Publication: Çocuklar için felsefe uygulamalarının okul öncesi öğrencilerinin sayı hissi becerilerine etkisi
Abstract
Bu araştırmanın amacı, Çocuklar için Felsefe (P4C) uygulamalarının okul öncesi öğrencilerinin sayı hissi becerileri üzerindeki etkisini incelemektir. Araştırma iki temel aşamada yürütülmüştür. İlk aşamada, okul öncesi döneme uygun, geçerli ve güvenilir bir ölçme aracı olan Sayı Hissi Beceri Ölçeği (SHBÖ) geliştirilmiştir. Bu süreçte, İstanbul ili Ataşehir ve Kadıköy ilçelerindeki devlet anaokullarında öğrenim gören beş yaş grubu (61-72 ay) 677 okul öncesi öğrenciden veri toplanmış ve 10 soru maddesi olan bir ölçek oluşturulmuştur. İkinci aşamada ise, P4C uygulamalarının sayı hissi gelişimine etkisini değerlendirmek amacıyla, deneyimli bir okul öncesi öğretmeni ve onun beş yaş grubu (61-72 ay) sınıfındaki 11 öğrenciyle çalışma gerçekleştirilmiştir. Öğretmene P4C ve sayı hissi konularında ön eğitim verilmiş, ardından yaklaşık iki aylık bir hazırlık süreci sonunda uygulamalara geçilmiştir. Her uygulamada farklı matematiksel kavramın ele alındığı P4C oturumları, beş hafta boyunca haftada iki kez 40 dakikalık dersler şeklinde planlanmıştır. Araştırma, karma yöntemle tasarlanmış; nicel veriler SHBÖ’nin ön test-son test uygulamalarıyla, nitel veriler ise P4C uygulamalarına ait ses kayıtları, uygulama sonrasında yaptırılan ölçme-değerlendirme etkinlikleri, yarı yapılandırılmış görüşmeler ve araştırmacı günlüğü ile toplanmıştır. Nicel analizler, öğrencilerin sayı hissi becerilerinin P4C uygulamaları öncesinde düşük düzeyde olduğunu, uygulamalar sonrasında ise anlamlı biçimde geliştiğini göstermiştir. En belirgin gelişme, ‘Referans noktası kullanma ve niceliksel muhakeme-çıkarımda bulunma’ ve ‘Zihinden hesaplama ve hesaplamada esneklik’ becerilerinde görülmüştür. Nitel bulgular ise öğrencilerin P4C sürecine zamanla daha fazla katılım gösterdiğini, sosyal ve iletişimsel becerilerinde ilerleme kaydettiklerini ortaya koymuştur. Öğrenciler, hikâye kitapları üzerinden yürütülen tartışmalara daha fazla ilgi göstermiş, düşüncelerini ifade etmede özgüven kazanmışlardır. Sonuç olarak, sayı hissi gibi temel matematiksel becerilerin gelişiminde P4C yaklaşımının bütüncül ve etkili bir yöntem olabileceği sonucuna ulaşılmıştır. Elde edilen veriler, mevcut literatür ışığında tartışılmış ve okul öncesi dönemde sayı hissi gelişimini destekleyici önerilere yer verilmiştir.
The purpose of this study was to examine the effects of Philosophy for Children (P4C) practices on the number sense skills of preschool students. The study was conducted in two main stages. In the first stage, the Number Sense Skills Scale (NSSS) was developed as a valid and reliable measurement tool suitable for the preschool period. During this process, data were collected from 677 five-year-old preschool students (61-72 months) attending state kindergartens in the Ataşehir and Kadıköy districts of Istanbul, resulting in a 10-item scale. In the second stage, to evaluate the effects of P4C practices on the development of number sense, a study was conducted with an experienced preschool teacher and 11 students in her five-year-old (61-72 months) class. The teacher received preliminary training on P4C and number sense, and the implementation began after a preparation period of approximately two months. The P4C practices, each focusing on a different mathematical concept, were planned as 40-minute lessons conducted twice a week for five weeks. The research was designed using a mixed-methods approach; quantitative data were collected through the pre-test and post-test applications of SHBÖ, while qualitative data were gathered from audio recordings of the P4C practices, follow-up assessment activities, semi-structured interviews, and the researcher’s diary. Quantitative analyses showed that students’ number sense skills were at a low level before the P4C practices but improved significantly afterward. The most notable improvements were seen in the skills of “Using reference points and engaging in quantitative reasoning and inference” and “Mental calculation and flexibility in calculation.” Qualitative findings revealed that students gradually increased their participation in the P4C process and showed progress in their social and communication skills. They showed interest in discussions based on storybooks and gained self-confidence in expressing their thoughts. As a result, it was concluded that the P4C approach could be a holistic and effective method for developing basic mathematical skills such as number sense. The data obtained were discussed in light of the existing literature, and suggestions were provided to support the development of number sense during the preschool period.
The purpose of this study was to examine the effects of Philosophy for Children (P4C) practices on the number sense skills of preschool students. The study was conducted in two main stages. In the first stage, the Number Sense Skills Scale (NSSS) was developed as a valid and reliable measurement tool suitable for the preschool period. During this process, data were collected from 677 five-year-old preschool students (61-72 months) attending state kindergartens in the Ataşehir and Kadıköy districts of Istanbul, resulting in a 10-item scale. In the second stage, to evaluate the effects of P4C practices on the development of number sense, a study was conducted with an experienced preschool teacher and 11 students in her five-year-old (61-72 months) class. The teacher received preliminary training on P4C and number sense, and the implementation began after a preparation period of approximately two months. The P4C practices, each focusing on a different mathematical concept, were planned as 40-minute lessons conducted twice a week for five weeks. The research was designed using a mixed-methods approach; quantitative data were collected through the pre-test and post-test applications of SHBÖ, while qualitative data were gathered from audio recordings of the P4C practices, follow-up assessment activities, semi-structured interviews, and the researcher’s diary. Quantitative analyses showed that students’ number sense skills were at a low level before the P4C practices but improved significantly afterward. The most notable improvements were seen in the skills of “Using reference points and engaging in quantitative reasoning and inference” and “Mental calculation and flexibility in calculation.” Qualitative findings revealed that students gradually increased their participation in the P4C process and showed progress in their social and communication skills. They showed interest in discussions based on storybooks and gained self-confidence in expressing their thoughts. As a result, it was concluded that the P4C approach could be a holistic and effective method for developing basic mathematical skills such as number sense. The data obtained were discussed in light of the existing literature, and suggestions were provided to support the development of number sense during the preschool period.