İlkokul Öğrencilerinin Görsel Tahmin Becerileri ile Uzamsal Akıl Yürütme Becerileri Arasındaki İlişkinin İncelenmesi

Yıl 2021, Cilt: 50 Sayı: 1, 31 - 56, 29.04.2021

Emel Çilingir Altıner , Midarbi Cihangir Doğan

Öz

Bu çalışma, ilkokul dördüncü sınıf öğrencilerinin görsel tahmin ve uzamsal akıl yürütme becerilerini incelemeyi amaçlamaktadır. Araştırmaya 445 (219 erkek ve 226 kız) ilkokul öğrencisi katılmıştır. Nicel araştırma yöntemlerinden ilişkisel tarama modeli öğrencilerin görsel tahmin becerileri ile uzamsal akıl yürütme becerileri arasındaki ilişkiyi belirlemek için kullanılmıştır. Ayrıca veri toplama aracı olarak Uzamsal Akıl Yürütme Becerileri ve Görsel Tahmin Becerileri testleri kullanılmıştır. Bu testleri uygulamadan önce geçerlilik-güvenirlik analizleri yapılmıştır. Araştırmanın alt problemlerinden elde edilen veriler, tek yönlü çoklu varyans analizi (MANOVA), korelasyon ve yol analizi olmak üzere farklı istatistiksel yöntemler kullanılarak analiz edilmiştir. Araştırma sonuçlarına göre öğrencilerin görsel tahmin becerileri ve uzamsal akıl yürütme becerileri cinsiyetlerine göre farklılaşmamaktadır. Ayrıca öğrencilerin uzamsal akıl yürütme testinden aldıkları puanların, görsel tahmin becerileri testinden aldıkları puanları pozitif yönde anlamlı bir şekilde yordadığı görülmüştür.

Anahtar Kelimeler

Görsel tahmin beceriler, uzamsal akıl yürütme, ilkokul öğrencileri, Uzamsal Görselleştirme, Uzamsal Yönelme, Zihinsel Döndürme

Destekleyen Kurum

TÜBİTAK-2211-A Domestic PhD Scholarship Program 2015/1

Proje Numarası

1649B031500067m

Teşekkür

Desteklerinden dolayı TÜBİTAK kurumuna teşekkür ederim.

Investigation of the Relationship between Visual Estimation Skills and Spatial Reasoning Skills of Primary School Students

Öz

This study aims to examine primary school fourth grade students' visual estimation and spatial reasoning skills. 445 (219 boys and 226 girls) primary school students participated in the study. Correlational model, one of the quantitative research methods, was used to determine the relationship between students' visual estimation skills and spatial reasoning skills. In addition, Spatial Reasoning Skills and Visual Estimation Skills tests were used as data collection tools. Before applying these tests, validity-reliability analyzes were made. The data obtained from the sub-problems of the study were analyzed using different statistical methods such as including one-way multivariate analysis of variance (MANOVA), correlation and path analysis. According to the results of the research, the visual estimation skills and spatial reasoning skills of the students do not differ according to their gender. In addition, it was observed that the scores of the students' spatial reasoning test positively predicted the scores they got from the visual estimation skills test.

Anahtar Kelimeler

visual estimation skills, spatial reasoning skills, Primary School Students, Spatial Visualization, Spatial Orientation, Mental Rotation

Proje Numarası

1649B031500067m

Kaynakça

• Ansari, D., Donlan, C., & Karmiloff-Smith, A. (2007). Typical and atypical development of visual estimation abilities. Cortex, 43, 758–768. DOI:10.1016/s0010-9452(08)70504-5
• Brydges, C. E. (2013). Students’ visual estimation of angles and their proficiency with angular measurement tools. Doctoral Dissertation, State University of New York at Fredonia. New York.
• Cheng, Y. L., & Mix, K. S. (2014). Spatial training improves children's mathematics ability. Journal of Cognition and Development, 15(1), 2-11. DOI:10.1080/15248372.2012.725186
• Christensen, B. L., Johnson Burke, R., & Turner, A. L. (2015). Research methods, design, and analysis, Araştırma yöntemleri desen ve analiz. Çeviri Ed. Ahmet AYPAY. Ankara: Anı Yayıncılık.
• Chrysostomou, M., Pitta-Pantazi, D., Tsingi, C., Cleanthous, E., & Christou, C. (2013). Examining number sense and algebraic reasoning through cognitive styles. Educational Studies in Mathematics, 83(2), 205-223. DOI:10.1007/s10649-012-9448-0
• Coffman-Wolph, S., Gray, K., & Pool, M. (2018, Nov.). Designing an Escape Room Game to Develop Problem Solving and Spatial Reasoning Skills. Aseeil-in Section Conference (Innovations in Curriculum), West Lafafayette, Indiana
• Creswell, J. W. (2014). Nitel, Nicel Araştırma Deseni ve Karma Yöntem Yaklaşımları (Çev. Ed. SB Demir). Ankara: Eğiten Kitap.
• Çilingir-Altıner, E (2018a). İlkokul dördüncü sınıf öğrencilerinin matematiksel düşünme profillerine göre görsel tahmin ile uzamsal akıl yürütme becerilerinin ve problem çözme performanslarının incelenmesi. Doktora Tezi, Marmara Üniversitesi Eğitim Fakültesi, İstanbul.
• Çilingir-Altıner, E. (2018b). Relationship between spatial thinking and puzzle games of elementary school students. International Online Journal of Educational Sciences, 10(1), 75-87, DOI:10.15345/iojes.2018.01.008.
• Gilligan, K. A., Flouri, E., Farran, E. K. (2017). The contribution of spatial ability to mathematics achievement in middle childhood. Journal of Experimental Child Psychology, 163: 107–125. DOI:10.1016/j.jecp.2017.04.016
• Healey, C. G., Booth, K. S., & Enns, J. T. (1996). High-speed visual estimation using preattentive processing. ACM Transactions on Computer-Human Interaction (TOCHI), 3(2), 107-135. DOI:10.1145/230562.230563
• Hill, J. C. (2011). Gender differences in NAPLAN mathematics performance. In J. Clark, B. Kissane, J. Mousley, T. Spencer, & S. Thorton (Eds.), Mathematics: traditions and (new) practices: proceedings of the AAMT-MERGA conference (pp. 366–372). Alice Springs: AAMT – MERGA
• Hogan, T. P. & Brezinski, K. L. (2003) Quantitative estimation: one, two, or three abilities?, Mathematical Thinking and Learning, 5(4), 259-280, DOI:10.1207/S15327833MTL0504_02
• Joh, A. S. (2016). Training effects and sex difference in preschoolers’ spatial reasoning ability. Developmental Psychobiology, 58(7), 896–908. DOI:10.1002/dev.21445
• Jones, H. (1979). Visual estimation of plant water status in cereals. The Journal of Agricultural Science, 92(1), 83-89. https://doi.org/10.1017/S0021859600060524
• Jones, M. G., Gardner, G. E., Taylor, A. R., Forrester, J. H., & Andre, T. (2012). Students' accuracy of measurement estimation: Context, units, and logical thinking. School Science and Mathematics, 112(3), 171-178. DOI:10.1111/j.1949-8594.2011.00130.x
• Joram, E., Subrahmanyam, K., & Gelman, R. (1998). Measurement estimation: Learning to map the route from number to quantity and back. Review of Educational Research, 68, 413–449.
• Kalaycı, Ş. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri (Vol. 5). Ankara, Turkey: Asil Yayın Dağıtım
• Kawasaki, Y., Sakai, M., Nishimura, K., Fujiwara, K., Fujisaki, K., Shimpo, M., & Akamatsu, R. (2016). Criterion validity of the visual estimation method for determining patients' meal intake in a community hospital. Clinical Nutrition, 35(6), 1543-1549. DOI:10.1016/j.clnu.2016.04.006
• Kell, H., Lubinski, D., Benbow, C., & Stieger, J. (2013). Who rises to the top? Early indicators. Psychological Science, 24(5), 648–659. DOI:10.1177/0956797612457784.
• Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: The Guilford Press.
• Küçükoğlu, S. (2019). Postpartum ilk 24 saatte kan kaybının değerlendirilmesinde; görsel tahmin, kan miktarının tartılması, klinik belirti ve bulgularının kullanımı [Visual estimation, blood volume calculation, and the use of clinical symptoms and findings in evaluation of postpartum hemorrhage within the first 24 hours after delivery]. Unpublished Master of Thesis, Marmara University, Department of Obstetrics and Gynecology Nursing, İstanbul.
• LeFevre, J. A., Jimenez Lira, C., Sowinski, C., Cankaya, O., Kamawar, D., & Skwarchuk, S. L. (2013). Charting the role of the number line in mathematical development. Frontiers in Psychology, 4 (641), 1-9. DOI:10.3389/fpsyg.2013.00641
• Lockman, J. J., Fears, N. E., & Lewis, E. A. (2018). Spatial development. Oxford Research Encyclopedia of Psychology, https://www.researchgate.net/profile/Nicholas_Fears/publication/324065374_Spatial_Development/links/5abbb31045851584fa6d3c22/Spatial-Development.pdf adresinden 5 Ekim 2018 tarihinde edinilmiştir.
• Lowrie, T., Logan, T., & Ramful, A. (2016). Spatial Reasoning Influences Students' Performance on Mathematics Tasks. In White, B., Chinnappan, M. & Trenholm, S. (Eds.). Opening up mathematics education research (Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia), pp. 407–414. Adelaide: MERGA.
• Lowrie, T., Logan, T., & Ramful, A. (2017). Visuospatial training improves elementary students’ mathematics performance. British Journal of Educational Psychology, 87(2), 170–186. DOI:10.1111/bjep.12142
• Markovits, Z., & Hershkowitz, R. (1993). Visual estimation of discrete quantities. ZDM, 93(4), 137-140.
• Markovits, Z., & Hershkowitz, R. (1997). Relative and absolute thinking in visual estimation processes. Educational Studies In Mathematics, 32(1), 29-47.
• Mix, K. S., & Cheng, Y. L. (2012). The relation between space and math: Developmental and educational implications. In J. B. Benson (Ed.), Advances in child development and behavior (Vol. 42, pp. 201–247). New York, NY: Elsevier. DOI:10.1016/B978-0-12-394388-0.00006-X
• Morris, Sharon W., (2018). The effect of gender on spatial ability and spatial reasoning among students in grades 2-8. Doctoral Dissertations and Projects. 1751. https://digitalcommons.liberty.edu/doctoral/1751 adresinden 29 Eylül 2018 tarihinde edinilmiştir.
• Möhring, W., & Frick, A. (2013). Touching up mental rotation: Effects of manual experience on 6-month-old infants’ mental object rotation. Child Development. DOI:10.1111/cdev.12065.
• Mulligan, J., Woolcott, G., Mitchelmore, M., & Davis, B. (2018). Connecting mathematics learning through spatial reasoning. Mathematics Education Research Journal, 30(1), 77-87. DOI:10.1007/s13394-017-0210-x
• Mullis, I. V., Martin, M. O., Gonzalez, E. J., & Chrostowski, S. J. (2004). TIMSS 2003 international mathematics report: Findings from IEA's trends in international mathematics and science study at the fourth and eighth grades. TIMSS & PIRLS International Study Center. Boston College, 140 Commonwealth Avenue, Chestnut Hill, MA 02467.
• Muthén, L. K., & Muthén, B. (2006). Mplus user’s guide (Version 4). Los Angeles, CA: Muthén & Muthén.
• National Council Of Teachers Of Mathematics [NCTM]. (1989). Curriculum And Evaluation Standards For School Mathematics. Reston, VA: NCTM.
• Newcombe, N. S., Möhring, W., & Frick, A. (2018). How big is many? Development of spatial and numerical magnitude understanding. In A. Henik & W. Fias (Eds.), Heterogeneity of Function in Numerical Cognition, 157–176. DOI:10.1016/b978-0-12-811529-9.00009-1
• Olkun, S. ve Altun, A. (2003). İlköğretim öğrencilerinin bilgisayar deneyimleri ile uzamsal düşünme ve geometri başarıları arasındaki ilişki. The Turkish Online Journal of Educational Technology, 2(4), 86-91.
• Opfer, J. E., & Siegler, R. S. (2007). Representational change and children’s numerical estimation. Cognitive psychology, 55(3), 169-195. DOI:10.1016/j.cogpsych.2006.09.002
• Özdamar K., (2002). Paket programlar ile istatistik veri analizi. Eskişehir: Kaan Kitapevi.
• Perry, L. Y. (2016). Validating ınterpretations about student performance from the early grade mathematics assessment relational reasoning and spatial reasoning subtasks. Doctoral dissertation, Southern Methodist University. https://search.proquest.com/docview/1844998263?pq-origsite=gscholar adresinden 15 Ekim 2018 tarihinde edinilmiştir.
• Ramful, A., Lowrie, T., & Logan, T. (2017). Measurement of spatial ability: Construction and validation of the spatial reasoning instrument for middle school students. Journal of Psychoeducational Assessment, 35(7), 709-727. DOI:10.1177/0734282916659207
• Rose, V., Nduka, C. C., Pereira, J. A., Pickford, M. A., & Belcher, H. J. C. R. (2002). Visual Estimation of Finger Angles: Do we Need Goniometers? Journal of Hand Surgery, 27(4), 382–384. https://doi.org/10.1054/jhsb.2002.0782
• Rutherford, T., Karamarkovich, S. M., & Lee, D. S. (2018). Is the spatial/math connection unique? Associations between mental rotation and elementary mathematics and English achievement. Learning and Individual Differences, 62, 180-199. DOI:10.1016/j.lindif.2018.01.014
• Shumway, J. F. (2013). Building bridges to spatial reasoning. Teaching Children Mathematics, 20(1), 44. DOI:10.5951/teacchilmath.20.1.0044
• Sinclair, N., & Bruce, C. D. (2014). Research forum: spatial reasoning for young learners. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.), Proceedings of the joint meeting of PME 38 and PME-NA, 36 (Vol. 1, pp. 173–203). Vancouver: PME
• Spelke, E. S. (2005). Sex differences in intrinsic aptitude for mathematics and science?: a critical review. American Psychologist, 60(9), 950-958. DOI:10.1037/0003-066X.60.9.950
• Tavşancıl E., (2006). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara:Nobel Yayın Dağıtım
• Tekinkır, D. (2008). İlköğretim 6. ve 8. sınıf öğrencilerinin matematik alanındaki tahmin stratejilerini belirleme ve tahmin becerisi ile matematik başarısı arasındaki ilişki. Yayınlanmamış Doktora Tezi, Dokuz eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.
• Thom, J. S. (2018). All about… spatial reasoning. Nursery World, 2018(1), 21–25. doi:10.12968/nuwa.2018.1.21
• Thomson, S., De Bortoli, L., Nicholas, M., Hillman, K., & Buckley, S. (2010). Challenges for Australian education: Results from PISA 2009. Melbourne: Australian Council for Educational Research.
• Thorndyke P.W., Goldin S.E. (1983) Spatial learning and reasoning skill. In: Pick H.L., Acredolo L.P. (eds) Spatial Orientation. Springer, Boston, MA. DOI: DOI:10.1007/978-1-4615-9325-6_9
• Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R.,Warren, C., & Newcombe, N.S. (2013). The malleability of spatial skills: a meta-analysis of training studies. Psychological Bulletin, 139(2), 352–402
• Vander Heyden, K.M., Huizinga, M., Kan, K.J., & Jolles, J. (2016). A developmental perspective on spatial reasoning: Dissociating object transformation from viewer transformation ability. Cognitive Development, 38, pp. 63-74. https://doi.org/10.1016/j.cogdev.2016.01.004
• Verdine, B. N., Golinkoff, R. M., Hirsh‐Pasek, K., Newcombe, N. S., Filipowicz, A. T., & Chang, A. (2014). Deconstructing building blocks: Preschoolers' spatial assembly performance relates to early mathematical skills. Child Development, 85(3), 1062–1076. DOI:10.1111/cdev.12165
• Voyer, D., Voyer, S., & Bryden, M. P. (1995). Magnitude of sex differences in spatial abilities: a meta-analysis and consideration of critical variables. Psychological bulletin, 117(2), 250-270.
• Young, C. J., Levine, S. C., & Mix, K. S. (2018). The Connection Between Spatial and Mathematical Ability Across Development. Frontiers in psychology, 9, 755. DOI:10.3389/fpsyg.2018.00755
• Yun-hing, L. (2007). The relationship between numerical estimation and number sense in students’ learning of mathematics. Master of Dissertation, The University of Honkong. Hongkong. http://hdl.handle.net/10722/51257 adresinden 13 Ağustos 2018 tarihinde edinilmiştir.