Ortaokul Öğrencilerinin Op Art ile Matematik Deneyimleri ve Yaratıcılık Becerileri

Yıl 2023, , 771 - 808, 20.10.2023

Rüveyda Karaman Dündar , Şeymanur Akkaya , İrem Dere , Nurfizan Erçoban , Fadime Açıkgöz

https://doi.org/10.17522/balikesirnef.1308129

Öz

Bu araştırma ortaokul öğrencilerinin Op Art tasarımlarını ve tasarım etkinlikleri hakkındaki görüşlerini araştırmayı amaçlamıştır. Araştırma kapsamında, öğrencilere dört farklı Op Art etkinliği uygulanmıştır. Veri toplama aracı olarak gözlem formu ve açık üçlü anket formu kullanılmıştır. Ayrıca öğrencilerin görüşlerini detaylı bir şekilde elde etmek için birebir görüşmeler yapılmıştır. Toplanan veriler içerik analizi yöntemi kullanılarak analiz edilmiştir. Öğrencilerin Op Art tasarımları frekans, esneklik, özgünlük ve ayrıntılandırma becerilerini içeren yaratıcılık elması modeli kullanılarak analiz edilmiştir. Analizlerin sonucunda matematiksel ifade, görsel ifade ve yaratıcılık becerileri gibi üç temel tema ortaya çıkmıştır. Bu temalar, Op Art etkinliklerinin öğrencilerin matematiksel ve görsel ifade becerilerini geliştirdiğini ve yaratıcılık gelişimlerine katkı sağladığını göstermektedir. Ayrıca, öğrencilerin Op Art tasarımlarına verdikleri yanıtların analizi sonucunda Op Art tasarım etkinliğine dair genel görüşler, beğenilen ve beğenilmeyen yönler, oluşturulan tasarımlara dair başarı algıları, Op Art etkinliğinin heyecan verici yönleri, matematik derslerinde Op Art etkinliklerinin kullanımına ilişkin görüşler ve Op Art etkinliklerinin öğretici yönlerini içeren altı tema ortaya çıkmıştır. Bu çalışma, Op Art etkinliklerinin öğrencilerin yaratıcılık becerilerine, özellikle de esneklik yeterliklerine katkıda bulunabileceğini ve öğrencilerin sonuç ile beraber sürecin de önemli olduğunu keşfetmelerine yardımcı olacağını vurgulamaktadır. Bu bulgular, Op Art etkinliklerinin matematik derslerinde öğrencilerin matematiksel ve görsel ifade becerilerini ve yaratıcılık becerilerini geliştirebileceğini göstermektedir.

Anahtar Kelimeler

matematik, geometri, op art, ortaokul öğrencileri, yaratıcılık

Proje Numarası

#1919B012006416

Middle School Students' Math Experiences and Creative Skills with Op Art

Öz

The present research aimed to explore the perspectives and creations of middle school students regarding Op Art design activities. Four Op Art activities were implemented in this study. The students' opinions were collected through an observation form, an open-ended questionnaire, and individual interviews. Content analysis was employed to analyze the students' responses. The students' Op Art designs were evaluated using a creativity diamond model comprising frequency, flexibility, originality, and elaboration competencies. Three themes emerged from the students' Op Art design process: mathematical expression, visual expression, and creativity skills. Similarly, six themes were identified from the students' viewpoints on Op Art designs: general perspectives on Op Art designs, aspects of Op Art design activities that were liked or disliked, the success of the created designs, exciting aspects of the Op Art activity, perspectives on the use of Op Art activities in mathematics lessons, and instructive aspects of Op Art activities. This study suggests that Op Art activities have the potential to enhance students' creativity, particularly flexibility competencies, and foster an appreciation for the process rather than solely focusing on the end result.

Anahtar Kelimeler

creativity, experience, geometry, middle school students

Destekleyen Kurum

TÜBİTAK

Proje Numarası

#1919B012006416

Teşekkür

This study is based upon the “Geometry and Art: Op Art” project supported by the Scientific and Technological Research Council of Turkey (TÜBİTAK; Award #1919B012006416, Project Advisor: The first author). Any opinions, findings, conclusions, or recommendations expressed in this study are those of the authors and do not necessarily reflect the views of TÜBİTAK.

Kaynakça

• Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T., & Özdemir, S. (2015). STEM eğitimi Türkiye raporu: Günün modası mı yoksa gereksinim mi? [STEM education Türkiye report: Trend of the day or necessity?]. İstanbul Aydın Üniversitesi STEM Merkezi ve Eğitim Fakültesi.
• Boakes, N. J. (2019). Cultivating design thinking of middle school girls through an origami STEAM project. Journal for STEM Education Research, 3, 259–278. https://doi.org/10.1007/s41979-019-00025-8
• Boaler, J. (2019). Mathematical art grades K-12. Youcubed at Stanford University Graduate School of Education. Retrieved November 4, 2022, from https://www.youcubed.org/wp-content/uploads/2019/08/WIM-Mathematical-Art-K-12.pdf
• Bogdan, R., & Biklen, S. K. (1997). Qualitative research for education. Allyn & Bacon.
• Brewer, E. J. (1999). Geometry and op art. Teaching Children Mathematics, 6(4), 220-236. Retrieved September 25, 2022. https://pubs.nctm.org/view/journals/tcm/6/4/article-p220.xml
• Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
• Çepni, S. (2017). Kuramdan uygulamaya STEM+A+E eğitimi [STEM+A+E education from theory to practice] (1st ed.). Pegem Akademi.
• Daugherty, M. (2013). The prospect of “A” in STEM education. Journal of STEM Education Innovations and Research, 14(2), 10-15. Retrieved November 4, 2022, from https://www.jstem.org/jstem/index.php/JSTEM/article/view/1744
• Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444-454. http://doi.org/10.1037/h0063487
• Guilford, J. P. (1967). The nature of human intelligence. McGraw-Hill.
• Heskett, E. (2007). Thinking outside the box: An introspective look at the use of art in teaching geometry. In Senior Honors Theses.
• Leikin, R. (2009). Exploring mathematical creativity using multiple solution tasks. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 129-145). Sense Publishers.
• Leikin, R., & Pitta-Pantazi, D. (2013). Creativity and mathematics education: The state of the art. ZDM – Mathematics Education, 45, 159-166. Retrieved June 14, 2023, from https://link.springer.com/article/10.1007/s11858-012-0459-1
• Leikin, R., & Sriraman, B. (2017). Creativity and giftedness. Interdisciplinary perspectives from mathematics and beyond. Springer International Publishing. https://doi.org/10.1007/978-3 319-38840-3
• Liao, C. (2016). From interdisciplinary to transdisciplinary: An arts-integrated approach to STEAM education. Art Education, 69(6), 44-49. https://doi.org/10.1080/00043125.2016.1224873
• Liu, C.-Y., Wu, C.-J., Chien, Y.-H., Tzeng, S.-Y., & Kuo, H.-C. (2023). Examining the quality of art in STEAM learning activities. Psychology of Aesthetics, Creativity, and the Arts, 17(3), 382-393. https://doi.org/10.1037/aca0000404
• Mercat, C., Lealdino Filho, P., & El-Demerdash, M. (2017). Creativity and technology in mathematics: From story telling to algorithmic with Op’Art. Acta Didactica Napocensia, 10(1), 63-70. Retrieved July 24, 2023, from https://hal.science/hal-01546438/document
• Merriam, S. (2009). Qualitative research: A guide to design and implementation. John Willey & Sons Inc.
• Miles, M.B., & Huberman, A.M., (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
• Ministry of National Education (2018). Matematik dersi öğretim programı (İlkokul ve ortaokul 1-8. sınıflar) [Mathematics course curriculum (Elementary and middle 1-8 classes)]. Ministry of National Education.
• Morari, M. (2023). Integration of the arts in STEAM learning projects. Review of Artistic Education, 26, 262-277. Retrieved August 4, 2023, from https://www.ceeol.com/search/article-detail?id=1107441
• Ozkan, Z.C. (2022). The effect of STEAM applications on lesson outcomes and attitudes in secondary school visual arts lesson. International Journal of Technology in Education (IJTE), 5(4), 621-636. https://doi.org/10.46328/ijte.371
• Parola, R. (1996). Optical art: Theory and practice. Courier Corporation.
• Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking Skills and Creativity, 31, 31-43. https://doi.org/10.1016/j.tsc.2018.10.002
• Perkins, D. N. (1988). Creativity and the quest for mechanism. In R. J. Sternberg & E. E. Smith (Eds.), The psychology of human thought (pp. 309-336). Cambridge University Press.
• Razi, A., & Zhou, G. (2022). STEM, iSTEM, and STEAM: What is next? International Journal of Technology in Education (IJTE), 5(1), 1-29. https://doi.org/10.46328/ijte.119
• Riley, B. (1999). The Eye’s Mind: Bridget Riley. Collected Writings 1965-1999. Thames and Hudson.
• Sill, D. J. (1996). Integrative thinking, synthesis, and creativity in interdisciplinary studies. The Journal of General Education, 45(2), 129-151. Retrieved August 2, 2023, from https://www.jstor.org/stable/27797296?casa_token=JWwknsMhzLQAAAAA%3Ad6HyYwOcCMWPQaFEkupR1n_3B60o8MnIXB_i-mMICmzMAd4nG9YTGsFjhaO1ovGH6i-RK8XU7leIPFOO3IEWrb1RuGp4QMvnyJFsvX3bsvXvTUJuPwEW
• Silver, E. A. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing. ZDM—The International Journal on Mathematical Education, 29(3), 75-80. Retrieved August 2, 2023, from https://www.infona.pl/resource/bwmeta1.element.springer-70e61531-9c2c-39a0-a53c-260e7b385931
• Solso, R. L. (1994). Cognition and the visual arts. MIT Press.
• Starko, A. J. (2013). Creativity in the classroom: Schools of curious delight. Routledge.
• Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Ed.). Handbook of creativity. Cambridge University Press (pp. 15-3).
• Torrance, E. P. (1966). The Torrance tests of creative thinking: Norms-technical manual. Research edition. Verbal tests, forms A and B. Figural tests, forms A and B. Personnel Press.
• United States Department of Education (2022, May 25). Science, technology, engineering, and math: Education for global leadership [Website]. Accessed at: https://www.ed.gov/stem
• Volle, E. (2017). Associative and controlled cognition in divergent thinking: Theoretical, experimental, neuroimaging evidence, and new directions. In R. E. Jung, & O. Vartanian (Eds.). The Cambridge handbook of the neuroscience of creativity (pp. 333-345). Cambridge University Press.
• Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1), 7-97. Retrieved September 2, 2023, from https://www.tandfonline.com/doi/pdf/10.1080/10610405.2004.11059210?casa_token=IDnj8YQygkYAAAAA:Ick_uGymXLre273Iludz78QkadjE6kzXsqLJFYGCpITFn7Bn9marZY6ntzEDuSjuNBa2-JTH1zpKpV8
• Wu, Y., Cheng, J., & Koszalka, T. A. (2021). Transdisciplinary Approach in Middle School: A Case Study of Coteaching Practices in STEAM Teams. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 9(1), 138-162. https://doi.org/10.46328/ijemst.1017
• Yin, R. K. (2017). Case study research and applications: Design and methods. Sage publications.
• Zanker, J. M., & Walker, R. (2004). A new look at op art: towards a simple explanation of illusory motion. Naturwissenschaften, 91, 149-156. Retrieved August 2, 2023, from https://link.springer.com/article/10.1007/s00114-004-0511-2
• Zanial, Z. (2007). Case study as a research method. Jurnal Kemanusiaan, 9, 1-6. Retrieved August 2, 2023, from http://psyking.net/htmlobj-3837/case_study_as_a_research_method.pdf