Publication: Matematik öğretmen adaylarının integral kavramına ilişkin teknolojik pedagojik alan bilgilerinin senaryo tekniği ile incelenmesi
Abstract
Bu araştırmada, matematik öğretmen adaylarının integral kavramına ilişkin teknolojik pedagojik alan bilgilerinin (TPAB) öğrenci zorlukları ve öğretim stratejileri bileşenleri kapsamında incelenmesi amaçlanmıştır. Mishra ve Koehler (2006) tarafından herhangi bir konunun öğretilmesinde ve öğrenilmesinde teknolojiyi entegre etmek için sahip olunması gereken bilgiyi ele alan TPAB çerçevesi sunulmuştur. Bu çerçeveye uygun şekilde matematik öğretmen adaylarının integral kavramına dair senaryolarda teknoloji destekli bir ortamda ele alınan öğrenci zorlukları ile zorlukların olası kaynaklarını nasıl analiz ettikleri ve zorluk yaşayan bir öğrenciye yardım etmek için ne tür müdahalelerde bulundukları araştırılmıştır.Araştırmanın yöntemi nitel araştırma yöntemlerinden biri olan örnek olay tarama olarak seçilmiştir. Çalışma, 2019-2020 akademik yılında İstanbul’da bir devlet üniversitesinde Matematik Öğretmenliği programında son sınıfta öğrenim gören 20 öğretmen adayı ile gerçekleştirilmiştir. Veri toplama aracı olarak senaryolara dayalı İntegral Kavramına İlişkin TPAB Anketi, ekran video kayıtları ve yarı-yapılandırılmış mülakatlar kullanılmıştır. Veri toplama araçlarından elde edilen veriler nitel veri analiz yöntemlerinden betimsel analiz ve içerik analizi yapılarak çözümlenmiştir. Öğretmen adaylarından elde edilen cevaplar Peng ve Luoʼnun (2009) hata analizi çerçevesine bağlı olarak senaryolarda teknoloji destekli ortamda ele alınan öğrenci zorluklarını belirleme, yorumlama ve iyileştirme açısından analiz edilmiştir. Araştırma sonucunda, öğretmen adaylarının bir kısmının öğrenci zorluklarına kendilerinin sahip olmaları nedeniyle zorlukları belirlemede güçlük çektikleri görülmüştür. Öğrenci zorluklarını iyileştirme açısından yanılgıyı ele alırken göster-anlat yaklaşımına odaklandıkları, pedagojik davranış bakımından tekrar açıklama davranışına yöneldikleri, öğrenci zorluklarını nadiren kullandıkları tespit edilmiştir. İyileştirme kategorisinde öğretmen adaylarının çok az bir kısmı teknolojiden destek almış ve teknolojinin kısıtlılıklarına dair farkındalık göstermiştir.
This study aims to examine pre-service mathematics teachers’ technological pedagogical content knowledge (TPACK) related to the integral concept in the context of student difficulties and teaching strategies. Mishra and Koehler (2006) proposed the notion of TPACK to investigate the knowledge required for teaching and learning a subject with technology. Based on this framework, the study investigated how pre-service mathematics teachers identified the student difficulties exposed in technology-based scenarios, how they analyzed these difficulties and how they would intervene to help students overcome these difficulties. The method of the study was chosen as a case study, one of the qualitative research methods. The study was carried out with 20 pre-service teachers studying at the Mathematics Teaching program at a public university in Istanbul in the 2019-2020 academic year. The TPACK Questionnaire on the Integral Concept based on scenarios, screen video recordings and semi-structured interviews were used as data collection tools. Data obtained from data collection tools were analyzed by using descriptive analysis and content analysis from qualitative data analysis methods. Based on Peng and Luo (2009) error analysis framework, the responses obtained from pre-service teachers were analyzed in terms of identifying, interpreting and improving student difficulties, which were handled in the scenarios in technology supported environments. As a result of the research, it was seen that some of the pre-service teachers had difficulties in identifying the difficulties because they had the same difficulties. It was found that they focused on the show-tell approach when dealing with the misconceptions in terms of improving student difficulties, they turned to the explanation behavior in terms of pedagogical behavior and rarely used student difficulties. In the improvement category, very few pre-service teachers used technology and showed awareness of the limitations of technology.
This study aims to examine pre-service mathematics teachers’ technological pedagogical content knowledge (TPACK) related to the integral concept in the context of student difficulties and teaching strategies. Mishra and Koehler (2006) proposed the notion of TPACK to investigate the knowledge required for teaching and learning a subject with technology. Based on this framework, the study investigated how pre-service mathematics teachers identified the student difficulties exposed in technology-based scenarios, how they analyzed these difficulties and how they would intervene to help students overcome these difficulties. The method of the study was chosen as a case study, one of the qualitative research methods. The study was carried out with 20 pre-service teachers studying at the Mathematics Teaching program at a public university in Istanbul in the 2019-2020 academic year. The TPACK Questionnaire on the Integral Concept based on scenarios, screen video recordings and semi-structured interviews were used as data collection tools. Data obtained from data collection tools were analyzed by using descriptive analysis and content analysis from qualitative data analysis methods. Based on Peng and Luo (2009) error analysis framework, the responses obtained from pre-service teachers were analyzed in terms of identifying, interpreting and improving student difficulties, which were handled in the scenarios in technology supported environments. As a result of the research, it was seen that some of the pre-service teachers had difficulties in identifying the difficulties because they had the same difficulties. It was found that they focused on the show-tell approach when dealing with the misconceptions in terms of improving student difficulties, they turned to the explanation behavior in terms of pedagogical behavior and rarely used student difficulties. In the improvement category, very few pre-service teachers used technology and showed awareness of the limitations of technology.
Description
Keywords
Integral Concept, İntegral Kavramı, Matematik, Matematik Öğretmen Adayı, Mathematics, Mathematics Preservice Teacher, Öğrenci Zorlukları, Öğrenim ve öğretim, Öğretim Stratejileri, Scenarios, Senaryolar, Student Difficulties, Study and teaching, Teaching Strategies, Technological Pedagogical Content Knowledge, Teknolojik Pedagojik Alan Bilgisi