Dinamik geometri yazılımı ve aktif öğrenme çerçevesi ile öğrencilerin problem kurma becerilerinin geliştirilmesi

Year 2022, Volume: 11 Issue: 2, 93 - 125, 30.04.2022

Burcu Aparı Kemal Özgen Yılmaz Zengin

https://doi.org/10.19128/turje.880173

Cited By: 1

Abstract

Araştırmada, aktif öğrenme çerçevesinde dinamik geometri yazılımı kullanımının öğrencilerin problem kurma becerilerine ve problem kurmaya yönelik görüşlerine etkisi incelenmiştir. Katılımcılar, 16 sekizinci sınıf öğrencisinden oluşmuştur. Veriler problem kurma testi, açık uçlu sorular, öğrenci günlükleri ve dinamik geometri yazılımı destekli etkinlikler ile toplanmıştır. Gömülü karma yöntem ile tasarlanan araştırma 13 hafta sürmüştür. Nicel verilerin analizinde ilişkili örneklemler t-testi, nitel verilerde betimsel analiz yapılmıştır. Öğrencilerin problem kurma becerileri; matematik dilini kullanabilme, dil bilgisi ve anlatım, kazanımlara uygunluk, veri miktarı ve niteliği, çözülebilirlik, özgünlük, problemin çözümü kriterlerine göre incelenmiştir. Araştırmada, aktif öğrenme çerçevesinde dinamik geometri yazılımı kullanımının öğrencilerin problem kurma becerilerini geliştirdiği belirlenmiştir. Öğrencilerin uygulama sürecinde dinamik geometri yazılımında kurdukları problemler ise haftalar ilerledikçe problem kurma becerileri açısından gelişim göstermiştir. Ayrıca öğrencilerin problem kurma sürecine yönelik görüşlerinin olumlu olduğu ancak bu süreçte bazı zorluklar yaşadıkları görülmüştür.

Keywords

Aktif öğrenme çerçevesi, Dinamik geometri yazılımı, Problem kurma becerisi, Sekizinci sınıf öğrencileri, Üçgenler

Developing students' problem posing skills with dynamic geometry software and active learning framework

Abstract

In the present study, the effects of using dynamic geometry software in active learning framework on students’ problem posing skills and their views about problem posing were examined. The participants consisted of 16 eighth-grade students. Data were collected by problem posing tests, open-ended questions, student diaries, and dynamic geometry software supported tasks. The study, designed with the embedded mixed method, lasted 13 weeks. The dependent t-test was used in the analysis of quantitative data, and descriptive analysis was performed in qualitative data. Problem posing skills of students examined according to use of mathematical language, grammar and expression, suitability to acquisitions, quantity and quality of data, solvability, originality, solution of the problem criteria. In the present study, it was determined that the use of dynamic geometry software in active learning framework developed students’ problem posing skills. The problems that students posed in the dynamic geometry software during the implementation process indicated improvement in terms of problem posing skills as the weeks passed. It was found that students had positive views about the problem posing process, while they experienced some difficulties in this process.

Keywords

Active learning framework, Dynamic geometry software, Eighth-grade students, Problem posing skill, Triangles

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