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Bu çalışmanın amacı sınıf öğretmeni adaylarının ke-sir ve kesir öğretim bilgileri nasıldır sorusuna yanıt aramaktır. Çalışma bir devlet üniversitesinin Sınıf Öğretmenliği Progra-mına devam eden 7 son sınıf öğrencisiyle yürütülmüştür. Ça-lışmanın verileri Kesir öğretim bilgisi soruları (KÖBS) ile toplanmıştır. KÖBS; iki çoktan seçmeli, bir eşleştirme ve beş açık uçlu sorudan oluşmakta olup, toplamda ikişer şıklı sekiz soruyu içermektedir. Sorular; kesir bilgisi, kesirlerle işlemler ve öğrenci hataları giderilmesi, kesirlerde karşılaştırmanın öğretimi ve olası öğrenci düşüncelerinin tahmini, kesir işlemle-ri ile ilgili problem kurma ve çözümü modelleme konularını kapsamaktadır. Soruların hazırlanmasında mevcut literatür taranmış ve soruların çoğunluğu benzer çalışmalarda kullanı-lan problemlerin uyarlanmasından oluşturulmuştur. Veri toplama aracından elde edilen veriler nitel veri olup; analizinde betimsel analiz ve içerik analizi yaklaşımı kullanılmıştır. Elde edilen verilerin analizinden; öğretmen adaylarının kesirlerle işlemler ve problem kurma, kesrin farklı anlamları, işlemsel ve kavramsal sorulara uygun yanıtlar verebilme, öğrencilerin kesirler konusundaki muhtemel düşüncelerini tahmin edebilme noktasında sıkıntılar yaşadığı sonuçlarına ulaşılmıştır.
The aim of this study is to answer the question of how the pre-service primary school teachers knowledge about fractions and fractional teaching knowledge. The study was carried out with 7 final year students attending the Primary School Teaching Program of a public university. The data of the study were collected by fractional teaching knowledge ques-tions. It consists of two multiple choice, one pairing and five open-ended questions, totaling eight questions in total. Ques-tions include fractional information, processing of fractions and the elimination of student errors, teaching of comparison in fractions and estimation of possible student thoughts, prob-lem posing and modeling of fractional problems. In the pre-ration of the questions, the current literature was reviewed and the majority of the questions were formed from the adaptation of the problems used in similar studies. The data obtained from the data collection tool are qualitative data; Descriptive analy-sis and content analysis approach were used in the analysis. From the analysis of the data obtained; it is concluded that pre-service teachers; operations with fractions and problem pos-ing, different meanings of fraction, appropriate answers to operational and conceptual questions, and difficulty in to be able to predict the possible thoughts of the students on fractions.
The aim of this study is to answer to the question of how the pre-service primary school teachers knowledge about fractions and fractional teaching knowledge. The study was carried out with 7 final year students attending the Primary School Teaching Program of a public university. The data of the study were collected by fractional teaching knowledge ques-tions. It consists of two multiple choice, one pairing and five open-ended questions, totaling eight questions in total. Ques-tions includes fractional information, processing of fractions and the elimination of student errors, teaching of comparison in fractions and estimation of possible student thoughts, prob-lem posing and modeling of fractional problems. In the prepa-ration of the questions, the current literature was reviewed and the majority of the questions were formed from the adaptation of the problems used in similar studies. The data obtained from the data collection tool are qualitative data; Descriptive analy-sis and content analysis approach were used in the analysis. From the analysis of the data obtained; ıt is concluded that pre-service teachers; operations with fractions and problem pos-ing, different meanings of fraction, appropriate answers to operational and conceptual questions, and difficulty in to be able to predict the possible thoughts of the students on frac-tions.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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