Publication: Tam sayılar konusunun karikatürle öğretiminin 7. sınıf öğrencilerinin matematik tutumuna etkisi
Abstract
Bu araştırmanın amacı, tam sayılar konusunun karikatürle öğretiminin öğrencilerin matematik tutumuna etkisini belirlemektir. Çalışmanın gerçekleşmesinde yarı deneysel kontrol gruplu ön test-son test modelinden yararlanılmıştır. Araştırmanın çalışma grubunu 2007-2008 eğitim-öğretim yılında Bolu ilindeki bir ilköğretim okulunun 7. sınıflarında okuyan 61 öğrenci oluşturmaktadır. Araştırmada onyedi adet karikatür geliştirilerek Tamsayılar konusunda altı hafta boyunca uygulama yapılmıştır. Öğrencilerin sosyal öğrenme ortamı oluşturarak kavramları daha derinlemesine tartışma ve kendi düşünme kalıplarını sorgulayabilmeleri için aynı düşünceyi paylaşan öğrencilerden meydana gelen dörder kişilik homojen gruplardan yararlanılmıştır. Araştırma verileri öğrencilerin matematik tutum düzeylerini belirlemek için Matematik Tutum Ölçeği ve uygulama süreci hakkında öğrencilerin yazılı görüşlerinden elde edilmiştir. Toplanan nicel veriler bağımlı ve bağımsız örneklem- ler t-testi ile nitel veriler ise betimsel olarak analiz edilmiştir. Elde edilen veriler doğrultusunda karikatürlerle öğretim geleneksel öğretim yöntemine göre öğrencilerin matematik dersine yönelik tutumlarında daha etkili olduğu bulunmuştur. Ayrıca karikatürle öğretim yöntemi, geleneksel öğretime göre tutumun alt bileşenleri olan matematik dersine olan ilgi, matematiğin algılanan yararları ve matematikte algılanan başarı düzeylerini olumlu yönde etkilerken geleneksel öğretim yöntemi öğrencilerin matematik dersine karşı olan ilgi bileşeninde düşüşe sebep olmuştur. Öğrenciler karikatürle yapılan öğretim hakkında karikatürleri çok sevdikleri, matematik dersine olan ilgilerinin arttığını belirtmişlerdir. Elde edilen bulgular ışığında kavram karikatürleri ile araştırma yapacaklara yönelik öneriler geliştirilmiştir.
The purpose of this research is to investigate the effect on students attitudes toward mathematics when car- toons are used in teaching integers. The research was designed in the form of a pre-test and post-test with a quasi experimental control group. The research participant group was composed of sixty-one (61) 7th grade students attending an elementary school in Bolu during the 2008-2009 academic year. Integers were taught during six weeks using seventeen cartoons developed for this study. 7 homogenous groups, each consisting of four students sharing the same opinions, were utilized in order to facilitate more comprehensive discussion on the concepts while at the same time encouraging them to question their own thinking patterns by creating a social learning environment. Data was collected using a Mathematics Attitude Scale and through the written opinions of the students concerning the implementation process. Whereas the quantitative data was analyzed by performing a t-test for dependent and independent samples, the qualitative data was analyzed descriptively. Furthermore, while the method of use of cartoons in teaching math lessons positively affected the interest in the mathematics course, the perceived benefits of mathematics and the perceived mathematics achievement levels, which are the sub-components of the attitude, compared to the conventional teaching, the conventional teaching method led to a decline in students interest in the mathematics course. When the students were asked to describe their feelings toward cartoon based teaching, they responded by saying that they enjoyed the cartoons and that they increased their interest in the math lesson. In light of the findings of this study, the researchers have developed suggestions for those who are to conduct further research on cartoons.
The purpose of this research is to investigate the effect on students attitudes toward mathematics when car- toons are used in teaching integers. The research was designed in the form of a pre-test and post-test with a quasi experimental control group. The research participant group was composed of sixty-one (61) 7th grade students attending an elementary school in Bolu during the 2008-2009 academic year. Integers were taught during six weeks using seventeen cartoons developed for this study. 7 homogenous groups, each consisting of four students sharing the same opinions, were utilized in order to facilitate more comprehensive discussion on the concepts while at the same time encouraging them to question their own thinking patterns by creating a social learning environment. Data was collected using a Mathematics Attitude Scale and through the written opinions of the students concerning the implementation process. Whereas the quantitative data was analyzed by performing a t-test for dependent and independent samples, the qualitative data was analyzed descriptively. Furthermore, while the method of use of cartoons in teaching math lessons positively affected the interest in the mathematics course, the perceived benefits of mathematics and the perceived mathematics achievement levels, which are the sub-components of the attitude, compared to the conventional teaching, the conventional teaching method led to a decline in students interest in the mathematics course. When the students were asked to describe their feelings toward cartoon based teaching, they responded by saying that they enjoyed the cartoons and that they increased their interest in the math lesson. In light of the findings of this study, the researchers have developed suggestions for those who are to conduct further research on cartoons.