Research Article
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The Situation of Middle School Students about Probability: A Concept Map Study

Year 2019, Volume: 8 Issue: 1, 54 - 81, 01.02.2019
https://doi.org/10.14686/buefad.427971

Abstract

This research was
conducted to reveal learner mistakes and misconceptions of secondary school 8th
grade students regarding the subject of probability. Sample of the study
consists of 22 students studying at secondary school 8th grade. Initially
two concept maps were prepared in relation to probability subject as data
collection tool. First concept map covers the curriculum of 6th, 7th
and 8th grades while the latter covers only 8th grade
curriculum. The concept maps were revised in accordance with expert views. The
students were informed about concept maps and the probability subject was
summarized in two courses with the first concept map. Then, the second concept
map was implemented on a class of 22 students under the guidance of teachers
and researcher. As a result of evaluations, five students with mistakes and
misconceptions were interviewed to detect the mistakes and misconceptions
regarding the probability subject. As far as the data concerned, it was seen
that most of the students have mistaken and misconceptions regarding
probability types. It was observed that particularly theoretical probability
and experimental probability are confused. In our education system, with spiral
structure, presenting previous learnings as a whole to learners in the form of
concept map may be an important step for permanent and meaningful learning.

References

  • Baki, A. (1998). [Balancing operational and conceptual knowledge in Mathematics teaching] Matematik öğretiminde işlemsel ve kavramsal bilginin dengelenmesi. Atatürk University Manuscript presented at 40th Anniversary of Foundation Mathematics Symposium. Erzurum.
  • Baki, A. & Mandacı Şahin, S. (2004). [Evaluating Mathematical Learning of Prospective Teachers via Computer Supported Concept Map Method] Bilgisayar Destekli Kavram Haritası Yöntemiyle Öğretmen Adaylarının Matematiksel Öğrenmelerinin Değerlendirilmesi. The Turkish Online Journal of Educational Technology – TOJET, 3 (2), 91-104.
  • Baki, A. (2008). [Mathematics Education from Theory to Practice] Kuramdan Uygulamaya Matematik Eğitimi (Extended 4th Edition). Harf Eğitim Publishing. Ankara.
  • Boyacıoğlu, H., Erduran, A. & Alkan, H. (1996). [Eliminating the Difficulties of Teaching Permutation, Combination and Probability] Permütasyon, Kombinasyon ve Olasılık Öğretiminde Rastlanan Güçlüklerin Giderilmesi. Manuscript presented at II. National Education Symposium. Marmara University, Atatürk Faculty of Education, İstanbul.
  • Boyle, T. (1997). Design for Multimedia Learning. Prentice Hall, Europe.
  • Bulut, S. (1994). The effects of different teaching methods gender on probability achievement and attitudes toward probability. Dissertation, Middle East Technical Unversity Graduate School of Natural and Applied Sciences (unpublished). Ankara.
  • Bulut, S., Ekici, C. & İşeri, A.İ. (1999). [Developing probability worksheets for certain probability concepts] Bazı olasılık kavramlarının öğretimi için olasılık yapraklarının geliştirilmesi. Hacettepe University Journal of Education, 15, 129–136.
  • Çelik, D. & Güneş, G. (2007). Examining the comprehensions and misconceptions of 7th, 8th and 9th grade learners in relation to probability. Journal of National Education, 173, 361–375.
  • Dereli, A. (2009). [Mistakes and Misconceptions of 8th Grade Students Regarding Probability] Sekizinci Sınıf Öğrencilerinin Olasılık Konusundaki Hataları ve Kavram Yanılgıları, Master Thesis, Osmangazi University. Eskişehir
  • Eyidoğan, F. & Güneysu, S. (2002). [Investigating the misconceptions in 8th grade Science Course Books] İlköğretim 8. sınıf Fen Bilgisi kitaplarındaki kavram yanılgılarının incelenmesi, http://www.fedu.metu.edu.tr/ufbmek-5/b_kitabi/ PDF/Fen/Bildiri/t72d.pdf.
  • Fisher, K. (1985). A Misconception in Biology: Amino Acids and Translation. Journal of Biology Education, Vol. 22, 53-62.
  • Fraenkel, J. R. & Wallen, N. E. (2006). How to Design and Evaluate Research in Education. A business unit of The McGraw-Hill Companies. USA.
  • Grevholm, B. (2008). Concept Maps as Research Tool in Mathematics Education Concept Mapping: Connecting Educators. Proc. of the Third Int. Conference on Concept Mapping. A. J. Cañas, P. Reiska, M. Åhlberg & J. D. Novak, Eds. Tallinn, Estonia & Helsinki. Finland.
  • Gürbüz, R. (2007). [The Effect of Computer Supported Education on Conceptual Developments of Learners: A Sample of Probability] Bilgisayar Destekli Öğretimin Öğrencilerin Kavramsal Gelişimlerine Etkisi: Olasılık Örneği. Journal of Educational Studies, 28(8), 75-87.
  • Gürdal, A. & Duru, M.K. (2002). [The effect of instruction with concept map for secondary school science course by making groups draw concept maps on learner achievement] İlköğretim Fen Bilgisi Dersinde Kavram Haritasıyla ve Gruplara Kavram Haritası Çizdirilerek Öğretimin Öğrenci Başarısına Etkisi. V. National Science and Mathematics Education Congress, METU, Ankara.
  • Hammer, D. (1996). How many alternative perspectives of cognitive structure influence instructional perceptions and intentions? Journal of Learning Sciences, 5 (2), 97- 127.
  • Heinze-Fry, J. & Novak, J., (1990). Concept mapping brings long-term movement towards meaningful learning. Science Education, 74, 461-472.
  • Hoeft, R. M., Jentsch, F. G., Harper, M. E., Evans III. A. W., Bowers, C. A. & Salas, E. (2003). TPL-KATS-Concept map: A Computerized Knowledge Assessment Tool, Computers in Human Behaviour. Elsevier Science Ltd., USA.
  • Jun, L. (2002). Misconceptions in probability, East China Normal University, National Institute of Education, China.
  • Karapür, İ. (2002). [Misconceptions Encountered During Probability Teaching in High Schools of Van Province] Van’daki Liselerde Olasılık Öğretiminde Görülen Kavram Yanılgıları. Master Thesis, Yüzüncü Yıl University Institute of Science. Van.
  • Karasar, N. (1999). [Scientific research method] Bilimsel araştırma yöntemi. Nobel Publishing, 9th Edition, Ankara.
  • Kaşlı, A.F., Aytaç, V. & Erdur, G. (2001). [Concept Mapping] Kavram Haritalama. Ege Journal of Education, 1 (1), 127-136.
  • Khazanov, L. (2005). An investigation of approaches and strategies for resolving students’ misconceptions about probability in introductory college statistics. Borough of Manhattan Community College, Mathematics Department 199 Chambers Street.
  • Kurhila, J., Sutinen, E. & Kurhila, J. (1999). Towards Meaningful Computer Use in Education. K.Sarlin (ed), Proc.Information Technology Shaping European Universities EUNIS99, 261-264, Finland.
  • Küçük, A. & Demir, B. (2009). [A Study on Some Misconceptions Encountered During Mathematics Education of Secondary School 6th and 8th grades] İlköğretim 6-8. Sınıflarda Matematik Öğretiminde Karşılaşılan Bazı Kavram Yanılgıları Üzerine Bir Çalışma. Dicle University Journal of Ziya Gökalp Education Faculty, 13, 97-112.
  • Koray, Ö. & Bal, S. (2002). [Misconceptions in Science Education and Conceptual Change Strategy]Fen Öğretiminde Kavram Yanılgıları ve Kavramsal Değişim Stratejisi. G.Ü. Kastamonu Journal of Education, 10 (1), 83-90.
  • Lawson, A.E & Thompson, L.D. (1988). Formal reasing ability and misconception concerning genetics and natural selection. Journal of Research in Science Teaching, 25, 733-746.
  • Ministry of National Education. (2003). TIMSS 1999. Third International Mathematics and Science Workshop. Ankara: Department of Research and Development of Education.
  • Ministry of National Education. (2012). 8th Grade Mathematics Course Book, Ministry of National Education Publishing, Ankara.
  • Memnun, D.S. (2008). [Some Difficulties of Learning Probability Concepts, The Reasons for Not Being Able to Learn These Concepts and Solution Recommendations] Olasılık Kavramlarının Öğrenilmesinde Karşılaşılan Zorluklar, Bu Kavramların Öğrenilememe Nedenleri ve Çözüm Önerileri. İnönü University Journal of Education, Uludağ University Faculty of Education Department of Secondary Mathematics Education, 9 (15),89–101.
  • Moss, J. & Case, R. (1999). Developing Children’s Understanding of the Rational Numbers, A New Model and Experimental Curriculum. University of Toronto, 119-147, Canada.
  • Mwakapenda, W. (2003). Concept mapping and context in mathematics education. The Mathematics Education into the 21st Century Project Proceedings of the International Conference the Decidable and the Undecidable in Mathematics Education Brno, Czech Republic.
  • Novak, J.D. & Gowin, B. (1984). Learning How to Learn. Cambridge University Press, USA.
  • Novak, J.D. (1990). Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27 (10), 937-949.
  • Novak, J.D. (1998). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Mahwah, N.J.: Lawrence Erlbaum Associates.
  • Novak, J.D. & Musonda, D. (1991). A twelve-year longitudinal study of science concept learning. American Educational Research Journal, 28(1), 117-153.
  • Özbek, L. (2000). Olasılık ve Olasılık Öğretimi Üzerine Bir Çalışma. IV. Fen Bilimleri Eğitimi Kongresi, Hacettepe Üniversitesi Eğitim Fakültesi, Ankara.
  • Özdemir, Ö. (2002). [The Effects of Constructivist Approach and the Use of Concept Maps on Learner Achievements] Fen Eğitiminde İnşacı Yaklaşım ve Kavram Haritalarının Kullanımının Öğrenci Başarılarına Olan Etkileri. V. National Science and Mathematics Education Congress, METU. Ankara.
  • Özmantar, M., Bingölbali E. & Akkoç H. (2008). [Mathematical Misconceptions and Solution Reccommendations] Matematiksel Kavram Yanılgıları ve Çözüm Önerileri, Pegem Akademi. Ankara.
  • Pearson, M. & Somekh, B. (2003). Concept Mapping as a Research Tool: A Study of Secondary Children’s Representations of Information and Communication Technologies (ICT). Education and Information Technologies, 8 (1), 5-22, Kluwer Academic Publishers, Netherlands.
  • Roth, W.R. & Roychoudhury, A. (1992). The social construction of scientific concepts or the concept map as conscription device and tool for social thinking in high school science. Science Education, 76 (5), 531-557.
  • Rowell, A.J., Dawson, C. J. & Harry, L. (1990). Changing Misconceptions: a challenge to science education. International Journal Science Education, 12 (2), 167-175.
  • Ubuz, B. (1999). [Misconceptions of 10th and 11th Grade Students Regarding Geometry and Gender Differences] 10. ve 11. Sınıf Öğrencilerinin Geometride Kavram Yanılgıları ve Cinsiyet Farklılıkları. Symposium of Modern Approaches in Teacher Training. DEÜ. Buca Faculty of Education. İzmir.
  • Ulusoy, F. (2011). Kavram Yanılgıları. Retrieved 16 May 2011, from http://www.fatihulusoy.com/wp-content/uploads/2007/08/kavram-yanilgilari.doc.
  • Vickers, B. (2002). A classrom study into the use of kinaesthetic methods in the teaching of probability theory of ındependent and random events (Bursary Report), Teaching Statistics.
  • Yılmaz, Z. (2007). [Misconceptions of Secondary School Students Regarding Decimal Digits] İlköğretim İkinci Kademe Öğrencilerinin Ondalık Sayılar Konusundaki Kavram Yanılgıları (Uşak İli Örneği). Master Thesis. Osman Gazi University. Institute of Science. Eskişehir.

Ortaokul Öğrencilerinin Olasılıkla İlgili Hata ve Kavram Yanılgıları: Bir Kavram Haritası Çalışması

Year 2019, Volume: 8 Issue: 1, 54 - 81, 01.02.2019
https://doi.org/10.14686/buefad.427971

Abstract



Bu araştırma, ortaokul 8. sınıf öğrencilerinin
olasılık konusundaki hata ve kavram yanılgılarını ortaya çıkarmak için
gerçekleştirilmiştir.  Çalışmanın
örneklemini ilköğretim 8. sınıfta öğrenim görmekte olan 22 öğrenci
oluşturmuştur. Veri toplama aracı olarak önce olasılık konusu ile ilgili iki
tane kavram haritası hazırlandı. Birinci kavram haritası 6, 7 ve 8. sınıflar,
ikincisi ise sadece 8. sınıf müfredatını içermektedir. Hazırlanan kavram
haritaları uzman görüşleriyle tekrar düzenlendi. Öğrencilere birinci kavram
haritasıyla iki ders saatinde hem kavram haritaları hakkında bilgi verildi
hem de olasılık konusu özet yapıldı. Daha sonra ikinci kavram haritası bir
ders saatinde 22 öğrenciden oluşan sınıfa öğretmenler ve araştırmacı
rehberliğinde uygulandı. Yapılan değerlendirmeler sonucunda hata ve kavram yanılgısı
olan öğrencilerden beş tanesiyle mülakat yapılarak olasılık konusu hakkındaki
hata ve kavram yanılgıları teşhis edilmeye çalışılmıştır. Verilere
bakıldığında öğrencilerde en fazla olasılık çeşitlerinde hata ve kavram
yanılgısının olduğu görülmüştür. Olasılık çeşitlerinde de özellikle teorik
olasılık ile deneysel olasılığın birbirinden ayırt edilemediği gözlenmiştir.
Sarmal yapıdaki eğitim sistemimizde öğrencilerin daha önceki öğrenimlerini
bir bütün olarak kavram haritası gibi bir materyalle sunmaları kalıcı, anlamlı
ve kolay öğrenme adına önemli bir çalışma olabilir.


References

  • Baki, A. (1998). [Balancing operational and conceptual knowledge in Mathematics teaching] Matematik öğretiminde işlemsel ve kavramsal bilginin dengelenmesi. Atatürk University Manuscript presented at 40th Anniversary of Foundation Mathematics Symposium. Erzurum.
  • Baki, A. & Mandacı Şahin, S. (2004). [Evaluating Mathematical Learning of Prospective Teachers via Computer Supported Concept Map Method] Bilgisayar Destekli Kavram Haritası Yöntemiyle Öğretmen Adaylarının Matematiksel Öğrenmelerinin Değerlendirilmesi. The Turkish Online Journal of Educational Technology – TOJET, 3 (2), 91-104.
  • Baki, A. (2008). [Mathematics Education from Theory to Practice] Kuramdan Uygulamaya Matematik Eğitimi (Extended 4th Edition). Harf Eğitim Publishing. Ankara.
  • Boyacıoğlu, H., Erduran, A. & Alkan, H. (1996). [Eliminating the Difficulties of Teaching Permutation, Combination and Probability] Permütasyon, Kombinasyon ve Olasılık Öğretiminde Rastlanan Güçlüklerin Giderilmesi. Manuscript presented at II. National Education Symposium. Marmara University, Atatürk Faculty of Education, İstanbul.
  • Boyle, T. (1997). Design for Multimedia Learning. Prentice Hall, Europe.
  • Bulut, S. (1994). The effects of different teaching methods gender on probability achievement and attitudes toward probability. Dissertation, Middle East Technical Unversity Graduate School of Natural and Applied Sciences (unpublished). Ankara.
  • Bulut, S., Ekici, C. & İşeri, A.İ. (1999). [Developing probability worksheets for certain probability concepts] Bazı olasılık kavramlarının öğretimi için olasılık yapraklarının geliştirilmesi. Hacettepe University Journal of Education, 15, 129–136.
  • Çelik, D. & Güneş, G. (2007). Examining the comprehensions and misconceptions of 7th, 8th and 9th grade learners in relation to probability. Journal of National Education, 173, 361–375.
  • Dereli, A. (2009). [Mistakes and Misconceptions of 8th Grade Students Regarding Probability] Sekizinci Sınıf Öğrencilerinin Olasılık Konusundaki Hataları ve Kavram Yanılgıları, Master Thesis, Osmangazi University. Eskişehir
  • Eyidoğan, F. & Güneysu, S. (2002). [Investigating the misconceptions in 8th grade Science Course Books] İlköğretim 8. sınıf Fen Bilgisi kitaplarındaki kavram yanılgılarının incelenmesi, http://www.fedu.metu.edu.tr/ufbmek-5/b_kitabi/ PDF/Fen/Bildiri/t72d.pdf.
  • Fisher, K. (1985). A Misconception in Biology: Amino Acids and Translation. Journal of Biology Education, Vol. 22, 53-62.
  • Fraenkel, J. R. & Wallen, N. E. (2006). How to Design and Evaluate Research in Education. A business unit of The McGraw-Hill Companies. USA.
  • Grevholm, B. (2008). Concept Maps as Research Tool in Mathematics Education Concept Mapping: Connecting Educators. Proc. of the Third Int. Conference on Concept Mapping. A. J. Cañas, P. Reiska, M. Åhlberg & J. D. Novak, Eds. Tallinn, Estonia & Helsinki. Finland.
  • Gürbüz, R. (2007). [The Effect of Computer Supported Education on Conceptual Developments of Learners: A Sample of Probability] Bilgisayar Destekli Öğretimin Öğrencilerin Kavramsal Gelişimlerine Etkisi: Olasılık Örneği. Journal of Educational Studies, 28(8), 75-87.
  • Gürdal, A. & Duru, M.K. (2002). [The effect of instruction with concept map for secondary school science course by making groups draw concept maps on learner achievement] İlköğretim Fen Bilgisi Dersinde Kavram Haritasıyla ve Gruplara Kavram Haritası Çizdirilerek Öğretimin Öğrenci Başarısına Etkisi. V. National Science and Mathematics Education Congress, METU, Ankara.
  • Hammer, D. (1996). How many alternative perspectives of cognitive structure influence instructional perceptions and intentions? Journal of Learning Sciences, 5 (2), 97- 127.
  • Heinze-Fry, J. & Novak, J., (1990). Concept mapping brings long-term movement towards meaningful learning. Science Education, 74, 461-472.
  • Hoeft, R. M., Jentsch, F. G., Harper, M. E., Evans III. A. W., Bowers, C. A. & Salas, E. (2003). TPL-KATS-Concept map: A Computerized Knowledge Assessment Tool, Computers in Human Behaviour. Elsevier Science Ltd., USA.
  • Jun, L. (2002). Misconceptions in probability, East China Normal University, National Institute of Education, China.
  • Karapür, İ. (2002). [Misconceptions Encountered During Probability Teaching in High Schools of Van Province] Van’daki Liselerde Olasılık Öğretiminde Görülen Kavram Yanılgıları. Master Thesis, Yüzüncü Yıl University Institute of Science. Van.
  • Karasar, N. (1999). [Scientific research method] Bilimsel araştırma yöntemi. Nobel Publishing, 9th Edition, Ankara.
  • Kaşlı, A.F., Aytaç, V. & Erdur, G. (2001). [Concept Mapping] Kavram Haritalama. Ege Journal of Education, 1 (1), 127-136.
  • Khazanov, L. (2005). An investigation of approaches and strategies for resolving students’ misconceptions about probability in introductory college statistics. Borough of Manhattan Community College, Mathematics Department 199 Chambers Street.
  • Kurhila, J., Sutinen, E. & Kurhila, J. (1999). Towards Meaningful Computer Use in Education. K.Sarlin (ed), Proc.Information Technology Shaping European Universities EUNIS99, 261-264, Finland.
  • Küçük, A. & Demir, B. (2009). [A Study on Some Misconceptions Encountered During Mathematics Education of Secondary School 6th and 8th grades] İlköğretim 6-8. Sınıflarda Matematik Öğretiminde Karşılaşılan Bazı Kavram Yanılgıları Üzerine Bir Çalışma. Dicle University Journal of Ziya Gökalp Education Faculty, 13, 97-112.
  • Koray, Ö. & Bal, S. (2002). [Misconceptions in Science Education and Conceptual Change Strategy]Fen Öğretiminde Kavram Yanılgıları ve Kavramsal Değişim Stratejisi. G.Ü. Kastamonu Journal of Education, 10 (1), 83-90.
  • Lawson, A.E & Thompson, L.D. (1988). Formal reasing ability and misconception concerning genetics and natural selection. Journal of Research in Science Teaching, 25, 733-746.
  • Ministry of National Education. (2003). TIMSS 1999. Third International Mathematics and Science Workshop. Ankara: Department of Research and Development of Education.
  • Ministry of National Education. (2012). 8th Grade Mathematics Course Book, Ministry of National Education Publishing, Ankara.
  • Memnun, D.S. (2008). [Some Difficulties of Learning Probability Concepts, The Reasons for Not Being Able to Learn These Concepts and Solution Recommendations] Olasılık Kavramlarının Öğrenilmesinde Karşılaşılan Zorluklar, Bu Kavramların Öğrenilememe Nedenleri ve Çözüm Önerileri. İnönü University Journal of Education, Uludağ University Faculty of Education Department of Secondary Mathematics Education, 9 (15),89–101.
  • Moss, J. & Case, R. (1999). Developing Children’s Understanding of the Rational Numbers, A New Model and Experimental Curriculum. University of Toronto, 119-147, Canada.
  • Mwakapenda, W. (2003). Concept mapping and context in mathematics education. The Mathematics Education into the 21st Century Project Proceedings of the International Conference the Decidable and the Undecidable in Mathematics Education Brno, Czech Republic.
  • Novak, J.D. & Gowin, B. (1984). Learning How to Learn. Cambridge University Press, USA.
  • Novak, J.D. (1990). Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27 (10), 937-949.
  • Novak, J.D. (1998). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Mahwah, N.J.: Lawrence Erlbaum Associates.
  • Novak, J.D. & Musonda, D. (1991). A twelve-year longitudinal study of science concept learning. American Educational Research Journal, 28(1), 117-153.
  • Özbek, L. (2000). Olasılık ve Olasılık Öğretimi Üzerine Bir Çalışma. IV. Fen Bilimleri Eğitimi Kongresi, Hacettepe Üniversitesi Eğitim Fakültesi, Ankara.
  • Özdemir, Ö. (2002). [The Effects of Constructivist Approach and the Use of Concept Maps on Learner Achievements] Fen Eğitiminde İnşacı Yaklaşım ve Kavram Haritalarının Kullanımının Öğrenci Başarılarına Olan Etkileri. V. National Science and Mathematics Education Congress, METU. Ankara.
  • Özmantar, M., Bingölbali E. & Akkoç H. (2008). [Mathematical Misconceptions and Solution Reccommendations] Matematiksel Kavram Yanılgıları ve Çözüm Önerileri, Pegem Akademi. Ankara.
  • Pearson, M. & Somekh, B. (2003). Concept Mapping as a Research Tool: A Study of Secondary Children’s Representations of Information and Communication Technologies (ICT). Education and Information Technologies, 8 (1), 5-22, Kluwer Academic Publishers, Netherlands.
  • Roth, W.R. & Roychoudhury, A. (1992). The social construction of scientific concepts or the concept map as conscription device and tool for social thinking in high school science. Science Education, 76 (5), 531-557.
  • Rowell, A.J., Dawson, C. J. & Harry, L. (1990). Changing Misconceptions: a challenge to science education. International Journal Science Education, 12 (2), 167-175.
  • Ubuz, B. (1999). [Misconceptions of 10th and 11th Grade Students Regarding Geometry and Gender Differences] 10. ve 11. Sınıf Öğrencilerinin Geometride Kavram Yanılgıları ve Cinsiyet Farklılıkları. Symposium of Modern Approaches in Teacher Training. DEÜ. Buca Faculty of Education. İzmir.
  • Ulusoy, F. (2011). Kavram Yanılgıları. Retrieved 16 May 2011, from http://www.fatihulusoy.com/wp-content/uploads/2007/08/kavram-yanilgilari.doc.
  • Vickers, B. (2002). A classrom study into the use of kinaesthetic methods in the teaching of probability theory of ındependent and random events (Bursary Report), Teaching Statistics.
  • Yılmaz, Z. (2007). [Misconceptions of Secondary School Students Regarding Decimal Digits] İlköğretim İkinci Kademe Öğrencilerinin Ondalık Sayılar Konusundaki Kavram Yanılgıları (Uşak İli Örneği). Master Thesis. Osman Gazi University. Institute of Science. Eskişehir.
There are 46 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Sebahat Yetim

Publication Date February 1, 2019
Published in Issue Year 2019 Volume: 8 Issue: 1

Cite

APA Yetim, S. (2019). The Situation of Middle School Students about Probability: A Concept Map Study. Bartın University Journal of Faculty of Education, 8(1), 54-81. https://doi.org/10.14686/buefad.427971

All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License 

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