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Farklılaştırılmış Öğretim Tasarımının Öğrencilerin Özyeterlik Algıları, Bilişüstü Becerileri ve Akademik Başarılarına Etkisinin İncelenmesi

Year 2009, Volume: 37 Issue: 37, 201 - 214, 01.06.2009

Defne Yabaş Sertel Altun

Abstract

Çalışma, farklılaştırılmış öğretim tasarımını merkeze alarak, bu tasarımın öğrencilerin akademik başarıları, bilişüstübecerileri ve öz-yeterlik algıları üzerindeki etkisini belirlemeyi amaçlamıştır. Araştırmada öntest-sontest deney desenikullanılmış, deney grubu Esenler Cumhuriyet İlköğretim Okulu altıncı sınıfa devam eden 25 öğrenciden oluşmuştur.Farklılaştırılmış öğretim tasarımı matematik dersi ondalık kesirler ünitesi için hazırlanmıştır. Çalışmada, araştırmacıtarafından geliştirilen ve geçerlik-güvenirlik çalışmaları yapılmış akademik başarı testi, Üredi (2005) tarafından Türkçe’yeuyarlanan bilişüstü beceri ölçeği ile öz-yeterlik algısı ölçekleri uygulamadan önce ve sonra olmak üzere iki defa deneygrubuna uygulanmıştır. Araştırmanın sonucunda öğrencilerin akademik başarı testi, bilgi, kavrama ve uygulama test puanları,bilişüstü beceriler ve öz-yeterlik algıı puanları arasında sontest lehine anlamlı fark bulunmuştur. Bu bulgular araştırmanınbaşında belirlenen üç denenceyi de desteklemiştir

Keywords

Farklılaştırılmış öğretim tasarımı öz-yeterlik algısı bilişüstü beceriler akademik başarı matematik öğretimi

References

  • Bandura, A. (1997). Self-Efficacy: The Exercise of Control. ABD: W.H. Freeman and Company.
  • Boerger, M. V. (2005). Differentiated instruction in the middle school math classroom: A case study. Yüksek Lisans Tezi. Pacific Lutheran University.
  • Carr, M., Alexander, J. & Folds-Bennett, T. (1994). Metacognition and Mathematics Strategy Use. Applied Cognitive Psychology, 8(6), 583-595
  • Eisenberger, J. , Conti-D’Antonio, M. & Bertarndo, R. (2005). Self Efficacy: Raising the Bar for All Students (2nd ed.). ABD: Eye on Education
  • English, L. D., & Halford, G. S. (1995). Mathematics Education Models and Processes. ABD: Lawrence Erlbaum Associates, Publishers.
  • Erden, M. (1998). Eğitimde Program Değerlendirme (3.Bs.). Ankara: Anı Yayıncılık.
  • Gregory, G. H & Chapman, C.(2002). Differentiated Instructional Strategies: One Size Doesn’t Fit All. ABD: Corwin Press, Inc.
  • Hacker, D. J. (1998). Definitions and Empirical Foundations. In D. J. Hacker, J. Dunlosky &A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp: 1-23). ABD: Lawrence Erlbaum Associates, Publishers.
  • Hall, J. M., Ponton, M. K. (2005). Mathematics Self-Efficacy of College Freshman. Journal of Developmental Education, 28 (3), 26-28,30,32
  • Heacox, D. (2002). Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12. ABD: Free Spirit Publishing.
  • Karasar, N. (2005). Bilimsel Araştırma Tasarımleri (14.Bs.). Ankara: Nobel Yayın Dağıtım.
  • Maier, S. R. & Curtin, P.A. (2005). Self-Efficacy Theory: A Prescriptive Model for Teaching Research Methods. Journalism and Mass Communication Educator, 59(4), 352-364.
  • Marlowe, B.A. & Page, M. L. (1998). Creating and Sustaining the Constructivist Classroom.ABD: Corwin Press Inc.
  • Mevarech, Z. R. &Kramarski, B. (2003). The Effects of Metacognitive Training versus Worked-Out Examples on Students' Mathematical Reasoning. British Journal of Educational Psychology,73(4), 449-471
  • National Research Council. (2001). Adding it Up. Helping Children Learn Mathematics. J. Kilpatrick, J. Swafford & F. Bradford.(Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. ABD: National Academy Press.
  • Pajares, F. M. & Miller, D. (1994). Role of Self-Efficacy and Self-Concept Beliefs in Mathematical Problem Solving: A Path Analysis. Journal of Educational Psychology, 86(2), 193-203.
  • Randhawa, B.S., Beamer, J. E. & Lundeberg, I.. (1993). Role of Mathematics Self-Efficacy in the Structural Model of Mathematics Achievement. Journal of Educational Psychology, 85(1), 41-48
  • Richards, M.R.E. & Omdal, S. N. (2007). Effects of Tiered Instruction on Academic Performance in a Secondary Science Course. Journal of Advanced Academics, 18(3), 424-456
  • Schunk, D. H. (1998). Teaching Elementary Students to Self-Regulate Practice of Mathematical Skills with Modeling. In D.H Schunk & B. J. Zimmerman (Eds.), Self-Regulated Learning From Teaching to Self-Reflective Practice. New York: The Guilford Press.
  • Siegle, D. & McCoach B. D. (2007). Increasing Student Mathematics Self-Efficacy Through Teacher Training.The Journal of Secondary Gifted Education, 18 (2), 278-312,330-331
  • Springer, R., Pugalee, D. & Algozzine, B. (2007). Improving Mathematics Skills of High School Students. The Clearing House, 81(1), 37-43.
  • Stager, A. (2007). Differentiated Instruction in Mathematics. Yayımlanmamış Yüksek Lisans Tezi. Caldwell College.
  • Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed Ability Classrooms (2nd ed). ABD: Association for Supervision and Curriculum Development.
  • Tomlinson, C. A. (2005). The Differentiated Classroom: Responding to the Needs of All Learners. ABD: Pearson Merrill Prentice Hall.
  • Trafton, P. R. & Claus, A.S.(1994). A Changing Curriculum for a Changing Age. In C. E. Thornton & N.S. Bley. (Eds), Windows of Opportunity Mathematics for Students with Special Needs (pp-19-39). ABD: National Council of Teachers of Mathematics.
  • Üredi, I. (2005). Algılanan Anne Baba Tutumlarının İlköğretim 8. Sınıf Öğrencilerinin Öz-Düzenleyici Öğrenme
  • Stratejileri ve Motivasyonel İnançları Üzerindeki Etkisi. Yayımlanmamış Doktora Tezi. YTÜ Sosyal Bilimler Enstitüsü.
  • Von Glasersfeld, E. (1995). A Constructivist Approach To Teaching. In P. S. Leslie,& J. Gale (Eds.), Constructivism in
  • Education. (pp. 3-15). ABD: Lawrence Erlbaum Associates, Publishers.
  • Washington, K. (2006). Sixth Grade Students' Perceptions Regarding Their Performance in a Differentiated Mathematics Instructional Model at a Selected Intermediate School. Yayımlanmamış Doktora Tezi. Sam Houston State University.
  • Wood, F. R. (2006). The Relationship Between the Measured Changes in the Mathematics Scores of Eighth Grade New Jersey Students and the Implementation of a Standards-Based Mathematics Program. Yayımlanmamış Doktora Tezi. Widener University.
  • Woolfolk, A. (2004). Educational Psychology (9th ed.). ABD: Pearson

Year 2009, Volume: 37 Issue: 37, 201 - 214, 01.06.2009

Defne Yabaş Sertel Altun

Abstract

References

  • Bandura, A. (1997). Self-Efficacy: The Exercise of Control. ABD: W.H. Freeman and Company.
  • Boerger, M. V. (2005). Differentiated instruction in the middle school math classroom: A case study. Yüksek Lisans Tezi. Pacific Lutheran University.
  • Carr, M., Alexander, J. & Folds-Bennett, T. (1994). Metacognition and Mathematics Strategy Use. Applied Cognitive Psychology, 8(6), 583-595
  • Eisenberger, J. , Conti-D’Antonio, M. & Bertarndo, R. (2005). Self Efficacy: Raising the Bar for All Students (2nd ed.). ABD: Eye on Education
  • English, L. D., & Halford, G. S. (1995). Mathematics Education Models and Processes. ABD: Lawrence Erlbaum Associates, Publishers.
  • Erden, M. (1998). Eğitimde Program Değerlendirme (3.Bs.). Ankara: Anı Yayıncılık.
  • Gregory, G. H & Chapman, C.(2002). Differentiated Instructional Strategies: One Size Doesn’t Fit All. ABD: Corwin Press, Inc.
  • Hacker, D. J. (1998). Definitions and Empirical Foundations. In D. J. Hacker, J. Dunlosky &A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp: 1-23). ABD: Lawrence Erlbaum Associates, Publishers.
  • Hall, J. M., Ponton, M. K. (2005). Mathematics Self-Efficacy of College Freshman. Journal of Developmental Education, 28 (3), 26-28,30,32
  • Heacox, D. (2002). Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12. ABD: Free Spirit Publishing.
  • Karasar, N. (2005). Bilimsel Araştırma Tasarımleri (14.Bs.). Ankara: Nobel Yayın Dağıtım.
  • Maier, S. R. & Curtin, P.A. (2005). Self-Efficacy Theory: A Prescriptive Model for Teaching Research Methods. Journalism and Mass Communication Educator, 59(4), 352-364.
  • Marlowe, B.A. & Page, M. L. (1998). Creating and Sustaining the Constructivist Classroom.ABD: Corwin Press Inc.
  • Mevarech, Z. R. &Kramarski, B. (2003). The Effects of Metacognitive Training versus Worked-Out Examples on Students' Mathematical Reasoning. British Journal of Educational Psychology,73(4), 449-471
  • National Research Council. (2001). Adding it Up. Helping Children Learn Mathematics. J. Kilpatrick, J. Swafford & F. Bradford.(Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. ABD: National Academy Press.
  • Pajares, F. M. & Miller, D. (1994). Role of Self-Efficacy and Self-Concept Beliefs in Mathematical Problem Solving: A Path Analysis. Journal of Educational Psychology, 86(2), 193-203.
  • Randhawa, B.S., Beamer, J. E. & Lundeberg, I.. (1993). Role of Mathematics Self-Efficacy in the Structural Model of Mathematics Achievement. Journal of Educational Psychology, 85(1), 41-48
  • Richards, M.R.E. & Omdal, S. N. (2007). Effects of Tiered Instruction on Academic Performance in a Secondary Science Course. Journal of Advanced Academics, 18(3), 424-456
  • Schunk, D. H. (1998). Teaching Elementary Students to Self-Regulate Practice of Mathematical Skills with Modeling. In D.H Schunk & B. J. Zimmerman (Eds.), Self-Regulated Learning From Teaching to Self-Reflective Practice. New York: The Guilford Press.
  • Siegle, D. & McCoach B. D. (2007). Increasing Student Mathematics Self-Efficacy Through Teacher Training.The Journal of Secondary Gifted Education, 18 (2), 278-312,330-331
  • Springer, R., Pugalee, D. & Algozzine, B. (2007). Improving Mathematics Skills of High School Students. The Clearing House, 81(1), 37-43.
  • Stager, A. (2007). Differentiated Instruction in Mathematics. Yayımlanmamış Yüksek Lisans Tezi. Caldwell College.
  • Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed Ability Classrooms (2nd ed). ABD: Association for Supervision and Curriculum Development.
  • Tomlinson, C. A. (2005). The Differentiated Classroom: Responding to the Needs of All Learners. ABD: Pearson Merrill Prentice Hall.
  • Trafton, P. R. & Claus, A.S.(1994). A Changing Curriculum for a Changing Age. In C. E. Thornton & N.S. Bley. (Eds), Windows of Opportunity Mathematics for Students with Special Needs (pp-19-39). ABD: National Council of Teachers of Mathematics.
  • Üredi, I. (2005). Algılanan Anne Baba Tutumlarının İlköğretim 8. Sınıf Öğrencilerinin Öz-Düzenleyici Öğrenme
  • Stratejileri ve Motivasyonel İnançları Üzerindeki Etkisi. Yayımlanmamış Doktora Tezi. YTÜ Sosyal Bilimler Enstitüsü.
  • Von Glasersfeld, E. (1995). A Constructivist Approach To Teaching. In P. S. Leslie,& J. Gale (Eds.), Constructivism in
  • Education. (pp. 3-15). ABD: Lawrence Erlbaum Associates, Publishers.
  • Washington, K. (2006). Sixth Grade Students' Perceptions Regarding Their Performance in a Differentiated Mathematics Instructional Model at a Selected Intermediate School. Yayımlanmamış Doktora Tezi. Sam Houston State University.
  • Wood, F. R. (2006). The Relationship Between the Measured Changes in the Mathematics Scores of Eighth Grade New Jersey Students and the Implementation of a Standards-Based Mathematics Program. Yayımlanmamış Doktora Tezi. Widener University.
  • Woolfolk, A. (2004). Educational Psychology (9th ed.). ABD: Pearson
There are 32 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Defne Yabaş This is me

Sertel Altun This is me

Publication Date June 1, 2009
Published in Issue Year 2009 Volume: 37 Issue: 37

Cite

APA Yabaş, D., & Altun, S. (2009). Farklılaştırılmış Öğretim Tasarımının Öğrencilerin Özyeterlik Algıları, Bilişüstü Becerileri ve Akademik Başarılarına Etkisinin İncelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37(37), 201-214.