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Bu çalýþmanýn amacý, probleme dayalý öðrenme yöntemine dayalý matematik dersinin, öðrencilerin matematiðe yönelik tutumlarýna ve baþarýlarýna etkisini belirlemektir. Araþtýrma kontrol gruplu ön test-son test modeline dayalý deneysel bir çalýþmadýr. Deney ve kontrol gruplarýný 2005–2006 öðretim yýlý Ýzmir’de özel bir okulun yedinci sýnýf öðrencileri oluþturmuþtur. Deney grubunda 24 öðrenci, kontrol grubunda ise 22 öðrenci bulunmaktadýr. Araþtýrmada “matematiðe yönelik tutum ölçeði” ve “matematik baþarý testi” veri toplama aracý olarak kullanýlmýþtýr. Araþtýrma sonunda, geometri öðrenimi sýrasýnda kullanýlan probleme dayalý öðrenme yönteminin öðrencilerin matematik baþarýlarýnýn ve matematiðe yönelik tutumlarýnýn olumlu yönde arttýrdýðý görülmüþtür
The purpose of the study is to determine the effect of problem based learning on the students’ attitudes towards and achievements in mathematics. It is an experimental research based on an experimental pre-test post-test model. The experimental and control groups consist of the seventh grade students of a private school in Izmir during the 2005-2006 academic year. The experiment group was formed of 24 students, while the control group was formed of 22 students. The data were collected using the Mathematics Attitudes Scale and Geometry Achievement Test. At the end of the research, it was shown that problem based learning formed positive attitudes towards mathematics and raised students’ achievement in mathematics lessons
Field : Eğitim Bilimleri
Journal Type : Ulusal
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