Öğretmen Adaylarının Grafiklerin Öğretimi Bağlamında İstatistik Yapmaya İlişkin Anlayışları

Year 2021, , 638 - 664, 19.10.2021

Nadide Yılmaz , İffet Yetkin

https://doi.org/10.30831/akukeg.888232

Abstract

Bu çalışmada öğretmen adaylarının istatistik yapma konusundaki anlayışlarının ders imecesi/araştırması bağlamında incelenmesi amaçlanmıştır. Öğretmen adaylarının istatistik yapma sürecindeki anlayışlarının (alan bilgisi) grafiklerle ilişkili ders planlarken ve uygularken nasıl değiştiği ve nasıl öğretim pratiklerine dönüştüğüne (öğrenci ve öğretim bilgisi) odaklanılmıştır. Çalışmaya üç son sınıf öğretmen adayı katılmış, iki aşamadan oluşan (üniversite ve gerçek okul) ders imecesi/araştırması uygulaması gerçekleştirmişlerdir. Öğretmen adayları tarafından grup halinde hazırlanan ders planları, gözlemler, alan notları, yarı yapılandırılmış görüşmeler ve grup toplantılarının video ve ses kayıtları ve öğretim uygulamaları aracılığıyla veriler toplanmıştır. Öğretmen adayları başlangıçta istatistik yapma sürecinin birbiriyle ilişkili birçok bileşenden oluştuğunu düşünmemişlerdir. Ders planları tasarladıkça, kavramlar hakkında tartıştıkça anlayışları gelişmiş; bu gelişim ders planları ve öğretimsel uygulamalarına büyük ölçüde yansımıştır. İstatistiksel soruları istatistik yapmanın merkezine koymaya başlamaları, diğer temalarla ilgili fikirlerini (örneğin, veri toplama, grafikleri yorumlama) etkileyen önemli bir dönüm noktası haline gelmiştir. Ayrıca istatistik yapmakla ilgili anlayışlarının öğretim uygulamalarını doğrudan etkilediği de gözlemlenmiştir. 

Keywords

İstatistik yapma, grafiklerin öğretimi, ders imecesi/araştırması, öğretmen adayları, ortaokul seviyesi., İstatistik yapma, grafiklerin öğretimi, ders imecesi/araştırması, öğretmen adayları, ortaokul seviyesi

Supporting Institution

Tübitak

Pre-Service Teachers’ Understandings of Doing Statistics in the Context of Teaching Graphs

Abstract

It was aimed to examine pre-service teachers’ developing understandings of doing statistics within a practicum based micro teaching lesson study. It was focused on their understandings (i.e., content knowledge) of doing statistics as well as how they transform their understandings (i.e., content knowledge) into teaching practices (i.e., knowledge of student & knowledge of teaching) while designing and implementing lessons related to graphs. Three senior pre-service teachers participated in a two phase (university and school classroom) practicum based lesson study. Data were collected through lesson plans prepared by the pre-service teachers in groups, observations, field notes, semi-structured interviews and video and audio recordings of the group meetings and instructional implementations. They didn’t did not consider doing statistics as consisted of many inter-related components initially. Their understandings developed greatly as they designed lesson plans, discussed about the concepts and reflected on their lesson plans and instructional implementations. Their starting to put statistical questions into the centre of doing statistics became an important turning point affected their conceptions related to other themes (e.g., collecting data, interpreting graphs). It also observed several instances that their understandings related to doing statistics impacted their teaching practices. The changes observed could be attributed to several factors.

Keywords

doing statistics, graphs, lesson study, pre-service teachers, understandings

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