Matematik Öğretiminde Kavram Haritalarının Farklı Kullanım Biçimlerinin Öğrencilerin Kavram Haritası Yapabilme Düzeyi ve Akademik Başarılarına Etkisi

Year 2011, Volume: 10 Issue: 2, 803 - 823, 01.12.2011

Nazan Ata Tufan Adıgüzel

Abstract

Bu çalışmada, aşamalı kavram haritası tekniği ile aşamalı olmayan kavram haritası tekniği karşılaştırılarak, uygulanan tekniklerden hangisinin öğrencilerin akademik başarısını artırdığı ve kavram haritası yapabilme düzeyi üzerinde daha etkili olduğu incelenmiştir. Bu bağlamda, MEB Lise 1 matematik programında yer alan “Kümeler” ünitesi, kavram haritasının öğretimi ve akademik başarının ölçülmesi amacıyla seçilmiştir. Aşamalı ve Aşamalı Olmayan Kavram Haritası Teknikleri 25 kişilik iki grup üzerinde test edilmiştir. Öğrencilerin ön test ve son testten aldıkları puanlar ilişkisiz örneklemler t-test ile analiz edilmiş ve uygulama sonucunda öğrencilerin son test puan ortalamaları ve kavram haritası puanları arasındaki fark aşamalı kavram haritası tekniği uygulanan grup lehine anlamlı bulunmuştur. Aşamalı kavram haritası tekniğinin diğer tekniğe göre matematik öğretimini daha etkili kıldığı görülmüştür

Keywords

Kavram Haritası, Matematik Eğitimi, Anlamlı Öğrenme, Akademik Başarı

Stages Technique in Concept Mapping: Its Effect on Students’ Concept-Map Creating Level and Achievement in Math Education

Abstract

Various uses of concept mapping have been studied, especially for math and science, and found beneficial in the past literature. This study examined if the stages technique in concept mapping increases the concept-map creating level and academic achievement of students in math. In this manner, the “Sets” unit in the ninth grade mathematics curriculum was chosen. Students from two ninth grade classrooms were used as the subject group of the study. Two concept-mapping techniques—stages and non-stages—were tested on two groups having 25 students from each class, respectively. The scores obtained from pre- and post-tests, and the evaluation of concept maps were analyzed by using independent samples t-test. The results showed that there was a significant difference between post-test average scores and concept-mapping scores of the two groups, in favor of the one using concept mapping with the stages technique. It was seen that in math education, concept mapping with the stages technique is more effective than the one with the non-stages technique

Keywords

Concept Map, Math Education, Meaningful Learning, Academic Achievement

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