Etnomodelleme ile geometri öğretiminin öğrencilerin alan ölçme akademik başarılarına etkisinin incelenmesi

Yıl 2025, Cilt: 15 Sayı: ISRIS 2025, 508 - 535, 31.07.2025

Nejla Gürefe

https://doi.org/10.48146/odusobiad.1728168

Öz

Bu çalışma, etnomodelleme etkinlikleri ile geometri öğretiminin 6. sınıf öğrencilerinin alan ölçme konusundaki akademik başarılarına etkisini incelemeyi amaçlamaktadır. Ön test-son test ve kalıcılık kontrol gruplu yarı deneysel desenin kullanıldığı bu çalışmanın katılımcıları bir devlet okulunda öğrenim gören 6. sınıf öğrencilerden oluşmuştur. Deney grubunda etnomodelleme ile öğretim yapılırken, kontrol grubunda geleneksel öğretim yöntemleri uygulanmıştır. Modelleme etkinlikleri Çukurova bölgesinin tarihi, doğal ve kültürel miraslarını ele alan etnomatematikle ilgili problemlerden oluşurken bu problemler model olma, gerçeklik, öz değerlendirme, yapıyı belgeleme, etkili prototip ve genellenebilme gibi modelleme ilkeleri dikkate alınarak hazırlanmış ve uygulama sürecinde matematiksel modelleme süreci kullanılmıştır. ANCOVA analizinin kullanıldığı çalışmada deney grubundaki öğrencilerin alan ölçme başarısının kontrol grubundakilere gore anlamlı olarak daha yüksek bulunmuştur. Ayrıca deney grubundaki öğrenmenin kontrol grubuna göre daha kalıcı olduğu tespit edilmiştir. Çalışma, eğitimciler ve politika yapıcılar için etnomodelleme öğrenme modeli gibi yeni öğrenme ve öğretim yaklaşımlarının matematik eğitimi üzerindeki potansiyelini ortaya koyarak, öğretim stratejilerinin geliştirilmesine katkıda bulunmayı hedeflemektedir.

Anahtar Kelimeler

Etnomodelleme, Alan ölçme, Ortaokul öğrencileri

Investigation of the effect of geometry teaching with ethnomodeling on students' academic achievement in area measurement

Öz

This study aims to investigate the effect of geometry instruction enriched with ethnomodeling activities on the academic achievement of 6th-grade students in the concept of area measurement. The research employed a quasi-experimental design with a pre-test, post-test, and retention test control group. Participants consisted of 6th-grade students attending a public school. While the experimental group (EG) received instruction through ethnomodeling-based activities, the control group (CG) was taught using traditional teaching methods. The modeling activities for the EG were based on ethnomathematical problems that reflected the historical, natural, and cultural heritage of the Çukurova region. These problems were developed in alignment with key modeling principles, including contextual relevance, realism, self-evaluation, structural documentation, effective prototyping, and generalizability. The mathematical modeling process was actively integrated throughout the instructional phase. The data were analyzed using ANCOVA, which showed that students in the experimental group achieved significantly higher scores in area measurement compared to those in the CG. Furthermore, the results indicated that the learning gains in the EG were more permanent compared to those in the CG. This study aims to contribute to the advancement of instructional strategies by demonstrating the potential impact of innovative teaching approaches—such as the ethnomodeling learning model—on mathematics education, offering valuable insights for educators and policymakers

Anahtar Kelimeler

Ethnomodeling, Area measurement, middle school students

Kaynakça

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