Publication: İlkokul birinci sınıf öğrencilerinin modelleme etkinlikleriyle problem çözmede yaşadıkları güçlüklerin giderilmesi : bir eylem araştırması
Abstract
Bu araştırmanın amacı, ilkokul birinci sınıf öğrencilerinin ders içi etkinliklerde yaşadıkları modelleme süreçlerini derinlemesine incelemek; tasarlanan modelleme etkinliklerinin öğrencilerin problem çözme süreçlerine ve yaşadıkları zorluklara etkisini tespit etmektir. Araştırmanın modeli eylem araştırmasıdır. Sekiz tane birinci sınıf öğrencisi ve bir araştırmacı katılımcı olarak yer almaktadır. Çalışma araştırmacının görev yaptığı sınıfta gerçekleştirilmiştir. Öğrenciler matematik bilgisi ve tutumu, okuma hızı ve dikte başarılarına göre heterojen gruplar olarak dörder kişilik gruplara ayrılmıştır. Veri toplama aracı olarak problem çözme değerlendirme formu, uygulama öncesi modellemeye ilişkin yarı yapılandırılmış görüşme formu, modelleme etkinlik kağıtları, uygulama sonrası modellemeye ilişkin yarı yapılandırılmış görüşme formu, araştırmacı günlüğü ve ses kayıtları kullanılmıştır. Öğrencilerin problem çözmede yaşadıkları güçlükler tespit edilmiştir. Uygulama sürecinde tasarlanan modelleme etkinlikleri uygulanmıştır. Uygulama öncesinde ve sonrasında modellemeye ilişkin öğrenci görüşleri alınmıştır. Modelleme süreci Ferri’ni modelleme süreç basamaklarına (problemi anlama, sadeleştirme, matematikselleştirme, matematik olarak çalışma, yorumlama ve doğrulama) göre analiz edilmiştir. Tekin-Dede ve BukovaGüzel tarafından geliştirilen modelleme yeterliği değerlendirme rubriği kullanılmıştır. Öğrencilerin uygulama öncesinde problemi kendi cümleleri ile ifade etmede ve çözüm için yol belirlemede zorlandığı, verilen-isteneni eksik belirlediği veya belirleyemediği, işlem hatası yaptıkları, çözümü açıklayamadıkları tespit edilmiştir. Modellemenin tüm basamaklarında gelişim gösterdikleri bunun yanı sıra özellikle problemi anlama, sadeleştirme, matematikselleştirme ve matematik olarak çalışma basamaklarında en fazla ilerlemenin, yorumlama ve doğrulama basamaklarında ise en az gelişim kaydedildiği görülmüştür. Öğrencilerin problemi açıklamayı, verilenleri belirlemeyi, değişkenler arası ilişki kurmayı, modeller geliştirmeyi, çözümü uygulamayı ve raporlamayı yapabilecekleri sonucuna ulaşılmıştır.
The aim of this research is to examine the modeling processes experienced by primary school first grade students in classroom activities and to determine the effect of the designed modeling activities on the problem solving processes of the students and the difficulties they experience. The model of research is action research. Eight first-year students and a researcher are participating as participants. The study was carried out in the classroom where the researcher worked. Students were divided into heterogeneous groups of four according to their mathematical knowledge and attitude, reading speed and dictation success. Problem solving evaluation form, semi-structured interview form about pre-application modeling, modeling activity sheets, semi-structured interview form about post-application modeling, researcher's diary and audio recordings were used as data collection tools. The difficulties experienced by the students in solving problems were determined. Modeling activities designed during the application process were applied. Before and after the application, students' opinions on modeling were taken. The modeling process was analyzed according to Ferri's modeling process steps (understanding the problem, simplification, mathematization, working as mathematics, interpretation and verification). The modeling competency assessment rubric developed by Tekin-Dede and Bukova-Guzel was used. It was determined that the students had difficulty in expressing the problem in their own words and determining the way for the solution before the application, they determined the given-required incompletely or could not determine, they made a mistake in the operation, and they could not explain the solution. In addition to this, it was observed that they showed improvement in all steps of the modeling, and that the most progress was made in the steps of understanding the problem, simplification, mathematization and working in mathematics, and the least progress was made in the steps of interpretation and verification. It has been concluded that the students can explain the problem, determine the given ones, establish relations between the variables, develop models, implement the solution and report.
The aim of this research is to examine the modeling processes experienced by primary school first grade students in classroom activities and to determine the effect of the designed modeling activities on the problem solving processes of the students and the difficulties they experience. The model of research is action research. Eight first-year students and a researcher are participating as participants. The study was carried out in the classroom where the researcher worked. Students were divided into heterogeneous groups of four according to their mathematical knowledge and attitude, reading speed and dictation success. Problem solving evaluation form, semi-structured interview form about pre-application modeling, modeling activity sheets, semi-structured interview form about post-application modeling, researcher's diary and audio recordings were used as data collection tools. The difficulties experienced by the students in solving problems were determined. Modeling activities designed during the application process were applied. Before and after the application, students' opinions on modeling were taken. The modeling process was analyzed according to Ferri's modeling process steps (understanding the problem, simplification, mathematization, working as mathematics, interpretation and verification). The modeling competency assessment rubric developed by Tekin-Dede and Bukova-Guzel was used. It was determined that the students had difficulty in expressing the problem in their own words and determining the way for the solution before the application, they determined the given-required incompletely or could not determine, they made a mistake in the operation, and they could not explain the solution. In addition to this, it was observed that they showed improvement in all steps of the modeling, and that the most progress was made in the steps of understanding the problem, simplification, mathematization and working in mathematics, and the least progress was made in the steps of interpretation and verification. It has been concluded that the students can explain the problem, determine the given ones, establish relations between the variables, develop models, implement the solution and report.