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Bu çalışmada günümüzün matematik eğitimi araştırmalarında yaygın olarak kullanılan öğretim deneyi yönteminin kuramsal temelleri, tarihsel gelişimi ve farklı türdeki öğretim deneylerinin özellikleri açıklanmıştır. İlk kez 1960’lı yıllarda Sovyet Sosyalist Cumhuriyetler Birliği’nde kullanılan öğretim deneyinin 1976’dan sonra ABD’de “yapılandırmacı öğretim deneyi”; 1990’lı yıllar içerisinde ise “sınıf öğretim deneyi” isimlerinde yeni türlerinin oluşturulduğu bilinmektedir. Sovyet öğretim deneylerinde öğrencilerin hedeflenen matematiksel kazanımları elde etmelerinde öğretmenin müdahaleci desteklerini içeren uygun öğrenme ortamlarının hazırlanması ön plandayken, yapılandırmacı öğretim deneyinde bir veya birkaç öğrencinin ön bilgisine dayanan uygun öğrenme ortamlarının hazırlanması ve öğrenme süreçlerinin modellenmesi odaktadır. Sınıf öğretim deneyinde ise öğrenmenin bireysel boyutunun yanında sosyal boyutu da ele alınmakta ve matematiksel bilginin sınıf normları ve sosyal etkileşimler bağlamında nasıl yapılandırıldığı incelenmektedir. Öğretim deneyinin temel unsurları keşfedici öğretim, öğretim bölümleri, klinik görüşmeler, geriye dönük kavramsal analizler ve öğrenci matematiğine ilişkin yaşayan modeller olarak tanımlanırken, söz konusu unsurlar örnek bir öğretim deneyinden yazarın edindiği deneyimlerle birlikte açıklanmaktadır.
In this study theoretical foundations and historical changes of the teaching experiment method, commonly conducted in the current mathematics education researches, and the features of the various teaching experiment types are explained. The teaching experiment method, first conducted in the Union of Soviet Socialist Republics in the 1960s, was then divided into various types like constructivist teaching experiment emerging after 1976 and classroom teaching experiment developing in the 1990s in the USA. In the Soviet type teaching experiment, it is aimed at design learning environments in which the teacher intervenes the students' learning processes with the intention to obtain prior certain learning achievements stated. The constructivist teaching experiment focuses on the design of learning environments which are appropriate with one or more students' preknowledge and possible alternative learning processes and also aims to model their learning trajectories. In the classroom teaching experiment, in addition to individual psychological factors, social factors are also considered and it is investigated how students' mathematical knowledge is constructed within classroom norms and social interactions. While the main elements of the teaching experiments are exploratory teaching, teaching episodes, clinical interviews, retrospective conceptual analysis and living models of the students' mathematics, in this study the aforementioned elements are explained with relation to the writer's experiences gained from an exemplary teaching experiment.
In this study theoretical foundations and historical changes of the teaching experiment method, commonly conducted in the current mathematics education researches, and the features of the various teaching experiment types are explained. The teaching experiment method, first conducted in the Union of Soviet Socialist Republics in 1960s, was then divided to various types like constructivist teaching experiment emerging after 1976 and classroom teaching experiment developing in 1990s in the USA. In the Soviet type teaching experiment, it is aimed to design learning environments in which the teacher intervenes the students’ learning processes with intent to obtain prior certain learning achievements stated. The constructivist teaching experiment focuses on the design of learning environments which are appropriate with one or more students’ preknowledge and possible alternative learning processes and also aims to model their learning trajectories. In the classroom teaching experiment, in addition to individual psychological factors, social factors are also considered and it is investigated how students’ mathematical knowledge is constructed within classroom norms and social interactions. While the main elements of the teaching experiments are exploratory teaching, teaching episodes, clinical interviews, retrospective conceptual analysis and living models of the students’ mathematics, in this study the aforementioned elements are explained with relation to the writer’s experiences gained from an exemplary teaching experiment.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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