Investigating The Effect Of Origami Use In Geometry Teaching On Pre-service Teachers' Concept Images

Abstract

The paper folding method for teaching mathematics is used as a concrete material in primary and secondary schools to explore concepts, primarily geometry, and understand the relationship between these concepts. The overarching definitions expressing the relations of the quadrilaterals are ignored when teaching plane geometry. This research is differentiated from other studies in creating original content by approaching origami and quadrilaterals conceptually. In this study, pre-service teachers will be provided to rethink the conceptual relationship between quadrilaterals with origami. The primary purpose is to determine the effect of paper folding activities on pre-service teachers' concept images of quadrilaterals. A quantitative research method, a single group pre-test-post-test design, will be used to achieve this aim. The study data were collected with "Concept Image Questions" and "Geometry Attitude Scale." As a result of the data analysis, it was seen that while the pre-test was directed to the exclusionary definitions, the concept images of the inclusive definitions intensified in the post-test. In addition, no significant change was observed in the geometry attitudes of pre-service teachers. At the end of the study, it was concluded that the application of origami activities would enable pre-service teachers to express comprehensive definitions of quadrilaterals and to deal with the relations of quadrilaterals with each other in a conceptual dimension. Thus, students' awareness of plane geometry subjects taught in schools will increase indirectly.

Keywords

• Origami
• geometry
• quadrilaterals
• concept image

Geometri Öğretiminde Origami Kullanımının Öğretmen Adaylarının Kavram İmajlarına Etkisinin İncelenmesi

Abstract

Matematik öğretimi için kağıt katlama yöntemi ilkokul ve ortaokulda geometri öncelikli olmak üzere kavramların keşfedilmesi ve bu kavramlar arasındaki ilişkinin anlaşılması için somut bir materyal olarak kullanılmaktadır. Dörtgenlerin birbiriyle olan ilişkilerini ifade eden kapsayıcı tanımları ise düzlem geometrisi öğretilirken göz ardı edilmektedir. Bu araştırma origami ile dörtgenler konusuna kavramsal olarak yaklaşarak özgün içerikler oluşturulması açısından diğer çalışmalardan farklılaştırılmıştır. Bu çalışmada öğretmen adaylarının dörtgenler arasındaki kavramsal ilişkiyi origami ile yeniden düşünmeleri sağlanacaktır. Burada temel amaç kağıt katlama etkinliklerinin öğretmen adaylarının dörtgenlere ilişkin kavram imajlarına olan etkisini belirlemektir. Bu amaca ulaşmak için nicel araştırma yöntemi, tek grup ön test – son test deseni kullanılacaktır. Çalışmanın verileri ‘’Kavram İmajı Soruları’’ ve ‘’Geometri Tutum Ölçeği’’ ile toplanmıştır. Veri analizinin sonucunda ön testte daha çok hariç tutan tanımlara yönlenirken son testte kapsayıcı tanımlara ilişkin kavram imajlarının yoğunlaştığı görülmüştür. Bunun yanında öğretmen adaylarının geometri tutumlarında anlamlı bir değişme görülmemiştir. Çalışma sonunda origami etkinliklerinin uygulanmasının öğretmen adaylarının dörtgenlere ilişkin kapsayıcı tanımları ifade edebilme ve dörtgenlerin birbirleriyle olan ilişkilerini kavramsal boyutta ele alabilmelerini sağlayacağı sonucuna ulaşılmıştır. Böylece okullarda öğretilen düzlem geometri konularında öğrencilerde bu farkındalıkları dolaylı olarak artırılacaktır

Keywords

• Origami
• geometri
• dörtgenler
• kavram imajı

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