Altıncı Sınıf Öğrencilerinin Bilişsel Çatışma Temelli Etkinlikler Aracılığı ile Kesirlerde Kavram Değişiminin İzlenmesi

Year 2025, Volume: 15 Issue: 1, 55 - 83, 22.03.2025

Ayşe Bağdat , Nazan Sezen Yüksel

https://doi.org/10.18039/ajesi.1510801

Abstract

Bu araştırma ile altıncı sınıf öğrencilerinin bilişsel çatışma temelli etkinlikler aracılığıyla kesirlerde kavram değişimini izlemek amaçlanmıştır. Araştırmanın katılımcı grubunu 14 altıncı sınıf öğrencisi oluşturmaktadır. Araştırmada öncelikle öğrencilerin kesirlerin büyüklüklerini karşılaştırmaya yönelik kavram yanılgıları tespit edilmiştir. Daha sonra öğrencilere yanılgılarına yönelik bilişsel çatışma senaryoları uygulanmıştır. Son olarak kavramı verimli kullanıp kullanamadıklarını ölçmek amacıyla öğrencilere günlük yaşam bağlamlı problem sunulmuştur. Veriler içerik analizi ve betimsel analiz yöntemiyle incelenmiştir. Çalışmadan elde edilen bulgular doğrultusunda bilişsel çatışma temelli etkinliklerin kesirlerle ilgili kavram değişimi oluşturmada olumlu etkisinin olduğu sonucuna ulaşılmıştır. Matematik dersi akademik başarı düzeyi arttıkça kavram değişimi sürecinde daha üst seviyelere çıkılabildiği belirlenmiştir. Öğrencilerin en çok somut materyal aracılığı ile bilişsel çatışma yaşadığı görülmüştür. Kavramla ilgili ön bilginin bilişsel çatışma yaşamak için gerekli olduğu tespit edilmiştir. Ek olarak bilişsel çatışmanın kavram değişimi için etkili bir başlangıç olabileceği fakat yeterli olmadığı sonuçlarına ulaşılmıştır. Bu sonuçlar ışığında matematik derslerinde kesirlerde kavram değişimi oluşturmak için bilişsel çatışma temelli etkinliklere yer verilebileceği ve farklı matematik dersi konularında bilişsel çatışma stratejileri aracılığı ile kavram değişimi oluşturma üzerine çalışmalar yapılabileceği önerilmiştir.

Keywords

Bilişsel çatışma, Kavram yanılgısı, Kavram değişimi, Kesir

Monitoring Sixth Grade Students' Concept Change in Fractions Through Cognitive Conflict-Based Activities

Abstract

This study aimed to monitor the concept change of sixth grade students in fractions through cognitive conflict-based activities. The participant group of the study consisted of 14 sixth grade students. First, the students' misconceptions about comparing the magnitudes of fractions were determined in the study. Then, cognitive conflict scenarios were applied to the students regarding their misconceptions. Finally, a problem in the context of daily life was presented to the students in order to measure whether they could use the concept efficiently. The data were examined with content analysis and descriptive analysis methods. In line with the findings obtained from the study, it was concluded that cognitive conflict-based activities had a positive effect on creating concept change related to fractions. It was determined that as the academic success level in mathematics course increased, higher levels could be reached in the concept change process. It was observed that students experienced cognitive conflict mostly through concrete materials. It was determined that prior knowledge about the concept was necessary to experience cognitive conflict. In addition, it was concluded that cognitive conflict could be an effective start for concept change but it was not sufficient. In the light of these results, it was suggested that cognitive conflict-based activities could be included in mathematics courses to create concept change in fractions and that studies could be conducted on creating concept change through cognitive conflict strategies in different mathematics lesson subjects.

Keywords

cognitive conflict, concept change, fraction, misconception

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