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Zihin haritaları, özellikle ortaöğretim düzeyinde öğrencilerin kavramsal anlama ve kavramlar arasındaki ilişkilendirme (bağlantılandırma) aktivitelerinde sıklıkla tercih edilen bir öğretim stratejisidir. 21.yy da kavram ilişkilendirme sürecinde teknoloji kullanımı bir hayli ön plana çıkmıştır. Araştırmacı 2018-2019 güz dönemi pedagojik formasyon programı matematik öğretmeni adaylarının pedagojik alan bilgileri ve orta öğretim programı bilgilerini hazırladıkları zihin haritaları üzerinden incelemeyi amaçlamıştır. Çalışma, Batı Karadeniz bölgesinde bulunan bir eğitim fakültesinde güz yarıyılında formasyon programına devam eden fen-edebiyat fakültesi matematik bölümünde okuyan dokuz öğrenci ile yapılmıştır. Nitel tabanlı bir araştırma stratejisinin kullanıldığı çalışmada ortaöğretim matematik öğretmeni adayları kağıt-kalem tekniği ve üç değişik (bubbl.us-inspiration 9-coogle.it) yazılım kullanarak çalışmayı sürdürmüşler ve görüşlerini uygulama öğretim elemanı ve kendi aralarında paylaşmışlardır. Çalışmada pedagojik formasyon eğitimi alan ortaöğretim matematik öğretmeni adaylarının görüşleri açık uçlu beş anket sorusu ile alınmış sonucundan hareketle öğrenme stratejisi olarak not alma tekniğine uygun zihin haritaları, pedagojik alan bilgisi ve öğretim programı ile ilgili tek bir değerlendirmeye bağlı kalmadan farklı keşiflere gitmiş ve öğretmen adaylarının kavramlar arasındaki bağlantılandırmayı ve görselleri bağlamsal düzeyde olumlu yönde anlamlandırdıkları görülmüştür.
Mind maps are a teaching strategy that is often preferred in the students' conceptual understanding and interconnection (connection) activities, especially at the middle school level. In the 21st century, the use of technology in the process of conceptual association has come to a lot of advance. The researchers aimed at examining the pedagogical formation program 2018-2019 through the mental maps that the candidates for math teacher educational field knowledge and the knowledge of the secondary education program prepared. The study was carried out with nine students studying in the mathematics department of the Faculty of Science and Literature, which continues to formate in a school in the Western Black Sea region. In the study that used a qualification-based research strategy, high school mathematics teachers candidates continued to work using paper-paper technique and three different (bubbl.us-inspiration 9-coogle.it) software and shared their views with the teaching staff and each other. In the study, the opinions of the high school mathematician candidates who are educated on pedagogical formation are taken from the outcome with the five open end survey questions; the mind maps according to the technician of recording as a learning strategy have gone to different discoveries without a single assessment of the pedagogical field knowledge and the teaching program and the teacher candidates have seen the linking between the concepts and the visuals in a positive direction at the contextual level.
Mind maps are frequently preferred teaching strategies in conceptual understanding and linking activities of students, especially at secondary level. In the 21st century, the use of technology has come to the forefront in the conceptualization process. The researcher aimed to analyze the 2018-2019 fall semester pedagogical formation program mathematics teacher candidates' pedagogical content information and secondary education curriculum program information on their mind maps were prepared.The study was carried out with nine students studying in the mathematics department of the faculty of science and literature in the fall semester of an education faculty in the Western Black Sea region. In the study, where a qualitative-based research strategy was used, prospective secondary school mathematics teachers continued to work using paper-pencil technique and three different (bubbl.us-inspiration 9-coogle.it) software and shared their opinions among the application instructor and themselves. In the study, opinions of secondary education mathematics teacher candidates who received training in education were taken with five open-ended questionnaire questions. As a learning strategy, mind maps, pedagogical field knowledge and teaching program suitable for note taking technique without going through a single assessment of the different discoveries and the relationship between the concepts of teacher trainees and visuals were found to make a positive sense at the contextual level.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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