Examination of Pre-Service Teachers’ Ability to Eliminate Misconceptions about Fractions in terms of Pedagogical Content Knowledge According to Different Variables

Abstract

The aim of this study is to determine the pre-service teachers' competencies to eliminate possible misconceptions about fractions and to examine these competencies according to different variables. The teaching methods preferred by the prospective teachers have also been investigated. The study has been conducted on the mixed method. The study group is composed of 52 teacher candidates who are senior students of a state university elementary mathematics education program. Eliminating Misconceptions Form was used as data collection tool in the study. The analysis of the data was carried out in four stages. Scoring Scale was used in this process. As a result of the research, it was seen that the teacher candidates mostly preferred the method of using a model in order to eliminate the misconceptions. They generally propose valid methods but they are found to be inadequate to use these methods. Furthermore, there were no significant relationships/differences between the competencies according to variables of taking (or not) elective course of Misconceptions in Mathematics Education, school type and general academic average.

Keywords

• pedagogical content knowledge,misconception,fractions,pre-service teachers

Pedagojik Alan Bilgisi Bağlamında Öğretmen Adaylarının Kesirlerdeki Kavram Yanılgılarını Giderme Yeterliklerinin Farklı Değişkenlere Göre İncelenmesi

Abstract

Bu araştırmanın amacı öğretmen adaylarının, kesirlerle ilgili olarak öğrencilerde görülmesi muhtemel kavram yanılgılarını gidermeye yönelik yeterlik durumlarını belirleyerek, bu yeterlikleri farklı değişkenlere göre incelemektir. Bu kapsamda ayrıca öğretmen adaylarının söz konusu yanılgıları gidermeye yönelik tercih ettikleri öğretim yöntemleri de araştırılmıştır. Araştırma karma desende yürütülmüştür. Çalışma grubunu bir devlet üniversitesinin ilköğretim matematik öğretmenliği lisans programının son sınıfına devam etmekte olan 52 öğretmen adayı oluşturmaktadır. Çalışmada veri toplama aracı olarak araştırmacı tarafından geliştirilmiş olan ve iki bölümden oluşan Kavram Yanılgıları Giderme Formu (KYGF) kullanılmıştır. Verilerin analizi dört aşamada gerçekleştirilmiştir. Bu süreçte iki bölümden oluşan Puanlama Ölçeği (PÖ) kullanılmıştır. Araştırma sonucunda öğretmen adaylarının kesirlerde görülen kavram yanılgılarını gidermek amacıyla çoğunlukla model kullanma yöntemini tercih ettikleri ve genel olarak geçerli yöntemler önerdikleri fakat bu yöntemleri söz konusu duruma uygun olarak kullanma noktasında yetersiz kaldıkları görülmüştür.  Ayrıca Matematik Eğitiminde Kavram Yanılgıları seçmeli dersini alma-almama, mezun olunan okul türü ve genel akademik not ortalaması değişkenlerine göre öğretmen adaylarının kavram yanılgıları giderme yeterlikleri arasında anlamlı ilişkiler/farklılıklar gözlenmemiştir.

Keywords

• pedagojik alan bilgisi,kavram yanılgısı,kesir

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