Öğrencilerin “Geometrik Yer” Kavrayışlarının Analizi

Year 2016, , 186 - 209, 30.12.2016

Gönül Yazgan-sağ , Ziya Argün

https://doi.org/10.17522/balikesirnef.277491

Abstract

Bu araştırmada kBk modelini kullanarak “geometrik yer” kavramı ile ilgili öğrenci kavrayışlarını
ortaya çıkarmak amaçlanmıştır. Bu amaç için İç Anadolu bölgesinde yer alan bir
büyükşehirdeki özel dershanede kursa devam eden ve araştırmaya gönüllü olarak
katılan 12 tane 10. sınıf öğrencisi ikişerli olarak gruplandırılmış ve
öğrencilerden bir çalışma yaprağındaki “geometrik yer” kavramı ile ilgili 5
tane soruyu cevaplamaları istenmiştir. İlk önce bu sorular temel alınarak
araştırmacılar tarafından kBk modeli yoluyla “geometrik yer” kavramının
kavramsal yapısı ortaya çıkarılmıştır. Daha sonra öğrencilerin bu sorulara
verdikleri cevaplar kullanılarak, “geometrik yer” kavramı ile ilgili
kavrayışlar analiz edilmiştir. Son olarak bu analizler karşılaştırılmış ve
yorumlanmıştır. Yapılan bu karşılaşmada, öğrencilerin sahip olduğu “geometrik
yer” ile ilgili kavrayışlarının sezgisel olduğu, öğrencilerin uygun olamayan
kavrayışlara sahip oldukları ve bu kavrayışlarını irdelemeksizin kullandıkları
sonucuna varılmıştır. Bu araştırmada amaç “geometrik yer” kavramını incelemek
olmasına rağmen, “grafik” kavramı ile ilgili ilginç sonuçlar ile de
karşılaşılmıştır.

Keywords

öğrenci kavrayışları, kBk modeli, geometrik yer, grafik

Analyzing Students’ Conceptions of “Geometric Locus”

Abstract

In this paper we investigate students’ conceptions of “geometric locus” by using the cK¢ model. For this purpose, we formed 6 groups, each of which consisted of two 10th grade students, who were studying in a big city in the Central Anatolian region. We asked the participants 5 questions related to the “geometric locus” concept. In light of the literature, we firstly revealed the conceptual structure of “geometric locus”. Later, students’ conceptions about this concept have been analyzed by comparing students’ responses to these questions and conceptual structure of “geometric locus” concept. The analyses we have conducted with the data suggest that students’ conceptions were not convenient, moreover; they did not have exact conceptions about the core of concepts and they were not able to correctly explain each situation. Although the main focus was on the “geometric locus”, we have obtained interesting outcomes related to “graphic”.

Keywords

student’s conceptions, cK¢ model, geometric locus, graphic

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