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Bu çalışmada sınıf öğretmeni adaylarının Aritmetiğin Temel Teoremini Didaktik Durumlar Teorisi (DDT) çerçevesinde tasarlanan bir mobil oyun aracılığıyla keşfetme süreçleri incelenmiştir. Araştırmada nitel araştırma yöntemlerinden durum çalışması kullanılmıştır. Araştırmanın katılımcılarını 2018-2019 öğretim yılında üniversitede öğrenim gören 19 (8 kız ve 11 erkek) sınıf öğretmeni adayı oluşturmaktadır. Veriler video kamera ve ses kayıt cihazı ile kayıt altına alınmıştır. Verilerin analizi betimsel analiz yöntemiyle yapılmıştır. Bu bağlamda analizler DDT’nin aşamalarının özelliklerine göre incelenmiştir. Çalışmada elde edilen sonuçlara göre, sınıf öğretmeni adayları bir mobil oyun aracılığı ile Aritmetiğin Temel Teoremine tasarlanan ortamın parametreleri doğrultusunda ulaşabilmişlerdir. DDT’nin aşamalarının bu bağlamda etkili bir yol sunduğu sonucuna ulaşılmıştır.
In this study, the exploration processes of pre-service elementary teachers of the Fundamental Theorem of Arithmetic through a mobile game designed within the framework of the Theory of Didactical Situations (TDS) were examined. The case study of qualitative research methods was used in the research. Research participants included 19 (8 female and 11 male) pre-service elementary teachers who studied at the university in the 2018-2019 academic years. Research data was recorded with a video camera and a voice recording. The analysis of the data was done by descriptive analysis method. In this context, the analyses were examined according to the characteristics of the stages of TDS. According to the results of the study, pre-service elementary teachers were able to understand the Fundamental Theorem of Arithmetic through a mobile game in accordance with the parameters of the intended environment. Therefore, this suggests that the stages of TDS present an effective path in this context.
In this study, the exploration processes of pre-service elementary teachers of the Fundamental Theorem of Arithmetic through a mobile game designed within the framework of the Theory of Didactical Situations (TDS) were examined. The case study of qualitative research methods was used in the research. Research participants included 19 (8 female and 11 male) pre-service elementary teachers who studied at the university in the 2018-2019 academic years. Research data was recorded with a video camera and a voice recorder. The analysis of the data was done by descriptive analysis method. In this context, the analyses were examined according to the characteristics of the stages of TDS. According to the results of the study, pre-service elementary teachers were able to comprehend the Fundamental Theorem of Arithmetic through a mobile game in accordance with the parameters of the intended environment. Therefore, this suggests that the stages of TDS present an effective path in this context.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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