2010-2020 yılları arasında Türkiye'de matematik eğitimi alanında yapılan doktora düzeyindeki tezlerin kuram, kuramsal çerçeve ve kavramsal çerçeve açısından incelenmesi
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Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, Türkiye'de 2010-2020 yılları arasında matematik eğitimi alanında yapılan doktora düzeyindeki tezlerin kuram, kuramsal çerçeve ve kavramsal çerçeve açısından incelenerek literatüre katkıda bulunması ve yeni çalışmalara yol gösterici olmasıdır. Bu amaç doğrultusunda, Yükseköğretim Kurulu (YÖK) Tez veri tabanında erişime açık olan 374 çalışma incelenmiştir. Veriler doküman incelemesi yöntemi ile toplanmış ve verilerin analizi betimsel içerik analizi yöntemi ile gerçekleştirilmiştir. Araştırmalar alt problemler doğrultusunda sırasıyla; "Tezlerin hazırlandığı yıllara göre, hazırlandığı üniversitelere göre, anabilim dalına göre, eğitim programı/bilim dalına göre, benimsenen araştırma yöntemine göre, kuramsal çerçeve ve kavramsal çerçeve (model) açısından dağılımına göre, kuramsal çerçeve ve kavramsal çerçeve (model) açısından dağılımın nasıl olması gerektiğine göre ve tezlerde kullanılan kuram, kuramsal çerçeve ve kavramsal çerçevelerin (modellerin) sınıflandırılmasına göre" incelenmiştir. Analiz sonuçlarına göre, konu ile ilgili en fazla araştırmanın 2019 yılında yapıldığı tespit edilmiştir. Tezlerin hazırlandığı üniversitelere göre doktora düzeyinde en çok çalışma yapan üniversite Atatürk Üniversitesi olarak belirlenmiştir. Tezlerin hazırlandığı anabilim dalına göre en fazla çalışma İlköğretim Anabilim dalı ile Ortaöğretim Fen ve Matematik Alanlar Eğitimi Anabilim dalında yapılırken tezlerin hazırlandığı bilim dalına göre en fazla araştırmanın Matematik Eğitimi bilim dalında olduğu belirlenmiştir. Nitel araştırma yaklaşımının tezlerde en çok benimsenen yaklaşım olduğu görülmüştür. Tezlerin kuram, kuramsal çerçeve, kavramsal çerçeve (model) açısından dağılımı incelendiğinde matematik eğitimi alanında yazılan doktora tezlerinin 185 tanesinin kuramsal çerçeveyi kullandığı tespit edilmiştir. Kuramsal çerçeveyi sırasıyla 118 çalışma ile alan yazın/literatür taraması ve 66 çalışma ile kavramsal çerçeve (model) takip etmiştir. Ayrıca, 5 çalışmada da kavramsal ve kuramsal çerçevenin birlikte kullanıldığı görülmüştür. Tezlerin kuram, kuramsal çerçeve, kavramsal çerçeve (model) açısından dağılımı nasıl olmalıdır analizi sonucunda, toplam 374 doktora düzeyindeki tezden 77 tanesinin kuramsal çerçevede, 297 tanesinin de kavramsal çerçevede değerlendirildiği tespit edilmiştir. Tezlerde kuram, kuramsal çerçeve ve kavramsal çerçevelerin (modellerin) sınıflandırılmasının dağılımı incelendiğinde 210 kuram kuramsal çerçeve ve kavramsal çerçevenin (modelin) en fazla öğrenme ve öğretme kategorisinde olduğu belirtilmiştir. Bu bulgular ışığında, lisansüstü eğitim programlarında bilimsel araştırma derslerinde, kuram, kuramsal çerçeve ve kavramsal çerçeve (model) kavramlarının özellikle akademik hayata yeni başlayan araştırmacılar tarafından tam olarak anlaşılması için daha fazla yer verilebileceği vurgulanmıştır.
The aim of this study is to contribute to the literature and guide new studies by examining the doctoral level theses, which are done in the field of mathematics education in Turkey between 2010-2020, in terms of theory, theoretical framework and conceptual framework. For this purpose, 374 studies that are open to access in the Thesis database of the Council of Higher Education (YÖK) were examined. The data were collected by document review method and the analysis of the data was carried out by descriptive content analysis method. The researches were examined in terms of sub-problems respectively according to the years in which the theses were prepared, according to the universities in which they were prepared, according to the department, according to the curriculum/branch of science, according to the research method adopted, according to the distribution in terms of the theoretical framework and conceptual framework (model), according to how the distribution should be in terms of the theoretical framework and conceptual framework (model) and according to the classification of the theories, theoretical framework and conceptual frameworks (models) used in the theses. According to the results of the analysis, it was determined that the most research on the subject was carried out in 2019. According to the universities where the theses are prepared, the university that has done the most work at the doctoral level has been determined as Atatürk University. According to the department in which the theses are prepared, the most work is done in the Department of Primary Education and the Department of Secondary Science and Mathematics Education, while according to the branch of science in which the theses are prepared, it is determined that the most research is in the science of Mathematics Education. It has been seen that the qualitative research approach is the most widely adopted approach in theses. When the distribution of theses in terms of theory, theoretical framework, conceptual framework (model) was examined, it was determined that 185 of the doctoral theses written in the field of mathematics education used the theoretical framework. The theoretical framework was followed by the literature /literature review with 118 studies and the conceptual framework (model) with 66 studies, respectively. Also, it was seen that conceptual and theoretical framework were used together in 5 studies. As a result of the analysis of how the theses should be distributed in terms of theory, theoretical framework, conceptual framework (model), it was determined that 77 of the total 374 doctoral level theses could be evaluated in the theoretical framework and 297 in the conceptual framework. When the distribution of the classification of theories, theoretical frameworks and conceptual frameworks (models) in the theses was examined, it was determined that 210 of the theoretical framework and conceptual frameworks (models) were the most in the learning and teaching class. In the light of these findings, it is emphasized that the concepts of theory, theoretical framework and conceptual framework (model) can be given more space in scientific research courses in graduate education programs in order to be fully understood especially by researchers who have just started academic life.
The aim of this study is to contribute to the literature and guide new studies by examining the doctoral level theses, which are done in the field of mathematics education in Turkey between 2010-2020, in terms of theory, theoretical framework and conceptual framework. For this purpose, 374 studies that are open to access in the Thesis database of the Council of Higher Education (YÖK) were examined. The data were collected by document review method and the analysis of the data was carried out by descriptive content analysis method. The researches were examined in terms of sub-problems respectively according to the years in which the theses were prepared, according to the universities in which they were prepared, according to the department, according to the curriculum/branch of science, according to the research method adopted, according to the distribution in terms of the theoretical framework and conceptual framework (model), according to how the distribution should be in terms of the theoretical framework and conceptual framework (model) and according to the classification of the theories, theoretical framework and conceptual frameworks (models) used in the theses. According to the results of the analysis, it was determined that the most research on the subject was carried out in 2019. According to the universities where the theses are prepared, the university that has done the most work at the doctoral level has been determined as Atatürk University. According to the department in which the theses are prepared, the most work is done in the Department of Primary Education and the Department of Secondary Science and Mathematics Education, while according to the branch of science in which the theses are prepared, it is determined that the most research is in the science of Mathematics Education. It has been seen that the qualitative research approach is the most widely adopted approach in theses. When the distribution of theses in terms of theory, theoretical framework, conceptual framework (model) was examined, it was determined that 185 of the doctoral theses written in the field of mathematics education used the theoretical framework. The theoretical framework was followed by the literature /literature review with 118 studies and the conceptual framework (model) with 66 studies, respectively. Also, it was seen that conceptual and theoretical framework were used together in 5 studies. As a result of the analysis of how the theses should be distributed in terms of theory, theoretical framework, conceptual framework (model), it was determined that 77 of the total 374 doctoral level theses could be evaluated in the theoretical framework and 297 in the conceptual framework. When the distribution of the classification of theories, theoretical frameworks and conceptual frameworks (models) in the theses was examined, it was determined that 210 of the theoretical framework and conceptual frameworks (models) were the most in the learning and teaching class. In the light of these findings, it is emphasized that the concepts of theory, theoretical framework and conceptual framework (model) can be given more space in scientific research courses in graduate education programs in order to be fully understood especially by researchers who have just started academic life.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Matematik Eğitimi, Kuram, Kuramsal Çerçeve, Kavramsal Çerçeve, Model, Mathematics Education, Theory, Theoretical Framework, Conceptual Framework, Model
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Şahan, A. (2023). 2010-2020 yılları arasında Türkiye'de matematik eğitimi alanında yapılan doktora düzeyindeki tezlerin kuram, kuramsal çerçeve ve kavramsal çerçeve açısından incelenmesi. (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Anabilim Dalı, Konya.
