Ortaokul 3.Sınıf Öğrencilerinin Okuma Yarışması Problemi Üzerinde Bilişsel Modelleme Yeterlikleri

Year 2017, , 19 - 51, 18.12.2017

Neslihan Şahin Ali Eraslan

https://doi.org/10.17522/balikesirnef.373135

Cited By: 2

Abstract

Bu
çalışmanın amacı Okuma Yarışması Problemi
yardımıyla ortaokul 3. sınıf öğrencilerinin bilişsel modelleme yeterliklerini
ortaya koymaktır.  Araştırma
Karadeniz bölgesinde, büyük bir ilin küçük bir ilçesinde bulunan düşük sosyo-
ekonomik düzeye sahip bir devlet okulunda uygulanmış nitel bir çalışmadır.  Altı haftalık bir ön çalışma ardından esas
çalışmada yer alacak odak gruptaki üç öğrenci ölçüt
örnekleme yöntemi kullanılarak belirlenmiştir. Oluşturulan odak gruba model
oluşturma etkinliği olan Okuma Yarışması Problemi verilerek çalışmaları
istenmiş ve tüm süreç video ile kayıt altına alınmıştır.   Video kayıtları yazılı olarak çözümlendikten
sonra öğrencilerin çalışma kâğıtlarıyla beraber Maaß’ın bilişsel modelleme yeterlikleri çerçevesi kullanılarak
analiz edilmiştir.  Çalışma sonuçları öğrencilerin
problemde verilen beş değişkenden sadece biri üzerinde gerçek hayat problemini
anlamaktan doğrulama yeterliğine kadar olan tüm bilişsel yeterlikler üzerinde
çalışırken diğer dört değişken üzerinde ise farklı yeterlikler ortaya
koymuşlardır.

Keywords

modelleme yeterlikleri, ortaokul öğrencileri, okuma yarışması problemi

Cognitive Modeling Competencies of Third-Year Middle School Students: The Reading Contest Problem

Abstract

The purpose of this study is to reveal cognitive
modeling competencies of third-year-middle school students with the help of the
Reading Contest Problem. A
qualitative research was conducted on a state school located in a small county
of a big city in the Black Sea Region.   
After a six week preliminary study, the focus group included three
students was selected among the classroom using criteria sampling strategies
and then asked to work on the model eliciting
activity of the Reading Contest Problem and the entire process was
recorded on video.  A written transcript
was made of the video recording, after which the recording and the students'
worksheets were analyzed using the Maaß’s
cognitive modeling competencies. The results of the study revealed that
students worked on only one of the five cognitive modeling competencies given
in the problem, from understanding the real-world problem to validating the
result.  They showed different
competencies on the others.

Keywords

modeling competencies, middle school, reading contest problem

References

• Bar-Yam, Y. (2004). Making things work: Solving complex problems in a complex world. NECSI: Knowledge Press.
• Biccard, P., & Wessels, D. (2011). Development of Affective Modelling Competencies in Primary School Learners. Pythagoras, 32(1), 1-9.
• Biccard, P. (2010). An investigation into the development of mathematical modelling competencies of Grade 7 learners. Unpublished Masters Dissertation, Stellenbosch University, South Africa
• Blum, W. (1996). Anwendungsbezüge im Mathematikunterricht – Trends und Perspektiven. Schriftenreihe Didaktik der Mathematik, 23, 15-38.
• Blum, W. (2002). ICMI Study14: Applications and Modelling in Mathematics Education- Discussion Document. Zentralblatt für Didaktik der Mathematik, 34 (5), 229-239.
• Blum, W. (2011). Can modelling be taught and learnt? Some answers from empirical research. In G. Kaiser, W. Blum, R. Borromeo Ferri, & G. Stillman (Eds.), Trends in Teaching and Learning of Mathematical Modelling (pp. 15-30). New York: Springer.
• Blomhoj, M., & Hojgaard Jensen, T. (2003). Developing mathematicalmodelling competence: conceptual clarification and educational planning. Teaching Mathematics and its Applications, 22(3), 123-139.
• Blomhoj, M. (2011). Modelling Competency: Teaching, Learning and Assessing Competencies-Overview. In Kaiser, G., Blum, W., Borromeo Ferri, R., Stillman, G. (Eds.), Trends in Teaching and Learning of Mathematical Modelling (pp. 343-347). New york: Springer
• Blömeke, S., Zlatkin-Troitschanskaia, O., Kuhn, C., & Fege, J. (2013). Modeling and measuring competencies in higher education. Rotterdam: Sense Publishing.
• Chan, C.M.E., Ng, K.E.D., Widjaja, W., & Seto, C. (2012). Assessment of Primary 5 Students’ Mathematical Modelling Competencies. Journal of Science and Mathematics Education in Southeast Asia, 35 (2), 146-178.
• Davis, B., & Sumara, D. (2006). Complexity and Education: Inquiries into learning, teaching, and research. Mahwah, NJ: Lawrence Erlbaum.
• Eraslan, A. ve Kant, S. (2015). Modeling processes of 4th-year middle-school students and the difficulties encountered. Educational Sciences: Theory ve Practice, 15(3), 809-824.
• English, Lyn D. (2002). Development of 10-Year-Olds’ Mathematical Modelling. International PME Conference, University of East Anglia, Norwich.
• English, Lyn D. (2009). Promoting İnterdisciplinarity Through Mathematical Modelling.Zentralblatt Für Didaktik Der Mathematik, 41(1-2), 161-181.
• Ferri, B. R. (2006). Theoretical and empirical differentiations of phases in the modelling process. Zentralblatt Für Didaktik Der Mathematik, 38 (2), 86-95.
• Gainsburg, J. (2006). The Mathematical Modeling of Structural Engineers. Mathematical Thinking and Learning, 8 (1), 3-36.
• Galbraith, P., & Stillman, G. (2001). Assumptions and context: Pursuing their role in modelling activity. In J. Matos, W. Blum, K. Houston, & S. Carreira, (Eds.), Modelling and Mathematics Education: ICTMA 9: Applications in Science and Technology (pp. 300-310). Chichester: Horwood Publishing.
• Greer, B., Verschaffel, L., & Mukhopadhyay, S. (2007) Modelling for life: Mathematics and children’s experience. In W. Blum, P. Galbraith, M. Niss, H. W. Henn (Eds), Modelling and applications in mathematics education (pp. 89–98). New York: Springer.
• Güç-Aydın, F. (2015). Matematiksel Modelleme Yeterliklerinin Geliştirilmesine Yönelik Tasarlanan Öğrenme Ortamlarında Öğretmen Adaylarının Matematiksel Modelleme Yeterliklerinin Değerlendirilmesi. Yayınlanmamış Doktora Tezi. Karadeniz Teknik Üniversitesi, Eğitim Bilimleri Enstitüsü, Trabzon.
• Henning, H., & Keune, M. (2007). Levels of Modelling Competencies. In W. Blum, P. L. Galbraith, H. W. Henn, & M. Niss (Eds.), Modelling and Applications in Mathematics Education The 14th ICMI Study (pp. 225-232). New York: Springer.
• Jacobson, M., & Wilensky, U. (2006). Complex systems in education: Scientific and educational importance and implications for the learning sciences. Journal of the Learning Sciences, 15(1), 11–34.
• Ji, X. (2012). A quasi-experimental study of high school students’ mathematics modelling competence. 12th International Congress on Mathematical Education, COEX, Seoul, Korea.
• Kaiser, G. (2007). Modelling and modelling competencies in school. In C. Haines, P. Galbraith, W. Blum, & S. Khan (Eds.), Mathematical modelling (ICTMA 12): Education, engineering and economics: proceedings from the twelfth International Conference on the Teaching of Mathematical Modelling and Applications (pp. 110-119). Chichester: Horwood.
• Kaiser, G., & Maaß, K. (2007) Modeling in lower secondary mathematics classroom- Problems and opportunities. In: W., Blum, P., Galbraith, H.W. Henn, & M., Niss (Eds.), Modeling and applications in mathematics education – The 14th ICMI study (pp. 99–108). New York: Springer Science
• Korkmaz, E. (2010). İlköğretim Matematik ve Sınıf Öğretmeni Adaylarının Matematiksel Modellemeye Yönelik Görüşleri Matematiksel Modelleme Yeterlilikleri. Yayınlanmamış Doktora Tezi. Balıkesir Üniversitesi, Fen Bilimleri Enstitüsü, Balıkesir.
• Lesh, R. A., & Doerr, H. (2003). Foundations of a Models and Modeling Perspective on Mathematics Teaching and Learning. In R. A. Lesh & H. Doerr (Eds.), Beyond constructivism: A models and modeling perspective on mathematics teaching, learning, and problem solving (pp. 3–34). Mahwah, NJ: Lawrence Erlbaum and Associates.
• Lesh, R. (2006). Modeling students modeling abilities: the teaching and learning of complex systems in education. Journal of the Learning Sciences, 15(1), 45–52.
• Lesh, R., & Sriraman, B. (2005). John Dewey revisited-pragmatisim and the models-modeling perspective on mathematical learning. In A. Beckmann, C. Michelsen, & B. Sriraman (Eds.), Proceedings of the 1st international symposium of mathematics and its connections to the arts and sciences (pp. 7–31). Schwobisch Gmund, Germany: the University of Education.
• Lesh, R. A., & Zawojewski, J. S. (2007). Problem solving and modeling. In F. Lester (Ed.), Second handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 763–804). Charlotte, NC: Information Age Publishing.
• Ludwig, M., & Xu, B. (2010). A Comparative Study of Modelling Competencies Among Chinese and German Students. Journal fur Mathematik-Didaktik, 31(1), 77-97.
• Maaß, K. (2006). What are Modelling Competencies? Zentralblatt Für Didaktik Der Mathematik, 38 (2), 113-142.
• Maaß, K., & Mischo, C. (2011). Implementing Modelling into Day-to-Day Teaching Practice-The Project STRATUM and its Framework. Journal Fur Mathematik-Didaktik, 32(1), 103-131.
• MEB (Milli Eğitim Bakanlığı). (2013). Ortaokul matematik dersi (5, 6, 7 ve 8.Sınıflar) öğretim programı. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
• MEB (Milli Eğitim Bakanlığı). (2013a). Ortaokul ve İmam Hatip Ortaokulu Matematik Uygulamaları Dersi (5, 6, 7 ve 8.Sınıflar) Öğretim Programı. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
• Merriam S. B. (2013). Nitel Araştırma Desen ve Uygulama İçin Bir Rehber (Çev. Selahattin Turan). Ankara : Nobel.
• Ng, K. E. D., & Lee, N.G. (2015). Introduction: Mathematical Modelling Outreach in Singapore. In Lee, N.G. & Ng, K. E. D (Eds.), Mathematical modelling : from theory to practice (pp. 1-19). Singapore: National Institute of Education.
• Niss, M. (2004). Mathematical competencies and the learning of mathematics: The Danish KOM project. In A. Gagtsis & Papastavridis (Eds), Third Mediterranean Conference on mathematical education (pp. 115-124). Athens: The Hellenic mathematical society.
• Niss, M., Blum, W., & Galbraith, P. (2007). Introduction. In W. Blum, W. Henne, & M. Niss (Eds.), Applications and modelling in mathematics education: ICMI study 14 (pp. 3–33). Dordrecht: Kluwer.
• Niss, M. (2010). Modeling a crucial aspect of students’ mathematical modeling. In R. Lesh, P. Galbraith, C. Haines & A. Hurford (Eds.), Modeling students’ mathematical modeling competencies: ICTMA 13 (pp. 43–59). New York: Springer.
• Romberg, T. A., Carpenter, T. P., & Kwako, J. (2005). Standards-based reform and teaching for understanding. In T. A. Romberg, T. P. Carpenter & F. Dremock (Eds.), Understanding mathematics and science matters (pp. 3-28). Mahwah: Lawrence Erlbaum.
• Sekerak, J. (2010). Phases of Mathematical Modelling and Competence of High School Students. The Teaching of Mathematics, 13 (2), 105-112.
• Stillman, G., Brown, J., & Galbraith, P. L. (2008). Research into the teaching and learning of applications and modelling in Australasia. In H. Forgasz, A. Barkatsas, A. Bishop, B. Clarke, S. Keast, W. T. Seah, & P. Sullivan (Eds.), Research in mathematics education in Australasia: New directions in mathematics and science education (pp. 141–164). Rotterdam: Sense Publishers.
• Şahin, N., & Eraslan, A. (2016). Modelling Processes of Primary School Students: the Crime Problem. Education and Science, 41(183), 47-67.
• Tanner, H., & Jones, S. (1995). Developing Metacognitive Skills in mathematical modelling – a socio contructivist interpretation. In C. Sloyer, W. Blum, I. Huntley, (Eds.), Advances and perspectives in the teaching of mathematical modelling and applications (pp.61-70). Yorklyn: Water Street Mathematics.
• Tekin-Dede, A., & Bukova-Güzel, E. (2013). Examining the Mathematics Teachers’ Design Process of the Model Eliciting Activity: Obesity Problem. Elemantary Education Online, 12(4), 1100-1119.
• Tekin-Dede, A., & Yılmaz, S. (2015). Altıncı sınıf öğrencilerinin modelleme yeterlilikleri nasıl geliştirilebilir? International Journal of New Trends in Arts, Sports & Science Education, 4(1), 49-63, [online]: http://www.ijtase.net/ojs/index.php/IJTASE/article/viewFile/365/458 adresinden 25 Aralık 2016 tarihinde indirilmiştir.
• Yıldırım, A., & Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.