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Bu araştırma, ortaokul 8. sınıf öğrencilerinin olasılık konusundaki hata ve kavram yanılgılarını ortaya çıkarmak için gerçekleştirilmiştir. Çalışmanın örneklemini ilköğretim 8. sınıfta öğrenim görmekte olan 22 öğrenci oluşturmuştur. Veri toplama aracı olarak önce olasılık konusu ile ilgili iki tane kavram haritası hazırlandı. Birinci kavram haritası 6, 7 ve 8. sınıflar, ikincisi ise sadece 8. sınıf müfredatını içermektedir. Hazırlanan kavram haritaları uzman görüşleriyle tekrar düzenlendi. Öğrencilere birinci kavram haritasıyla iki ders saatinde hem kavram haritaları hakkında bilgi verildi hem de olasılık konusu özet yapıldı. Daha sonra ikinci kavram haritası bir ders saatinde 22 öğrenciden oluşan sınıfa öğretmenler ve araştırmacı rehberliğinde uygulandı. Yapılan değerlendirmeler sonucunda hata ve kavram yanılgısı olan öğrencilerden beş tanesiyle mülakat yapılarak olasılık konusu hakkındaki hata ve kavram yanılgıları teşhis edilmeye çalışılmıştır. Verilere bakıldığında öğrencilerde en fazla olasılık çeşitlerinde hata ve kavram yanılgısının olduğu görülmüştür. Olasılık çeşitlerinde de özellikle teorik olasılık ile deneysel olasılığın birbirinden ayırt edilemediği gözlenmiştir. Sarmal yapıdaki eğitim sistemimizde öğrencilerin daha önceki öğrenimlerini bir bütün olarak kavram haritası gibi bir materyalle sunmaları kalıcı, anlamlı ve kolay öğrenme adına önemli bir çalışma olabilir.
This study was conducted to uncover the errors and conceptual errors in the possibility of high school 8th grade students. The study was carried out by 22 students who were studying in the 8th grade. As a data collection tool, two concept maps on the subject of the possibility were first prepared. The first concept map includes classes 6, 7 and 8 and the second only includes the 8th class curriculum. The prepared concept maps were rearranged with expert opinions. Students were given information on both the concept maps and the possibility subject was summarized in two classes with the first concept map. The second concept map was subsequently applied to a classroom consisting of 22 students in a class hour under the guidance of teachers and researchers. The results of the assessments were to be identified by interviews with five of the students who had errors and conceptual errors and errors on the subject of the possibility. According to the data, students have seen errors and errors in various possibilities. In the varieties of possibilities, it has also been observed that theoretical and experimental possibilities are not distinguished. In our educational system in the sarmal structure, the student’s presentation of their previous studies in a material such as a concept map as a whole can be an important work in the name of permanent, meaningful and easy learning.
This research was conducted to reveal learner mistakes and misconceptions of secondary school 8th grade students regarding the subject of probability. Sample of the study consists of 22 students studying at secondary school 8th grade. Initially two concept maps were prepared in relation to probability subject as data collection tool. First concept map covers the curriculum of 6th, 7th and 8th grades while the latter covers only 8th grade curriculum. The concept maps were revised in accordance with expert views. The students were informed about concept maps and the probability subject was summarized in two courses with the first concept map. Then, the second concept map was implemented on a class of 22 students under the guidance of teachers and researcher. As a result of evaluations, five students with mistakes and misconceptions were interviewed to detect the mistakes and misconceptions regarding the probability subject. As far as the data concerned, it was seen that most of the students have mistaken and misconceptions regarding probability types. It was observed that particularly theoretical probability and experimental probability are confused. In our education system, with spiral structure, presenting previous learnings as a whole to learners in the form of concept map may be an important step for permanent and meaningful learning.
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