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Bu çalışmanın amacı; sınıf öğretmen adaylarının grafik okuma ve çiziminde tercih edecekleri grafik türlerini belirlemek ve değişik türlerde verilen grafikleri okuma ve grafik çizim becerilerinin hangi seviyede olduğunu tespit etmektir. Bu nedenle, öğrencilerin grafik okuryazarlık seviyelerini tespit etmek için betimleyici araştırma modeli seçilmiştir. Çalışmanın örneklemi; Sınıf öğretmenliği eğitimi anabilim dalında öğrenim gören birinci sınıf öğrencilerinden 43 ve üçüncü sınıf öğrencilerinden 28 olmak üzere toplamda 71 katılımcıdan oluşmaktadır. Araştırmada, ölçme aracı olarak dört bölümden oluşan grafik testi kullanılmıştır. Testin geçerliği için iki öğretmen ve fen bilgisi eğitiminden iki profesör öğretim üyesinin görüşüne sunulmuş, tavsiyeler üzerine gerekli düzeltmeler yapılmıştır. Testin, birinci bölümünde öğrencilerin okumayı tercih ettikleri grafik türleri, ikinci bölümünde çizimde tercih ettikleri grafik türleri, üçüncü bölümünde grafik okuma becerileri ve dördüncü bölümünde ise grafik çizim becerilerinin tespitinden oluşmaktadır. Ölçme aracında; grafiklerin beş farklı türüne yer verilmiştir. Araştırmaya katılan öğrencilerin testin birinci ve ikinci bölümüne verdikleri cevaplar frekans olarak, üçüncü ve dördüncü bölümüne vermiş oldukları cevaplar ise puan olarak hesaplanmıştır. Üçüncü bölümde öğrencilere farklı grafikler verilerek açık uçlu olarak değerlendirmeleri istenmiştir. Dördüncü bölümde tablo halinde verilen verilerden söylenen grafikleri çizmeleri istenmiştir ve her bir soru için öğrenci cevapları grafik başlığı, eksen başlıkları, göstergeler, grafik çizimi olmak üzere dört kategoride değerlendirilmiştir. Her bir kategori 5 puandır. Her bir soru bu dört kategori üzerinden toplam 20 puandır. Ayrıca, öğretmen adaylarından çözemediklerini düşündükleri her sorunun yanına nedenlerini yazmaları da istenmiştir. Çalışmadan elde edilen veriler sonucunda, öğretmen adaylarının çizgi ve sütun grafik türlerini okumada ve çizmede üst düzeyde bildikleri, ancak az aşina oldukları Alan, Halka ve Radar grafik türlerinde ise yetersiz oldukları tespit edilmiştir. Ayrıca öğretmen adaylarının kendi beyanlarından radar grafiğine çok az rastladıkları anlaşılmıştır. Buna bağlı olarak ta radar grafiğinin okunması ve çiziminde başarının düştüğü tespit edilmiştir. Bu araştırmadan elde edilen sonuçların, grafik çizme ve yorumlama becerilerinin öğretiminde rehber olacağına inanılmaktadır.
The aim of this study is to determine the graphics types that class teacher candidates will prefer in graphic reading and drawing and to determine the level of graphic reading and drawing skills given in different types. Therefore, an illustrative research model has been selected to identify the students' graphic literacy levels. The study’s sample; Class teaching education consists of a total of 71 participants, including 43 of the first class students who study in the field of maternity and 28 of the third class students. The study used a graphic test consisting of four sections as a measurement tool. For the validity of the test, two teachers and two teachers from the science knowledge training have been presented to the opinion of the teaching member, the necessary corrections on the advice have been made. The test includes the graphics that students prefer to read in the first part, the graphics that they prefer to draw in the second part, the graphics reading skills in the third part, and the graphics drawing skills in the fourth part. In the measurement tool; five different types of graphics are placed. The responses to the first and second part of the test are calculated as frequency, and the responses to the third and fourth part are calculated as score. In the third section, students were asked to evaluate in an open end by giving different graphs. The fourth part was asked to draw the graphs of the data provided in the table and the student answers for each question were evaluated in four categories, including graphic head, axis head, indicators, graphic drawing. Each category is 5 points. Each question has a total of 20 points from these four categories. He also asked the teachers to write the reasons for every problem they thought they could not solve. The data obtained from the study found that the teaching candidates were insufficient in reading and drawing high-level lines and column graphics, but they were less familiar with the Field, Public and Radar graphics types. It is also understood that teachers candidates found very little on the radar graph from their own statements. According to this, the radar graphics were read and scored successfully. It is believed that the results obtained from this research will be a guide in the teaching of graphic drawing and interpretation skills.
The aim of this study is to determine the types of graphics that primary school teacher candidates will prefer in reading and drawing graphics and to determine the level of reading and graphic drawing skills given in different types of graphics. Therefore, a descriptive research model was chosen to determine students' graphic literacy levels. The sample of the study; It consists of a total of 71 participants, 43 of whom are first-year students and 28 of whom are third-year students studying in the department of primary school teacher education. In the research, a graphic test consisting of four parts was used as a measurement tool. For the validity of the test, it was submitted to the opinion of two teachers and two professors from Science Education, and necessary corrections were made upon the recommendations. Types of graphics that students prefer to read in the first part of the test, graphic types they prefer in drawing in the second part, graphic reading skills in the third part and the fourth part consists of determining the graphic drawing skills. In the measuring tool; Five different types of graphics are included. The answers given by the students participating in the study to the first and second parts of the test were calculated as frequency, and the answers to the third and fourth parts of the test were calculated as scores. In the third part, different graphs were given to the students and they were asked to evaluate them open-ended. In the fourth section, they were asked to draw the graphs that were told from the data given in tabular form and student answers for each question were evaluated in four categories: graphic title, axis titles, indicators, and graphic drawing. Each category is 5 points. Each question is a total of 20 points over these four categories. In addition, it was understood that the pre-service teachers rarely encountered the radar chart from their own statements. Accordingly, it has been determined that the success in reading and drawing the radar graph has decreased. As a result of the data obtained from the study, it was determined that the pre-service teachers knew at a high level in reading and drawing line and column chart types, but they were insufficient in the Area, Ring and Radar chart types they were less familiar with. In addition, it has been determined that it is the radar chart type that teacher candidates have the most difficulty because they have encountered the least. We think that the results obtained from this research will be a guide in the teaching of graph drawing and interpretation skills.
Alan : Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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