research are three mathematics teachers working in the same public school in Kaynarca district of Sakarya province. The data collection tools are the observation form prepared based on the feedback classification of Tunstall and Gipps (1996) translated into Turkish by Köğce (2012) and video recordings in which the lessons observed are recorded. Within the scope of the research, a total of 32 lesson hours, 8 lessons per classroom level, were recorded with a camera in the classes where three mathematics teachers taught. Descriptive analysis method was used to analyze the data. In the study, it was found that the most used type of feedback from the evaluative feedbacks was approval, and the punishment feedbacks were almost never used. It was seen that the most frequently used feedbacks from descriptive feedback form were the development path and the indication of the improvement. As a result of the research, it was observed that the preferences of mathematics teachers to use evaluative feedback in 5th and 6th grades tended towards to use descriptive feedback in 7th and 8th grades.
Field : Fen Bilimleri ve Matematik
Journal Type : Uluslararası
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