Publication: 5E modeline göre oluşturulmuş etkinliklerin 10. sınıf öğrencilerinin fonksiyon kavramını anlamlandırma ve problem çözme becerilerine etkisi
Abstract
Gelişen ve değişen dünya sisteminde matematiksel kavramları öğrenmenin birçok yolu araştırılmıştır. Ülkemizde de bu sisteme ayak uydurabilmek için öğretim programlarında çeşitli yöntem arayışlarına gidilmiştir. Çağımıza uygun yöntem ve teknikleri içeren materyallerin hazırlanması ve bunların sınıf ortamında kullanılması, öğrencilerin kavramları daha iyi anlayabilmelerine olanak sağlamıştır. Bu araştırmada 10. sınıf düzeyindeki öğrencilerin fonksiyonlar konusunda problem çözme becerilerini geliştirmek için 5E modeli yardımıyla bir etkinlik tasarlanıp uygulanması amaçlanmıştır. Araştırma nicel ve nitel verileri bir arada bulunduracak olmasından dolayı karma yöntemi kullanılmıştır. Bu bağlamda yakınsayan paralel desen kullanılmıştır. Aynı zamanda araştırmada nitel veriler, nicel verileri desteklemek için kullanılmıştır. Nicel veriler Fonksiyon Kavrama Testi (FKT) ve Fonksiyon Problem Çözme Testi (FPÇT) ön test, son test yardımıyla, nitel veriler ise öğrencilerin etkinliklere verdikleri yanıtlar ve ses kayıtlarıyla elde edilmiştir. Araştırmanın katılımcılarını İstanbul ili Anadolu Yakası’nda ortaöğretim devlet kurumunda öğrenim gören çeşitli matematik başarı düzeyine sahip olan 10.sınıf 15 öğrenci oluşturmuştur. FKT ve FPÇT pilot uygulaması 11.sınıf 8 öğrenciyle gerçekleştirilmiştir. Öğrencilere fonksiyonlar konusunda 5E modeliyle hazırlanmış etkinlikler 3 hafta boyunca uygulanmıştır. Bu etkinlikler, fonksiyon, değer kümesi, görüntü kümesi, tanım kümesi gibi kavramlarla; değişkenler, grafikler gibi konuları kapsamaktadır. Nicel veriler ön test, son test yardımıyla toplanarak SPSS paket programında belirlenen testler yardımıyla analiz edilmiştir. Nitel veriler ise öğrencilerin etkinliklere verdikleri yanıtlar ile ses kayıtları ile elde edilmiştir. Ayrıca öğrenci yanıtları ve ses kayıtları nicel verileri desteklemek için kullanılmıştır. Nitel veriler betimsel analiz yardımıyla analiz edilmiştir. Çalışmanın sonunda ön test veri sonuçlarına göre farklı düzeydeki (düşük-orta-yüksek) 3 öğrencinin ön test-son testlere verdikleri yanıtlar ayrıntılı olarak incelenmiştir. Araştırmanın sonunda elde edilen bulgulara göre hazırlanan etkinliklerin öğretim ortamında kullanılması öğrencilerde kavramları anlamlandırma düzeylerini ve problem çözme becerilerini geliştirmesi açısından pozitif ve anlamlı etki yaratmıştır. Bunun yanında öğrencilerin bu süreçte derse olan ilgilerinin üst düzeyde olması gözlenmiştir. Böylece öğrencilerin problem çözme becerilerini kazanmalarını sağlayan etkinliklerle oluşturulan öğretim ortamının nitelikli öğretim için önemli olabileceği söylenebilir. Bu araştırmanın sonuçlarına göre bu modelin öğretmenlere iyi bir kaynak olacağı beklenmektedir.
In the developing and changing world system, many ways of learning mathematical concepts have been investigated. In order to keep up with this system in our country, various methods have been sought in teaching programs. The preparation of materials that include methods and techniques suitable for our age and their use in the classroom environment have enabled students to understand the concepts better. In this study, it was aimed to design and implement an activity with the help of the 5E model to develop the problem-solving skills of 10th grade students on functions. Since the research will include quantitative and qualitative data together, the mixed method was used. In this context, the convergent parallel design was used. At the same time, qualitative data were used in the research to support the quantitative data. Quantitative data were obtained with the help of the Function Comprehension Test (FKT) and Function Problem Solving Test (FPÇT) pre-test and post-test, and qualitative data were obtained with the responses of the students to the activities and audio recordings. The participants of the study were 15 10th grade students with various levels of mathematical success studying at a secondary school on the Anatolian Side of Istanbul. The pilot application of FKT and FPÇT was carried out with 8 students from the 11th grade. Activities prepared with the 5E model on functions were applied to the students for 3 weeks. These activities cover concepts such as function, value set, image set, definition set; and topics such as variables and graphs. Quantitative data were collected with the help of pre-test and post-test and analyzed with the help of tests determined in the SPSS package program. Qualitative data were obtained with the answers given by the students to the activities and voice recordings. In addition, student answers and voice recordings were used to support the quantitative data. Qualitative data were analyzed with the help of descriptive analysis. At the end of the study, according to the pre-test data results, the answers given by 3 students at different levels (low-medium-high) to the pre-test and post-tests were examined in detail. According to the findings obtained at the end of the study, the use of the prepared activities in the teaching environment created a positive and significant effect in terms of developing the students' understanding of the concepts and problem-solving skills. In addition, it was observed that the students' interest in the lesson was at a high level during this process. Thus, it can be said that the teaching environment created with activities that enable students to gain problem-solving skills may be important for quality teaching. According to the results of this research, it is expected that this model will be a good resource for teachers.
In the developing and changing world system, many ways of learning mathematical concepts have been investigated. In order to keep up with this system in our country, various methods have been sought in teaching programs. The preparation of materials that include methods and techniques suitable for our age and their use in the classroom environment have enabled students to understand the concepts better. In this study, it was aimed to design and implement an activity with the help of the 5E model to develop the problem-solving skills of 10th grade students on functions. Since the research will include quantitative and qualitative data together, the mixed method was used. In this context, the convergent parallel design was used. At the same time, qualitative data were used in the research to support the quantitative data. Quantitative data were obtained with the help of the Function Comprehension Test (FKT) and Function Problem Solving Test (FPÇT) pre-test and post-test, and qualitative data were obtained with the responses of the students to the activities and audio recordings. The participants of the study were 15 10th grade students with various levels of mathematical success studying at a secondary school on the Anatolian Side of Istanbul. The pilot application of FKT and FPÇT was carried out with 8 students from the 11th grade. Activities prepared with the 5E model on functions were applied to the students for 3 weeks. These activities cover concepts such as function, value set, image set, definition set; and topics such as variables and graphs. Quantitative data were collected with the help of pre-test and post-test and analyzed with the help of tests determined in the SPSS package program. Qualitative data were obtained with the answers given by the students to the activities and voice recordings. In addition, student answers and voice recordings were used to support the quantitative data. Qualitative data were analyzed with the help of descriptive analysis. At the end of the study, according to the pre-test data results, the answers given by 3 students at different levels (low-medium-high) to the pre-test and post-tests were examined in detail. According to the findings obtained at the end of the study, the use of the prepared activities in the teaching environment created a positive and significant effect in terms of developing the students' understanding of the concepts and problem-solving skills. In addition, it was observed that the students' interest in the lesson was at a high level during this process. Thus, it can be said that the teaching environment created with activities that enable students to gain problem-solving skills may be important for quality teaching. According to the results of this research, it is expected that this model will be a good resource for teachers.