LİSE ÖĞRENCİLERİNİN DERS İMECESİNE DAYALI OLARAK HAZIRLANAN MATEMATİK DERSİNE İLİŞKİN GÖRÜŞLERİ

Abstract

Bu çalışmanın amacı, lise öğrencilerinin fonksiyonlar konusunda ders imecesi kullanılarak tasarlanan matematik dersine ilişkin görüşlerini ortaya koymaktır. Araştırmaya 10. Sınıflarda öğrenim gören toplam 20 öğrenci katılmıştır. Öğrencilerin görüşleri imece uygulaması ile gerçekleştirilen fonksiyon öğretimi sonrasında alınmıştır. Veri toplama aracı olarak 9 açık uçlu sorudan oluşan yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizinde içerik analiz tekniğinden yararlanılmıştır. Analiz sonucunda, öğrencilerin çoğunluğu imece uygulamasının verimli olduğunu, imece uygulaması ile gerçekleştirilen dersin daha anlaşılır ve etkili olduğunu, katılım sağladığını öğrenmeye olumlu katkısının olduğunu, öğrenci başarısına olumlu katkı sağladığını, derse yönelik ilgiyi arttırdığını, ancak zaman alan bir uygulama olduğunu ifade etmişlerdir. Ayrıca, öğrenciler, imece uygulamasının fonksiyonlar konusunu daha iyi anlama ve özümsemeye katkı sağladığını düşünmektedirler

Keywords

• ders imece
• matematik
• fonksiyonlar
• öğrenci görüşleri

HIGH SCHOOL STUDENTS’ OPINIONS ON MATHEMATICS LESSON PREPARED BASED ON LESSON STUDY

Abstract

The purpose of the study is to reveal high school students’ opinions on the mathematics lesson designed using lesson study on teaching functions. A total of 20 students in the 10th grade participated in the study. Students’ opinions were taken after the function teaching carried out with lesson study. As data collection tool, a semi-structured interview form with 9 open-ended questions was used. Content analysis technique was used to analyze the data. As a results of the analysis, most of the students indicated that, the practice of study lesson was efficient, the lesson conducted with lesson study was more understandable and effective, it enabled participation, it had a positive contribution to learning, it contributed positively to student achievement and increased interest in the lesson, but it took time to implement. In addition, students thought that study lesson practice contributed to better understanding and assimilation of functions.

Keywords

• Lesson study
• mathematics
• functions
• students’ views

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