Citation Number
4
Views
10
Downloands
9
Bu çalışmada MYO öğrencilerinin bir BCS yazılımının kullanıldığı ortamda limit-süreklilik konusunu nasıl öğrendiklerini anlamak amaçlanmıştır. Eylem araştırması yöntemiyle yürütülen bu çalışmada MYO öğrencilerinin gözlenen öğrenme çıktıları değerlendirilirken ve yorumlanırken SOLO taksonomisi tercih edilmiştir. Çalışma grubunu bir devlet üniversitesinin bir Meslek Yüksekokulu’nda öğrenim gören 32 ön lisans öğrencisi oluşturmaktadır. Araştırma problemine cevap aranırken öğrencilerin öğrenme çıktılarının SOLO taksonomisinin hangi seviyesine karşılık geldiği hakkında detaylı bilgi verilmiştir. Çalışmada BCS yazılımı kullanılan öğrenme ortamı MYO öğrenci cevaplarını hedeflenen öğrenme seviyesine ulaştırmamış olsa da cevapların genel bilgiyi yorumlayabilecek seviyeye gelişim göstermesine katkı sağladığı sonucuna ulaşılmıştır.
This study aims to understand how MYO students learn the subject of limit-durability in the environment in which a BCS software is used. In this study, conducted by action research method, MYO students’ observed learning outcomes were evaluated and interpreted while SOLO taxonomy was preferred. The study group consists of 32 pre-graduate students who study at a public university’s Professional High School. When searching for answers to the research problem, detailed information was provided about the level of learning outcomes of students corresponding to the SOLO taxonomy. The study found that the learning environment used by the BCS software did not deliver MYO student answers to the targeted learning level, but the answers contributed to the development to the level that could interpret general information.
The study was conducted to understand how Vocational School (VS) students learned the subject of limit-continuity in an environment where CAS software was used. In the study, action research method was used, and the SOLO taxonomy was applied while evaluating and interpreting the VS students’ observed learning outcomes. The study group included 32 associate VS students attending a state university. While answering the research problem, detailed information was provided about the levels of the SOLO taxonomy that the students’ learning outcomes corresponded to. The learning environment where the CAS software was used did not help the VS students’ responses reach the desired level of learning, yet the environment helped develop the students’ responses and interpret the general knowledge.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
Article Detail 
Citation Owners
Similar Articles
Download PDF
Journal Information
Listen Paper
Print This Page
Share
Mendeley
