Bilgisayar Destekli İşbirlikçi Öğrenmede Otantik Problem-çözmeye Yönelik Bir Model

Abstract

Bu çalışmada çevrimiçi araçların, lise matematik eğitimine entegresiyle, problem çözerken aynı zamanda iletişim ve işbirliği olanaklarını artırma yoluyla öğrencilere daha fazla öğrenme fırsatı sunulması amaçlanmıştır. Harmanlanmış bir matematik eğitimi ortamında yapılan kanıta dayalı bu çalışmada öğrenci-öğrenci, öğrenci-öğretmen ve öğrenci-içerik ilişkileri incelenmektedir. Çalışmaya Ameriaka Birleşik Devletlerinin güneydoğu bölgesindeki bir lisede görev yapan iki öğretmen ve aynı lisede öğrenim gören 35 öğrenci katılmıştır. Çalışmada nitel araştırma yöntemleri kullanılmıştır. Veri toplama araçlarını öğretmen ve öğrenci görüşmeleri ve öğrencilerin çevrimiçi araçlardaki katılımları oluşturmaktadır. Çalışmanın veri toplama, düzenleme ve analiz aşamalarında iki modelden yararlanılmıştır: Stahl (2006)’ın İşbirlikçi Bilgiyi İnşa Modeli (Model of Collaborative Knowledge-Building) ve Anderson (2008)’in Çevrimiçi Öğrenme Teorisi (Theory of Online Learning). Bu iki modelin sentezlenmesi ile harmanlanmış formda öğrencilerin matematik öğrenmelerini anlama ve lise matematşk eğitiminde bilginin sosyal inşasını analiz etmek üzere modifiye edilmiş bir model önerilmektedir

Keywords

• Çevrimiçi araçlar, İletişim, İşbirliği, Matematik Eğitimi

Towards a Model for Authentic Problem-solving in Computer-Supported Collaborative Learning

Abstract

By integrating the use of online technologies into high school students’ mathematics education, this research aimed to provide more learning opportunities for students by providing them enriched potential for communication and collaboration while solving mathematical problems. This evidence-based study in mathematics education investigates the student-student, student-teacher, and student-content interactions in blended mode. Two teachers and 35 students at a public high school located in the southeastern United States participated in this study. Qualitative research methods are applied in this study. Data was collected through student and teacher interviews and contributions on the online tools. Two models have guided the data collection, organization, and analyses for this study: Stahl (2006)’s Model of Collaborative Knowledge-Building and Anderson’s (2008) Theory of Online Learning. By combining these two models, a new modified model has been suggested for understanding mathematics learning in blended form to analyze social knowledge building in high school mathematics education

Keywords

• Online tools, Communication, Collaboration, Mathematics Education

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