Matematik Öğretiminde Okul Dışı Öğrenme Ortamları Dersinin Öğretmen Adaylarının Düşüncelerine Etkisi

Year 2023, Volume: 17 Issue: Özel Sayı, 553 - 592, 20.10.2023

Hasan Temel

https://doi.org/10.17522/balikesirnef.1360022

Abstract

Bu çalışmada ilköğretim matematik öğretmen adaylarının matematik öğretiminde okul dışı öğrenme ortamları dersi öncesi ve sonrasında okul dışı öğrenme faaliyetlerine yönelik öz yeterlik inançları ve okul dışı öğrenme ortamlarına yönelik düşüncelerinin tespit edilmesi amaçlanmıştır. Amaç doğrultusunda lisans düzeyinde okutulan matematik öğretiminde okul dışı öğrenme ortamları dersinin etkisi incelenmiştir. Çalışmada karma araştırma yöntemi benimsenmiştir. Araştırmanın katılımcıları Türkiye’deki bir devlet üniversitesinde 4. sınıfta öğrenim görmekte olan 59 ilköğretim matematik öğretmen adayından oluşmaktadır. Veri toplama aracı olarak “Okul Dışı Öğrenme Faaliyetlerine Yönelik Öğretmen Öz-Yeterlik İnançları Ölçeği” ve okul dışı öğrenme ortamlarına yönelik altı açık uçlu soru kullanılmıştır. Matematik eğitiminde okul dışı öğrenme ortamları dersinin öğretmen adaylarının öz yeterliklerine ve okul dışı öğrenmeye ilişkin düşüncelerine olumlu etkisi olduğu sonucuna ulaşılmıştır.

Keywords

Matematik öğretimi, okul dışı öğrenme ortamları, öz-yeterlik, ilköğretim matematik öğretmen adayları.

The Effect of the Out-of-School Learning Environments Course in Teaching Mathematics on the Opinions of Teacher Candidates

Abstract

In this study, it was aimed to determine the self-efficacy beliefs of pre-service elementary mathematics teachers towards out-of-school learning (OoSL) activities and their thoughts about out-of-school learning environments (OoSLE) before and after the out-of-school learning environments in mathematics teaching course. In line with this purpose, the effect of out-of-school learning environments course in mathematics teaching taught at undergraduate level was examined. In the study, a mixed research method model was adopted. The participants of the study consisted of 59 elementary mathematics teachers candidates studying in the 4th grade at a state university in Türkiye. "Teacher Self-Efficacy Beliefs Scale for Out-of-School Learning Activities" and six open-ended questions about out-of-school learning environments were used as data collection tools. It was concluded that the out-of-school learning environments course in mathematics education had a positive effect on pre-service teachers' self-efficacy and their thoughts about out-of-school learning.

Keywords

Mathematics teaching, out-of-school learning environments, self-efficacy, teacher candidates

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