Research Article
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Examining classroom teachers’ concept images of textbook

Year 2013, Volume: 2 Issue: 1, 57 - 68, 31.01.2013
https://doi.org/10.19128/turje.181055

Abstract

Textbooks are an important curriculum material that permits student to work in a position of autonomy and to repeat knowledge many times. As teachers generally prepare their lesson plan by referring to textbooks rather than to curriculum, for many researchers they are among principal sources to understand students’ learning. Therefore, their approach to concepts to be taught, the nature of examples, exercises and problems they give place to, play a great role in teachers’ teaching and students’ learning. The aim of this study is to examine classroom teachers’ concept images of textbook. To end this, a five-point Likert type questionnaire conducted with 50 classroom teachers who work in different primary schools in Sinop. According to the participated teachers, a textbook is a book that is mainly appeal to student, in which everything is clear and precise so a slightest doubt is not installed in student’s mind, that involves a lot of examples and exercises with solution, and rather than in the form of multiple-choice, in order to familiarize students to this type of questions.

References

  • Apple, M. (1992). The text and cultural politics. Educational Researcher, 21(7), 4–11.
  • Arsac, G. (1989). La transposition didactique en mathématiques. In IREM et LIRDHIST de Lyon (eds.), La Transposition Didactique en Mathématiques, en Physique et Biologie, 3-36.
  • Ball, D.L., ve Cohen, D. (1996). Reform by the book: What is-or might be-the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6–8.
  • Baştürk, S. (2003). L‟enseignement des mathématiques en Turquie : le cas des fonctions au lycée et au concours d‟entrée à l‟université. Paris: IREM de Paris 7.
  • Baştürk, S. (2007). Türkiye’deki fonksiyon kavramının 9. sınıf ders kitapları bağlamında incelenmesi. Sakarya Üniversitesi Fen Edebiyat Dergisi, 9, Ek sayı, 270-283.
  • Baştürk, S. (2011). Üniversiteye giriş sınavına hazırlanma sürecinin öğrencilerin matematik öğrenmeleri üzerine olumsuz yansımaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 69-79.
  • Ben-Peretz, M. (1990). The teacher–curriculum encounter: Freeing teachers from the tyranny of texts. State University New York Press, Albany.
  • Brown, L. (2001). Making the most of your textbook. In L. Haggarty (ed.), Aspects of Teaching Secondary Mathematics, London, Routledge-Falmer, pp. 228–247.
  • Carney, R., ve Levin, J. R. (2002) Pictorial illustrations still improve students learning from text. Educational Psychology Review, 14(1), 5- 26.
  • Chamliss, M., ve Calfee, R. (1998). Textbooks for learning: Nurturing children‟s minds. Malden, MA: Blackwell.
  • Czeglédy, I., ve Kovács, A. (2008). How to choose a textbook on mathematics? Acta Didactica Napocensia, 1(2), 16-30.
  • Doğan, S. (2010). Özel dershanelerdeki matematik eğitiminin niteliği ve öğrenci yaklaşımlarının incelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Eğitim Bilimleri Enstitüsü, Marmara Üniversitesi, İstanbul.
  • Falduto V.R. (2008). A content analysis of contemporary college algebra textbooks: applications of visualization strategies. Unpublished doctoral dissertation, Nova Southeastern University.
  • Issitt, J. (2004). Reflections on the study of textbooks. History of Education 33, 683–696.
  • Jopps, I. (2005). A content analysis of selected multivariate textbooks. Dissertation Abstracts International, 66(03), 972A. Retrieved July 6, 2011, from ProQuest database. (Publication No. AAT No. 3168496).
  • Karakaya, S. (2011). Matematik öğretimi açısından 9. sınıf ders kitaplarında bulunan şekil ve tabloların işlevselliğinin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Eğitim Bilimleri Enstitüsü, Marmara Üniversitesi, İstanbul.
  • Karasar, N. (2000). Bilimsel araştırma yöntemi (12. Basım). Ankara: Nobel Yayın Dağıtım.
  • Lantz, O., ve Kass, H. (1987). Chemistry teachers’ functional paradigms. Science Education, 71(1), 117-134.
  • Lester, J., ve Cheek, E. (1998). The real experts address textbook issues. Journal of Adolescent & Adult Literacy, 41, 282-291.
  • Ma, L. (1999). Knowing and teaching elementary mathematics: teachers‟ understanding of fundamental mathematics in China and the United States. Lawrence Erlbaum, Mahwah, New Jersey.
  • Newton, D.P. (2000). Teaching for understanding, London: Falmer.
  • Newton, D.P., Newton, L.D., Blake, A., ve Brown, K. (2002). Is understanding a priority in elementary science teaching? in Progress in Educational Research,Vol. 6, Nova Science Publishers, New York, pp. 139–154.
  • Nicol, C., ve Crespo, S. (2006). Learning to teach with mathematics textbooks: How pre-service teachers interpret and use curriculum materials. Educational Studies in Mathematics, 62(3), 331-355.
  • Penny, G. (1991). Secondary mathematics instructional materials: Usage, effectiveness, and need. Dissertation Abstracts International, 53(03), 748A. Retrieved August 3, 2011, from ProQuest database. (Publication No. AAT 9223620).
  • Pepin, B., ve Haggarty, L. (2001). Mathematics textbooks and their use in English, French and German classrooms. Zentrablatt fur Didaktik der Mathematik 33, 158–175.
  • Remillard, J. (2000). Can curriculum materials support teachers’ learning? Two fourthgrade teachers’ use of a new mathematics text. The Elementary School Journal 100, 321–350.
  • Reys, B., Reys, R., ve Chávez, O. (2004). Why mathematics textbooks matter. Educational Leadership, 61(5), 61-66.
  • Rickard, A. (1996). Connections and confusion: Teaching perimeter and area with a problem-solving oriented unit. Journal of Mathematical Behavior 15(3), 303–327.
  • Robert, A. (1988). Une introduction à la didactique des mathématiques: à l‟usage des enseignants. Cahier de didactique des mathématiques, Paris: IREM de Paris VII.
  • Robert, A., Lattuati, M., ve Penninckx, J. (1999). L‟enseignement des mathématiques au lycée: un point de vue didactique. Paris: Ellipses.
  • Rymarz, R., ve Engebretson, K. (2005). Putting textbooks to work. British Journal of Religious Education 27, 53–63.
  • Schmidt, W., McKnight, C., ve Raizen, S. (1997). A Splintered vision: An investigation of U.S. Science and Mathematics Education. The Netherlands: Kluwer Academic Publishers.
  • Sharp, A. (1999). Aspects of English medium textbook use in Hong Kong. New Horizons in Education, 40, 93– 102.
  • Sheldon, L.E. (1988). Evaluating ELT textbooks and materials. ELT Journal, 42, 237–246.
  • Skiersko, A. (1991). Textbook selection and evaluation. In M. Celce-Murcia (ed.), Teaching English as a Second or Foreign Language, Boston, Heinle & Heinle, pp. 432–453.
  • Tall, D., ve Vinner, S. (1981). Concept image and concept definition in mathematics with particular reference to limits and continuity. Educational Studies in Mathematics, 12(2), 151 169.
  • Teters, P., ve Gabel, D. (1984). 1982-83 Results of the NSTA survey of the needs of elementary teachers regarding their teaching of science. Washington: National Science Teachers Association.
  • Tolman, M.N., Hardy, G.R., ve Sudweeks, R.R. (1998). Current science textbook use in the United States. Science and Children, May, 22–45 & 44.
  • Valverde, G., Bianchi, L., Wolfe, R., Schmidt, W., ve Houang, R. (2002). According the book: Using TIMSS to investigate the translation of policy into practice through the world of textbooks. Norwell. MA: Kluwer Academic.
  • Wellington, J. (2001). School textbooks and reading in science: Looking back and looking forward. School Science Review, 82(300), 71-81.
  • Yavuz, İ., ve Baştürk, S. (2011). Ders kitaplarında fonksiyon kavramı: Türkiye ve Fransa Örneğinde. Kastamonu Eğitim Dergisi, 9(1), 199-220.
  • Yıldırım, M. (2008). İlköğretim fen ve teknoloji dersinde genetik ünitesinin bilimsel bilgilerden öğretmen bilgilerine geçişinin “didaktiksel dönüşüm teorisi” yaklaşımıyla değerlendirilmesi. (Yayınlanmamış Doktora Tezi), Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.

Sınıf öğretmenlerinin ders kitabı kavram imajlarının incelenmesi

Year 2013, Volume: 2 Issue: 1, 57 - 68, 31.01.2013
https://doi.org/10.19128/turje.181055

Abstract

Ders kitapları, öğrencinin bağımsız olarak çalışmasına ve bir bilgiyi defalarca tekrar etmesine olanak sağlayan önemli bir eğitim materyalidir. Öğretmenler genellikle ders hazırlıklarını öğretim programlarından ziyade ders kitaplarını referans alarak yaptıklarından, pek çok araştırmacı için bu kitaplar öğrencinin öğrenmesi hakkında bilgi sağlayan önemli kaynaklar arasındadır. Bu nedenle, ders kitaplarının öğretilecek kavramlara yaklaşımının, yer verdikleri alıştırma, örnek ve problemlerin yapısının öğretmenlerin ders anlatımlarına ve öğrencilerin öğrenmeleri üzerine çok önemli etkileri olmaktadır. Bu araştırmanın amacı sınıf öğretmenlerinin ders kitabı kavram imajlarını ortaya koymaktır. Bunu yapabilmek için, ilköğretim okullarında görev yapan 50 sınıf öğretmenine 5’li dereceli Likert tipinde hazırlanmış bir anket uygulanmıştır. Araştırmaya katılan öğretmenlere göre, ders kitabı öncelikle öğrenciye hitap eden, içinde yer verilen her şeyin öğrencinin kafasında en küçük bir şüphe oluşturmayacak şekilde açık ve net olduğu ve daha ziyade, öğrencinin bu tip sorulara alışması için, çoktan seçmeli soru formatında çözümlü çok sayıda örnek ve alıştırma içeren bir kitaptır.

References

  • Apple, M. (1992). The text and cultural politics. Educational Researcher, 21(7), 4–11.
  • Arsac, G. (1989). La transposition didactique en mathématiques. In IREM et LIRDHIST de Lyon (eds.), La Transposition Didactique en Mathématiques, en Physique et Biologie, 3-36.
  • Ball, D.L., ve Cohen, D. (1996). Reform by the book: What is-or might be-the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6–8.
  • Baştürk, S. (2003). L‟enseignement des mathématiques en Turquie : le cas des fonctions au lycée et au concours d‟entrée à l‟université. Paris: IREM de Paris 7.
  • Baştürk, S. (2007). Türkiye’deki fonksiyon kavramının 9. sınıf ders kitapları bağlamında incelenmesi. Sakarya Üniversitesi Fen Edebiyat Dergisi, 9, Ek sayı, 270-283.
  • Baştürk, S. (2011). Üniversiteye giriş sınavına hazırlanma sürecinin öğrencilerin matematik öğrenmeleri üzerine olumsuz yansımaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 69-79.
  • Ben-Peretz, M. (1990). The teacher–curriculum encounter: Freeing teachers from the tyranny of texts. State University New York Press, Albany.
  • Brown, L. (2001). Making the most of your textbook. In L. Haggarty (ed.), Aspects of Teaching Secondary Mathematics, London, Routledge-Falmer, pp. 228–247.
  • Carney, R., ve Levin, J. R. (2002) Pictorial illustrations still improve students learning from text. Educational Psychology Review, 14(1), 5- 26.
  • Chamliss, M., ve Calfee, R. (1998). Textbooks for learning: Nurturing children‟s minds. Malden, MA: Blackwell.
  • Czeglédy, I., ve Kovács, A. (2008). How to choose a textbook on mathematics? Acta Didactica Napocensia, 1(2), 16-30.
  • Doğan, S. (2010). Özel dershanelerdeki matematik eğitiminin niteliği ve öğrenci yaklaşımlarının incelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Eğitim Bilimleri Enstitüsü, Marmara Üniversitesi, İstanbul.
  • Falduto V.R. (2008). A content analysis of contemporary college algebra textbooks: applications of visualization strategies. Unpublished doctoral dissertation, Nova Southeastern University.
  • Issitt, J. (2004). Reflections on the study of textbooks. History of Education 33, 683–696.
  • Jopps, I. (2005). A content analysis of selected multivariate textbooks. Dissertation Abstracts International, 66(03), 972A. Retrieved July 6, 2011, from ProQuest database. (Publication No. AAT No. 3168496).
  • Karakaya, S. (2011). Matematik öğretimi açısından 9. sınıf ders kitaplarında bulunan şekil ve tabloların işlevselliğinin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Eğitim Bilimleri Enstitüsü, Marmara Üniversitesi, İstanbul.
  • Karasar, N. (2000). Bilimsel araştırma yöntemi (12. Basım). Ankara: Nobel Yayın Dağıtım.
  • Lantz, O., ve Kass, H. (1987). Chemistry teachers’ functional paradigms. Science Education, 71(1), 117-134.
  • Lester, J., ve Cheek, E. (1998). The real experts address textbook issues. Journal of Adolescent & Adult Literacy, 41, 282-291.
  • Ma, L. (1999). Knowing and teaching elementary mathematics: teachers‟ understanding of fundamental mathematics in China and the United States. Lawrence Erlbaum, Mahwah, New Jersey.
  • Newton, D.P. (2000). Teaching for understanding, London: Falmer.
  • Newton, D.P., Newton, L.D., Blake, A., ve Brown, K. (2002). Is understanding a priority in elementary science teaching? in Progress in Educational Research,Vol. 6, Nova Science Publishers, New York, pp. 139–154.
  • Nicol, C., ve Crespo, S. (2006). Learning to teach with mathematics textbooks: How pre-service teachers interpret and use curriculum materials. Educational Studies in Mathematics, 62(3), 331-355.
  • Penny, G. (1991). Secondary mathematics instructional materials: Usage, effectiveness, and need. Dissertation Abstracts International, 53(03), 748A. Retrieved August 3, 2011, from ProQuest database. (Publication No. AAT 9223620).
  • Pepin, B., ve Haggarty, L. (2001). Mathematics textbooks and their use in English, French and German classrooms. Zentrablatt fur Didaktik der Mathematik 33, 158–175.
  • Remillard, J. (2000). Can curriculum materials support teachers’ learning? Two fourthgrade teachers’ use of a new mathematics text. The Elementary School Journal 100, 321–350.
  • Reys, B., Reys, R., ve Chávez, O. (2004). Why mathematics textbooks matter. Educational Leadership, 61(5), 61-66.
  • Rickard, A. (1996). Connections and confusion: Teaching perimeter and area with a problem-solving oriented unit. Journal of Mathematical Behavior 15(3), 303–327.
  • Robert, A. (1988). Une introduction à la didactique des mathématiques: à l‟usage des enseignants. Cahier de didactique des mathématiques, Paris: IREM de Paris VII.
  • Robert, A., Lattuati, M., ve Penninckx, J. (1999). L‟enseignement des mathématiques au lycée: un point de vue didactique. Paris: Ellipses.
  • Rymarz, R., ve Engebretson, K. (2005). Putting textbooks to work. British Journal of Religious Education 27, 53–63.
  • Schmidt, W., McKnight, C., ve Raizen, S. (1997). A Splintered vision: An investigation of U.S. Science and Mathematics Education. The Netherlands: Kluwer Academic Publishers.
  • Sharp, A. (1999). Aspects of English medium textbook use in Hong Kong. New Horizons in Education, 40, 93– 102.
  • Sheldon, L.E. (1988). Evaluating ELT textbooks and materials. ELT Journal, 42, 237–246.
  • Skiersko, A. (1991). Textbook selection and evaluation. In M. Celce-Murcia (ed.), Teaching English as a Second or Foreign Language, Boston, Heinle & Heinle, pp. 432–453.
  • Tall, D., ve Vinner, S. (1981). Concept image and concept definition in mathematics with particular reference to limits and continuity. Educational Studies in Mathematics, 12(2), 151 169.
  • Teters, P., ve Gabel, D. (1984). 1982-83 Results of the NSTA survey of the needs of elementary teachers regarding their teaching of science. Washington: National Science Teachers Association.
  • Tolman, M.N., Hardy, G.R., ve Sudweeks, R.R. (1998). Current science textbook use in the United States. Science and Children, May, 22–45 & 44.
  • Valverde, G., Bianchi, L., Wolfe, R., Schmidt, W., ve Houang, R. (2002). According the book: Using TIMSS to investigate the translation of policy into practice through the world of textbooks. Norwell. MA: Kluwer Academic.
  • Wellington, J. (2001). School textbooks and reading in science: Looking back and looking forward. School Science Review, 82(300), 71-81.
  • Yavuz, İ., ve Baştürk, S. (2011). Ders kitaplarında fonksiyon kavramı: Türkiye ve Fransa Örneğinde. Kastamonu Eğitim Dergisi, 9(1), 199-220.
  • Yıldırım, M. (2008). İlköğretim fen ve teknoloji dersinde genetik ünitesinin bilimsel bilgilerden öğretmen bilgilerine geçişinin “didaktiksel dönüşüm teorisi” yaklaşımıyla değerlendirilmesi. (Yayınlanmamış Doktora Tezi), Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Research Articles
Authors

Savaş BAŞTÜRK

Publication Date January 31, 2013
Acceptance Date October 19, 2012
Published in Issue Year 2013 Volume: 2 Issue: 1

Cite

APA BAŞTÜRK, S. (2013). Sınıf öğretmenlerinin ders kitabı kavram imajlarının incelenmesi. Turkish Journal of Education, 2(1), 57-68. https://doi.org/10.19128/turje.181055

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