5E öğrenme modeline dayalı öğretimin 7. sınıf öğrencilerinin matematik başarısına ve matematiksel düşünme becerisine etkisi
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Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Siirt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada 7. sınıf cebir öğrenme alanının 5E Öğrenme Modeli ile öğretiminin öğrencilerin matematik başarısına ve matematiksel düşünme becerisine etkisinin incelenmesi amaçlanmıştır. Araştırma Diyarbakır ili Kayapınar ilçesindeki bir devlet okulunda 7. sınıfta öğrenim gören 40 deney ve 40 kontrol grubu olmak üzere toplam 80 öğrenci ile gerçekleştirilmiştir. Araştırma ön test son test kontrol gruplu yarı deneysel desende tasarlanmıştır. Araştırmanın uygulama kısmı 6 hafta sürmüştür. Uygulama süreci boyunca dersler deney grubu ile 5E Öğrenme Modeline göre geliştirilen ders planlarıyla işlenirken, kontrol grubunda ise dersler mevcut öğretim yöntemlerine göre işlenmiştir. Araştırmanın verileri 'Cebirsel İfadeler Öğretimine Yönelik Matematik Başarı Testi' ve 'Matematiksel Düşünme Ölçeği' kullanılarak toplanmıştır. Elde edilen verilerin analizinde bağımsız örneklemler t-testi ve bağımlı örneklemler t-testi kullanılmıştır. Araştırmanın sonucunda 5E Öğrenme Modeli ile eğitimin, öğrencilerin cebirsel öğrenme alanındaki matematik başarılarını arttırdığı sonucuna ulaşılmıştır. Öğrencilerin matematiksel düşünme becerileri puan ortalamaları arasında anlamlı bir farkın olduğu; deney grubunda matematiksel düşünmenin etkilerinin kontrol grubundaki öğrencilere göre daha fazla olduğu tespit edilmiştir. 5E Öğrenme Modelinin öğrencilerin matematiksel düşünme becerilerinin gelişmesine daha olumlu bir katkı sağladığı söylenebilir. 5E Öğrenme Modelinin matematik eğitimi alanındaki örnekleri sınırlı olmakla beraber matematik eğitiminde yapılan uygulamaları başarılı sonuçlar vermektedir. Bundan dolayı bu modelin matematik eğitimi alanındaki diğer konularda da uygulamaları artırılabilir. Bu araştırma bulgularının 5E öğrenme yaklaşımlarına dayalı olarak gerçekleştirilecek çalışmalarda öğrencilerin profillerinin daha iyi ortaya konmasında önemli katkı sağlaması umulmaktadır. Anahtar Kelimeler: Matematik Başarısı, Matematiksel Düşünme, Mevcut Öğretim Yöntemi, Ortaokul Öğrencileri.
In this study, it is aimed to examine the effect of teaching with the 5E Learning Model of the 7th grade algebra learning field on students' mathematics achievement and mathematical thinking skills. The research was carried out with 80 7th grade students in total including 40 experiment and 40 checking group students a public school in the Kayapınar district of Diyarbakır. The research was designed in a quasi-experimental design with pre-test post-test control group. Implementation part of the research lasted for 6 weeks. During the implementation process, the lessons were taught with the experimental group with the lesson plans developed according to the 5E Learning Model, while the lessons were taught according to the existing teaching methods in the control group. It is planned for the "achievement test of designing the data of the research for singular expressions" and thinking about mathematical thinking" independent samples t-test and dependent samples t-test were used in the analysis of the obtained data. As a result of the research, it was concluded that education with the 5E Learning Model increased the mathematics achievement of the students in the field of algebraic learning. There is a significant difference between the mean scores of students' mathematical thinking skills; It was determined that the effects of mathematical thinking were more in the experimental group than the students in the control group. It can be said that the 5E Learning Model makes a more positive contribution to the development of students' mathematical thinking skills. Although the examples of the 5E Learning Model in the field of mathematicsis are restricted, its applications in mathematics education give successful results. Therefore, this model may increase its applications in other subjects in the field of mathematics training. It is hoped that these research findings will contribute significantly to better revealing the profiles of students in studies to be carried out based on 5E learning approaches. Keywords: Mathematics Achievement, Mathematical Thinking, Current Teaching Method, Secondary School Students.
In this study, it is aimed to examine the effect of teaching with the 5E Learning Model of the 7th grade algebra learning field on students' mathematics achievement and mathematical thinking skills. The research was carried out with 80 7th grade students in total including 40 experiment and 40 checking group students a public school in the Kayapınar district of Diyarbakır. The research was designed in a quasi-experimental design with pre-test post-test control group. Implementation part of the research lasted for 6 weeks. During the implementation process, the lessons were taught with the experimental group with the lesson plans developed according to the 5E Learning Model, while the lessons were taught according to the existing teaching methods in the control group. It is planned for the "achievement test of designing the data of the research for singular expressions" and thinking about mathematical thinking" independent samples t-test and dependent samples t-test were used in the analysis of the obtained data. As a result of the research, it was concluded that education with the 5E Learning Model increased the mathematics achievement of the students in the field of algebraic learning. There is a significant difference between the mean scores of students' mathematical thinking skills; It was determined that the effects of mathematical thinking were more in the experimental group than the students in the control group. It can be said that the 5E Learning Model makes a more positive contribution to the development of students' mathematical thinking skills. Although the examples of the 5E Learning Model in the field of mathematicsis are restricted, its applications in mathematics education give successful results. Therefore, this model may increase its applications in other subjects in the field of mathematics training. It is hoped that these research findings will contribute significantly to better revealing the profiles of students in studies to be carried out based on 5E learning approaches. Keywords: Mathematics Achievement, Mathematical Thinking, Current Teaching Method, Secondary School Students.
Açıklama
Fen Bilimleri Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
