Argümantasyon Tabanlı Öğretimin Dönüşüm Geometrisinde Kavramsal Anlayış Üzerine Etkisi

Yıl 2025, Cilt: 19 Sayı: 1, 218 - 247, 27.06.2025

Samet Korkmaz , Abdullah Çağrı Biber

https://doi.org/10.17522/balikesirnef.1628926

Öz

Bu çalışmada, argümantasyon tabanlı öğretimin öğretmen adaylarının dönüşüm geometrisi konusundaki kavramsal anlayışlarına etkisi incelenmektedir. Çalışmada karma araştırma deseni kullanılmıştır. Çalışmanın nicel boyutunda, mevcut sınıfların deney ve kontrol grubu olarak rastgele atandığı, ön test ve son test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmanın nitel boyutu ise bir durum çalışmasıdır. Çalışmanın katılımcılarını, Türkiye'deki bir devlet üniversitesinin eğitim fakültesinde üçüncü sınıfta öğrenim gören ve 2019-2020 eğitim öğretim yılı güz döneminde Analitik Geometri dersini alan 43 ortaokul öğretmen adayı oluşturmuştur. Çalışmanın amacı doğrultusunda, Dönüşüm Geometrisi Başarı Testi (DGBT) veri toplama aracı olarak kullanılmış ve öğretmen adaylarıyla görüşmeler yapılmıştır. Sonuç olarak, argümantasyon tabanlı öğretimin, öğretmen adaylarının akademik başarılarını ve dönüşüm geometrisi kavramsal anlamalarını olumlu yönde etkilediği sonucuna varılmıştır. Bu sonuç doğrultusunda, bu öğretim uygulamasının matematiğin diğer alanlarındaki akademik başarı ve kavramsal anlama üzerindeki etkilerinin incelenmesinin alana katkı sağlayacağı söylenebilir.

Anahtar Kelimeler

Argümantasyon , dönüşüm geometrisi , öğretmen adayları , kavramsal anlayış

The Effect of Argumentation-Based Teaching on Conceptual Understanding in Transformation Geometry

Öz

This study examines the effect of argumentation-based teaching on pre-service teachers' conceptual understanding of transformation geometry. The mixed research design was used in this study. In the quantitative dimension of the study, a quasi-experimental design with pretest and post-test control groups was used, in which the existing classes were randomly assigned as experimental and control groups. The qualitative dimension of the research is a case study. The study participants consisted of 43 secondary school pre-service math teachers who studied in the third grade at the education faculty of a state university in Turkey and took the Analytical Geometry course in the fall semester of the 2019-2020 academic year. In line with the purpose of the study, the Transformation Geometry Achievement Test (TGAT) was used as a data collection tool, and interviews were conducted with pre-service teachers. As a result, it has been concluded that argumentation-based teaching positively affects pre-service teachers' academic achievements and conceptual understanding of transformation geometry. In line with this result, it can be said that examining the effects of this teaching practice on academic success and conceptual understanding in other areas of mathematics will contribute to the field.

Anahtar Kelimeler

Argumentation , transformation geometry , pre-service teachers , conceptual understanding

Kaynakça

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