Ortaokul 5.Sınıf Açılar Konusunun Öğretiminin Kavram Haritası İle Değerlendirilmesi
Yükleniyor...
Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Matematikte öğrenci öğrenmelerini istenilen seviyeye çıkarmak için öğretim programında yer alan kazanımların öğretilmesi amaçlanmaktadır. Bu amacın gerçekleşip gerçekleşmediğini anlamak, ölçme ve değerlendirme süreciyle mümkündür. Matematik eğitiminde ölçme ve değerlendirme, konunun öğretimi kadar önemlidir. Ölçme değerlendirme süreci içerisinde öğrencilerin öğrendiklerini rahat bir şekilde ifade etmeleri amaçlanır. Kavram haritaları, hem konunun öğretimi hem de ölçme değerlendirme süreci içerisinde öğrencilerin ilgisini çeken, kendilerini rahat bir şekilde ifade edebilecekleri bir yöntem olarak belirtilmektedir. Bu düşüncelerle birlikte çalışmanın amacı, ortaokul 5. Sınıf öğrencilerinin açılar konusuna ait kavramları öğreniminin kavram haritasıyla değerlendirilmesidir. Bu çalışmada, 40 ortaokul 5.sınıf öğrencisinin açılar konusundaki öğrenme durumlarının tespiti amaçlandığından durum çalışması deseni kullanılmıştır. Araştırma, öğrencilerin bulundukları sınıflarda ikişerli gruplar oluşturularak 20 çalışma grubuyla yürütülmüştür. Veriler toplandıktan sonra oluşturulan kavram haritaları araştırmacılar tarafından incelenmiş ve içerik analizine tabi tutularak kodlar belirlenmiştir. Elde edilen sonuçlara göre; öğrencilerin açı çeşitleri ve tanımlarında, açı çeşitlerinden özellikle doğru açı ve tam açı kavramlarında hatalarının olduğu görülmüştür. Öğrencilerin belirledikleri açı çeşitlerinin tanımını ve çizimini genel olarak doğru bir şekilde gerçekleştirdiklerine ulaşılmıştır. Ayrıca kavram haritasının ölçme ve değerlendirme aracı olarak matematikte rahatlıkla kullanılabileceği, öğrenciler için verimli bir araç olduğu sonucuna ulaşılmıştır. Öğrencilerin kendi oluşturdukları kavram haritalarında, kavramlar arasındaki ilişkileri doğru ifade ettikleri sonucuna ulaşılmıştır. Öğretmenlerin matematik derslerinde kavram haritasına daha fazla yer vermeleri önerilir.
In mathematics, it is aimed to teach the learning outcomes in the curriculum in order to increase student learning to the desired level. It is possible to understand whether this aim has been achieved or not by the process of assessment and evaluation. Assessment and evaluation in mathematics education is as important as the teaching of the subject. During the process of assessment and evaluation, it is aimed that students can express what they have learned comfortably. The concept maps are stated as a method arousing students’ interest and providing them to express themselves comfortably not only during the process of teaching but also during the process of assessment and evaluation. In this context, the study aims to evaluate secondary school fifth-grade students’ learning of the concepts related to the subject of angles by means of the concept maps. In the study, the case study design was used since it was aimed to determine the learning status of 40 middle school 5th grade students about the angles concept. The research was carried out with 20 study groups by forming groups of two in the students' classes. After the data were collected, the concept maps were examined by the researchers and the codes were determined by the content analysis. According to the results obtained; it was observed that students have mistakes in the types of angles and their definitions; especially with regard to the concept of full and right angles. It has been reached that the students have generally made the definition and drawing of the angle types they determined correctly. In addition, it has been concluded that the concept map can be used easily in mathematics as an assessment and evaluation tool and it is a more efficient tool for students than the traditional methods. It is also concluded that students have correctly expressed the relations between concepts in the concept maps they created themselves. It is recommended that teachers should give more space to the concept maps in mathematics lessons.
In mathematics, it is aimed to teach the learning outcomes in the curriculum in order to increase student learning to the desired level. It is possible to understand whether this aim has been achieved or not by the process of assessment and evaluation. Assessment and evaluation in mathematics education is as important as the teaching of the subject. During the process of assessment and evaluation, it is aimed that students can express what they have learned comfortably. The concept maps are stated as a method arousing students’ interest and providing them to express themselves comfortably not only during the process of teaching but also during the process of assessment and evaluation. In this context, the study aims to evaluate secondary school fifth-grade students’ learning of the concepts related to the subject of angles by means of the concept maps. In the study, the case study design was used since it was aimed to determine the learning status of 40 middle school 5th grade students about the angles concept. The research was carried out with 20 study groups by forming groups of two in the students' classes. After the data were collected, the concept maps were examined by the researchers and the codes were determined by the content analysis. According to the results obtained; it was observed that students have mistakes in the types of angles and their definitions; especially with regard to the concept of full and right angles. It has been reached that the students have generally made the definition and drawing of the angle types they determined correctly. In addition, it has been concluded that the concept map can be used easily in mathematics as an assessment and evaluation tool and it is a more efficient tool for students than the traditional methods. It is also concluded that students have correctly expressed the relations between concepts in the concept maps they created themselves. It is recommended that teachers should give more space to the concept maps in mathematics lessons.
Açıklama
Anahtar Kelimeler
Kaynak
Cumhuriyet Uluslararası Eğitim Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
9
Sayı
1
