Publication: Farklı öğrenme stillerine sahip öğrencilerin problem çözme ve kurma stratejilerinin incelenmesi
Abstract
Farklı öğrenme stillerine sahip öğrencilerin problem çözme ve kurma stratejilerinin incelenmesi Problem çözme ve problem kurma becerilerinin gelişmesi sadece matematik dersleri için değil günlük hayatta karşılaşılabilecek problemlerin çözümlerine hızlı ve doğru bir şekilde ulaşmak için de gereklidir. Dolayısıyla bu becerilerin gelişmesi adına matematik eğitimine büyük bir rol düşmektedir. Etkili öğrenmenin gerçekleşebilmesi için bireylerin öğrenmelerinde etkili olan özelliklerine göre eğitim ortamları ve ders içi faaliyetler düzenlenmesi hem ders başarısını hem de derse yönelik tutumları olumlu yönde etkileyecektir. Bireylerin öğrenmeleri gerçekleşirken bilgiyi algılama ve uygulama şekilleri ile öğrenme sürecindeki tercihleri birbirlerinden farklıdır. Bu noktada, bireylerin öğrenme süreçlerindeki tercihlerinin anlaşılmasında öğrenme stilleri kullanılabilmektedir. Öğrencilerin problem çözme ve problem kurma becerilerinin gelişmesini, bu becerileri sergilerken kullandıkları tercihleri öğrenme stilleri ile tespit edilerek bu doğrultuda eğitim faaliyetleri düzenlenmesi sonucunda sağlanabilir. Bu çalışmada farklı öğrenme stillerine sahip olan ortaokul yedinci sınıf öğrencilerinin, problem çözmede kullandıkları stratejilerin ve problem kurma etkinliklerindeki problem tercihlerinin tespit edilmesi amaçlanmıştır. Çalışmada araştırma modeli olarak karma araştırma modeli kullanılmıştır. Katılımcılar Batman ili BİLSEM’de öğrenim gören yedinci sınıf öğrencilerinden her öğrenme stilinden öğrenci olacak şekilde amaçlı örnekleme ile seçilmiştir. Veri toplama aracı olarak öğrencilerin öğrenme stillerinin tespiti için Gencel (2006) tarafından Türkçe’ye uyarlanan KÖSE-III envanteri, sorumlu araştırmacı ve oluşturulan farklı stratejilerle çözülebilen problem çözme etkinlikleri, farklı temsil biçimlerinden oluşan problem kurma etkinlikleri ve yarı- yapılandırılmış görüşme formu kullanılmıştır. Elde edilen veriler, betimsel ve içerik analizi ile analiz edilmiştir. Öğrenme stilleri ile problem çözme ve kurma stratejileri arasındaki ilişkinin anlamlılığın tespiti için Ki- Kare analizi yapılmıştır. Araştırma sonucunda elde edilen bulgularda, katılımcılar arasında sırasıyla en fazla Ayrıştırma öğrenme stili, Özümseme öğrenme stili, Yerleştirme öğrenme stili ve en az Değiştirme öğrenme stilinin olduğu tespit edilmiştir. Problem çözme etkinliklerinde kullanılan stratejiler incelendiğinde, öğrenme stilleri arasında belirgin bir farklılık tespit edilememiştir. Ancak bazı sorularda öğrencilerin, öğrenme stillerine uygun stratejileri seçtikleri görülmektedir. Farklı öğrenme stillerine sahip öğrencilerin problem kurma etkinliklerinde tercih ettikleri temsil biçimlerinin analizi sonucunda istatistiksel olarak yalnızca Orman Yangınları başlıklı problem kurma etkinliğinde anlamlılık saptanmıştır. Yapılan yarı- yapılandırılmış görüşmelerde ise öğrencilerin sahip oldukları öğrenme stillerinin özellikleri ile problem çözme ve kurma stratejilerindeki tercihlerinde eşleşen sonuçlara ulaşılmıştır.
Examination of problem solving and posing strategies of students in different learning styles The development of problem solving and problem posing skills is necessary not only for mathematics lessons but also for reaching solutions to problems that may be encountered in daily life quickly and correctly. Therefore, mathematics education has a major role in the development of these skills. In order for effective learning to take place, organizing educational environments and in-class activities according to the characteristics of individuals that are effective in their learning will positively affect both course success and attitudes towards the course. Individuals' perception and application of information while learning is taking place are different from each other. Learning styles can be used to understand the preferences of individuals in their learning processes. The development of students' problem solving and problem posing skills can be achieved by determining the preferences they use while exhibiting these skills with their learning styles and organizing educational activities accordingly. In this study, it was aimed to determine the strategies used by seventh grade middle school students with different learning styles in problem solving and the problem types they prefer in problem posing activities. The mixed research model was used as the research model in the study. Participants were selected from seventh grade students studying at BİLSEM in Batman province with purposeful sampling, including students from each learning style. As a data collection tool, the KÖSE-III inventory adapted to Turkish by Gencel (2006), problem solving activities that can be solved with different strategies created by the responsible researcher and thesis problem posing activities consisting of different representation forms and a semi-structured interview form were used to determine the learning styles of the students. The obtained data were analyzed with descriptive and content analysis. Chi-square analysis was performed to determine the significance of the relationship between learning styles and problem solving and posing strategies. In the findings obtained as a result of the research, it was determined that the participants had the most Converging learning style, Assimilating learning style, Accommodating learning style and the least Conversion learning style, respectively. When the strategies used in problem solving activities were examined, no significant difference was detected between learning styles. However, it was observed that students chose strategies suitable for their learning styles in some questions. As a result of the analysis of the representation forms preferred by students with different learning styles in problem posing activities, statistical significance was determined only in the problem posing activity titled Forest Fires. In the semi-structured interviews, results were obtained that matched the characteristics of the students' learning styles and their preferences in problem solving and posing strategies.
Examination of problem solving and posing strategies of students in different learning styles The development of problem solving and problem posing skills is necessary not only for mathematics lessons but also for reaching solutions to problems that may be encountered in daily life quickly and correctly. Therefore, mathematics education has a major role in the development of these skills. In order for effective learning to take place, organizing educational environments and in-class activities according to the characteristics of individuals that are effective in their learning will positively affect both course success and attitudes towards the course. Individuals' perception and application of information while learning is taking place are different from each other. Learning styles can be used to understand the preferences of individuals in their learning processes. The development of students' problem solving and problem posing skills can be achieved by determining the preferences they use while exhibiting these skills with their learning styles and organizing educational activities accordingly. In this study, it was aimed to determine the strategies used by seventh grade middle school students with different learning styles in problem solving and the problem types they prefer in problem posing activities. The mixed research model was used as the research model in the study. Participants were selected from seventh grade students studying at BİLSEM in Batman province with purposeful sampling, including students from each learning style. As a data collection tool, the KÖSE-III inventory adapted to Turkish by Gencel (2006), problem solving activities that can be solved with different strategies created by the responsible researcher and thesis problem posing activities consisting of different representation forms and a semi-structured interview form were used to determine the learning styles of the students. The obtained data were analyzed with descriptive and content analysis. Chi-square analysis was performed to determine the significance of the relationship between learning styles and problem solving and posing strategies. In the findings obtained as a result of the research, it was determined that the participants had the most Converging learning style, Assimilating learning style, Accommodating learning style and the least Conversion learning style, respectively. When the strategies used in problem solving activities were examined, no significant difference was detected between learning styles. However, it was observed that students chose strategies suitable for their learning styles in some questions. As a result of the analysis of the representation forms preferred by students with different learning styles in problem posing activities, statistical significance was determined only in the problem posing activity titled Forest Fires. In the semi-structured interviews, results were obtained that matched the characteristics of the students' learning styles and their preferences in problem solving and posing strategies.
Description
Keywords
kolb learning style, kolb öğrenme stili, Learning, Learning styles, Matematik, Mathematics, Öğrenim ve öğretim, Öğrenme, Öğrenme stilleri, Öğretim metotları, problem çözme, problem çözme stratejileri learning styles, problem kurma, problem posing, problem solving, problem solving strategies, Study and teaching, Teaching methods