2000-2021 yılları arasında matematik eğitiminde kavram öğretim teknikleri ile ilgili çalışmaların incelenmesi
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Dosyalar
Tarih
2022
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı Türkiye'de 2000-2021 yılları arasında matematik eğitiminde kavram öğretim teknikleri konusunu belirli parametreler açısından incelemek ve alan yazındaki gelişmelere hangi yönde ne tür bir katkı sağladığı, sonuçlarının neler olduğu ve alanın gelişimi açısından hangi önerilerin sunulduğu belirlenip ilerde kavram öğretimi konulu yapılacak araştırmalara yol göstermektir. Bu amaç doğrultusunda YÖK Ulusal Tez Merkezi ve Google Akademik veri tabanında matematik eğitiminde kavram öğretim teknikleri ile ilgili çalışmalar incelenmiştir. Ulaşılan çalışmalardan belirlenen 76 lisansüstü tez ve 36 makale olmak üzere toplam 112 çalışma incelenmiştir. Bu çalışmada ilgili literatür kapsamında belirlenen kavram öğretim teknikleri "kavram haritaları, çalışma yaprakları, kavram karikatürleri, zihin (beyin) haritaları, kelime ilişkilendirme testleri, vee diyagramları, analoji (benzetme), kavramsal değişim metinleri ve tanılayıcı dallanmış ağaç" olarak ele alınmıştır. Verilerin toplanması doküman incelemesi yöntemi ile ve verilerin analiz edilmesi betimsel içerik analizi yöntemi ile yapılmıştır. Veri toplama aracı olarak araştırmacı tarafından ilgili literatür taranarak oluşturulan Araştırma Formu (Ek 2) kullanılmıştır. Araştırmalar alt problemler doğrultusunda sırasıyla; yayın türü, yayın yılı, yapıldığı yer, benimsenen kavram öğretim tekniği, örneklem türü, örneklem büyüklüğü, araştırma yaklaşımı, veri toplama araçları, amaç, matematik öğrenme alanı ve matematik konuları temaları altında incelenmiştir. Analiz sonuçlarına göre konu ile ilgili en fazla yüksek lisans tez çalışması olduğu ve çalışma sayısının en fazla 2019 yılında olduğu görülmüştür. Yapıldığı yere göre lisansüstü tezler içerisinde en çok çalışma yapan kuruluşlar Gazi Üniversitesi ve Marmara Üniversitesi olarak belirlenmiştir. Benimsenen kavram öğretim tekniklerinin dağılımına bakıldığında genellikle bir araştırmada birden fazla kavram öğretim tekniğinin ele alındığı dikkat çekmiştir. Bununla birlikte çalışmalarda en sık ele alınan dört teknik sırasıyla kavram haritaları, çalışma yaprakları, karikatür/kavram karikatürleri ve vee diyagramlarıdır. Araştırmalarda en az benimsenen kavram öğretim tekniklerinin ise kavramsal değişim metni ve tanılayıcı dallanmış ağaç olduğu belirlenmiştir. Örneklem türü olarak en çok ortaokul öğrencileri, en az ilkokul öğrencileri ile çalışmalar yürütülmüştür. Örneklem büyüklüğü %81 oranla 1-80 arasında bulunmuştur. Araştırmalarda en çok nicel daha sonra nitel araştırma yaklaşımı benimsenmiştir. Veriler en fazla sırasıyla testler, ölçekler ve görüşme yöntemi ile toplanmıştır. Çalışmaların amacı çoğunlukla kavram öğretim tekniklerinin değişkenler üzerine etkisinin saptanmasıdır. Kategoriler altındaki kodlar incelendiğinde ise en fazla sırasıyla akademik başarı, tutum ve öğrencilerin/öğretmenlerin kavram öğretim tekniklerine ilişkin görüşlerinin incelenmesi amaçlanmıştır. Araştırmalarda en fazla sayılar, işlemler ve cebir öğrenme alanı ele alınmış ve en çok bu öğrenme alanı altındaki konularda incelemeler yapılmıştır. Araştırmalara konu olan matematik konuları içerisinde ortaokul düzeyinde en çok çokgenler, tam sayılar ve rasyonel sayılar; lise düzeyinde en çok fonksiyonlar ve kümeler; öğretmen/öğretmen adayları ile yapılan çalışmalarda en çok fonksiyonlar ve dörtgenlerin ele alındığı görülmüştür. Daha çok kavram öğretim tekniğinin derse entegre edilmesi, ilkokul düzeyinde yapılan çalışma sayısının arttırılması, her öğrenme alanında çalışma yapılması ve hizmet içi eğitim kurslarının düzenlenmesi konusunda araştırmacılara, öğretim elemanlarına, öğretmenlere ve öğretmen adaylarına önerilerde bulunulmuştur.
The aim of this study is to examine the subject of concept teaching techniques in mathematics education in Turkey between 2000-2021 in terms of certain parameters and to lead to future research on concept teaching by determining what kind of contribution it makes to the developments in the literature, what the results are and what suggestions are presented in terms of the development of the field. For this purpose, studies on concept teaching techniques in mathematics education were examined in the YÖK National Thesis Center and Google Academic database. A total of 112 studies, including 76 postgraduate theses and 36 articles, were examined. In this study, concept teaching techniques determined within the scope of the relevant literature were discussed as "concept maps, worksheets, concept cartoons, mind (brain) maps, word association tests, vee diagrams, analogy (simile), conceptual change texts and diagnostic branched tree". Data collection was done by document analysis method and data analysis was done by descriptive content analysis method. The Research Form (Appendix 2), which was created by the researcher by scanning the relevant literature, was used as a data collection tool. The studies were examined in line with sub-problems under the themes of publication type, publication year, publication place, adopted concept teaching technique, sample type, sample size, research approach, data collection tools, purpose, mathematics learning area and mathematics subjects. According to the results of the analysis, it was seen that the highest number of studies on the subject were master's thesis studies, and the highest number of publications was realized in 2019. According to the place of publication, Gazi University and Marmara University were determined as the institutions that published the most postgraduate theses. Considering the distribution of the concept teaching techniques adopted, it was noticed that more than one concept teaching technique was generally discussed in a study. However, the four techniques most frequently discussed in studies are concept maps, worksheets, cartoon/concept cartoons, and vee diagrams, respectively. It was determined that the least adopted concept teaching techniques in the studies were the conceptual change text and the diagnostic branched tree. As the sample type, studies were carried out with mostly secondary school students and least primary school students. The sample size was found to be between 1-80 with a rate of 81%. In the studies, mostly quantitative and then qualitative research approach was adopted. Data were collected by tests, scales, and interview method, respectively. The aim of the studies is mostly to determine the effect of concept teaching techniques on the variables. When the codes under the categories are examined, it is seen that the aim is to examine the academic achievement, attitude, and students'/teachers' views on concept teaching techniques, respectively. In the studies, mostly numbers, operations and algebra learning area were discussed and mostly the subjects under this learning area were examined. Polygons, integers, and rational numbers are the most discussed common mathematics subjects at secondary school level and functions and sets at high school level. In the studies conducted with teacher/pre-service teachers, it was seen that functions and quadrilaterals were mostly discussed. Suggestions were made to researchers, instructors, teachers and teacher candidates about integrating more concept teaching techniques into the courses, increasing the number of studies at primary school level, working in every learning area and organizing in-service training courses.
The aim of this study is to examine the subject of concept teaching techniques in mathematics education in Turkey between 2000-2021 in terms of certain parameters and to lead to future research on concept teaching by determining what kind of contribution it makes to the developments in the literature, what the results are and what suggestions are presented in terms of the development of the field. For this purpose, studies on concept teaching techniques in mathematics education were examined in the YÖK National Thesis Center and Google Academic database. A total of 112 studies, including 76 postgraduate theses and 36 articles, were examined. In this study, concept teaching techniques determined within the scope of the relevant literature were discussed as "concept maps, worksheets, concept cartoons, mind (brain) maps, word association tests, vee diagrams, analogy (simile), conceptual change texts and diagnostic branched tree". Data collection was done by document analysis method and data analysis was done by descriptive content analysis method. The Research Form (Appendix 2), which was created by the researcher by scanning the relevant literature, was used as a data collection tool. The studies were examined in line with sub-problems under the themes of publication type, publication year, publication place, adopted concept teaching technique, sample type, sample size, research approach, data collection tools, purpose, mathematics learning area and mathematics subjects. According to the results of the analysis, it was seen that the highest number of studies on the subject were master's thesis studies, and the highest number of publications was realized in 2019. According to the place of publication, Gazi University and Marmara University were determined as the institutions that published the most postgraduate theses. Considering the distribution of the concept teaching techniques adopted, it was noticed that more than one concept teaching technique was generally discussed in a study. However, the four techniques most frequently discussed in studies are concept maps, worksheets, cartoon/concept cartoons, and vee diagrams, respectively. It was determined that the least adopted concept teaching techniques in the studies were the conceptual change text and the diagnostic branched tree. As the sample type, studies were carried out with mostly secondary school students and least primary school students. The sample size was found to be between 1-80 with a rate of 81%. In the studies, mostly quantitative and then qualitative research approach was adopted. Data were collected by tests, scales, and interview method, respectively. The aim of the studies is mostly to determine the effect of concept teaching techniques on the variables. When the codes under the categories are examined, it is seen that the aim is to examine the academic achievement, attitude, and students'/teachers' views on concept teaching techniques, respectively. In the studies, mostly numbers, operations and algebra learning area were discussed and mostly the subjects under this learning area were examined. Polygons, integers, and rational numbers are the most discussed common mathematics subjects at secondary school level and functions and sets at high school level. In the studies conducted with teacher/pre-service teachers, it was seen that functions and quadrilaterals were mostly discussed. Suggestions were made to researchers, instructors, teachers and teacher candidates about integrating more concept teaching techniques into the courses, increasing the number of studies at primary school level, working in every learning area and organizing in-service training courses.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Kavramsal Öğrenme, Kavram Öğretimi, Kavram Öğretim Teknikleri, Betimsel İçerik Analizi, Sistematik Derleme, Conceptual Learning, Concept Teaching, Concept Teaching Technique, Descriptive Content Analysis, Systematic Review
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Sarıtaş, A. N. (2022). 2000-2021 yılları arasında matematik eğitiminde kavram öğretim teknikleri ile ilgili çalışmaların incelenmesi. (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Anabilim Dalı, Konya.
