BibTex RIS Kaynak Göster

Farklılaştırılmış Öğretim Tasarımının Öğrencilerin Özyeterlik Algıları, Bilişüstü Becerileri ve Akademik Başarılarına Etkisinin İncelenmesi

Yıl 2009, Cilt: 37 Sayı: 37, 201 - 214, 01.06.2009

Defne Yabaş Sertel Altun

Öz

Çalışma, farklılaştırılmış öğretim tasarımını merkeze alarak, bu tasarımın öğrencilerin akademik başarıları, bilişüstübecerileri ve öz-yeterlik algıları üzerindeki etkisini belirlemeyi amaçlamıştır. Araştırmada öntest-sontest deney desenikullanılmış, deney grubu Esenler Cumhuriyet İlköğretim Okulu altıncı sınıfa devam eden 25 öğrenciden oluşmuştur.Farklılaştırılmış öğretim tasarımı matematik dersi ondalık kesirler ünitesi için hazırlanmıştır. Çalışmada, araştırmacıtarafından geliştirilen ve geçerlik-güvenirlik çalışmaları yapılmış akademik başarı testi, Üredi (2005) tarafından Türkçe’yeuyarlanan bilişüstü beceri ölçeği ile öz-yeterlik algısı ölçekleri uygulamadan önce ve sonra olmak üzere iki defa deneygrubuna uygulanmıştır. Araştırmanın sonucunda öğrencilerin akademik başarı testi, bilgi, kavrama ve uygulama test puanları,bilişüstü beceriler ve öz-yeterlik algıı puanları arasında sontest lehine anlamlı fark bulunmuştur. Bu bulgular araştırmanınbaşında belirlenen üç denenceyi de desteklemiştir

Anahtar Kelimeler

Farklılaştırılmış öğretim tasarımı öz-yeterlik algısı bilişüstü beceriler akademik başarı matematik öğretimi

Kaynakça

  • Bandura, A. (1997). Self-Efficacy: The Exercise of Control. ABD: W.H. Freeman and Company.
  • Boerger, M. V. (2005). Differentiated instruction in the middle school math classroom: A case study. Yüksek Lisans Tezi. Pacific Lutheran University.
  • Carr, M., Alexander, J. & Folds-Bennett, T. (1994). Metacognition and Mathematics Strategy Use. Applied Cognitive Psychology, 8(6), 583-595
  • Eisenberger, J. , Conti-D’Antonio, M. & Bertarndo, R. (2005). Self Efficacy: Raising the Bar for All Students (2nd ed.). ABD: Eye on Education
  • English, L. D., & Halford, G. S. (1995). Mathematics Education Models and Processes. ABD: Lawrence Erlbaum Associates, Publishers.
  • Erden, M. (1998). Eğitimde Program Değerlendirme (3.Bs.). Ankara: Anı Yayıncılık.
  • Gregory, G. H & Chapman, C.(2002). Differentiated Instructional Strategies: One Size Doesn’t Fit All. ABD: Corwin Press, Inc.
  • Hacker, D. J. (1998). Definitions and Empirical Foundations. In D. J. Hacker, J. Dunlosky &A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp: 1-23). ABD: Lawrence Erlbaum Associates, Publishers.
  • Hall, J. M., Ponton, M. K. (2005). Mathematics Self-Efficacy of College Freshman. Journal of Developmental Education, 28 (3), 26-28,30,32
  • Heacox, D. (2002). Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12. ABD: Free Spirit Publishing.
  • Karasar, N. (2005). Bilimsel Araştırma Tasarımleri (14.Bs.). Ankara: Nobel Yayın Dağıtım.
  • Maier, S. R. & Curtin, P.A. (2005). Self-Efficacy Theory: A Prescriptive Model for Teaching Research Methods. Journalism and Mass Communication Educator, 59(4), 352-364.
  • Marlowe, B.A. & Page, M. L. (1998). Creating and Sustaining the Constructivist Classroom.ABD: Corwin Press Inc.
  • Mevarech, Z. R. &Kramarski, B. (2003). The Effects of Metacognitive Training versus Worked-Out Examples on Students' Mathematical Reasoning. British Journal of Educational Psychology,73(4), 449-471
  • National Research Council. (2001). Adding it Up. Helping Children Learn Mathematics. J. Kilpatrick, J. Swafford & F. Bradford.(Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. ABD: National Academy Press.
  • Pajares, F. M. & Miller, D. (1994). Role of Self-Efficacy and Self-Concept Beliefs in Mathematical Problem Solving: A Path Analysis. Journal of Educational Psychology, 86(2), 193-203.
  • Randhawa, B.S., Beamer, J. E. & Lundeberg, I.. (1993). Role of Mathematics Self-Efficacy in the Structural Model of Mathematics Achievement. Journal of Educational Psychology, 85(1), 41-48
  • Richards, M.R.E. & Omdal, S. N. (2007). Effects of Tiered Instruction on Academic Performance in a Secondary Science Course. Journal of Advanced Academics, 18(3), 424-456
  • Schunk, D. H. (1998). Teaching Elementary Students to Self-Regulate Practice of Mathematical Skills with Modeling. In D.H Schunk & B. J. Zimmerman (Eds.), Self-Regulated Learning From Teaching to Self-Reflective Practice. New York: The Guilford Press.
  • Siegle, D. & McCoach B. D. (2007). Increasing Student Mathematics Self-Efficacy Through Teacher Training.The Journal of Secondary Gifted Education, 18 (2), 278-312,330-331
  • Springer, R., Pugalee, D. & Algozzine, B. (2007). Improving Mathematics Skills of High School Students. The Clearing House, 81(1), 37-43.
  • Stager, A. (2007). Differentiated Instruction in Mathematics. Yayımlanmamış Yüksek Lisans Tezi. Caldwell College.
  • Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed Ability Classrooms (2nd ed). ABD: Association for Supervision and Curriculum Development.
  • Tomlinson, C. A. (2005). The Differentiated Classroom: Responding to the Needs of All Learners. ABD: Pearson Merrill Prentice Hall.
  • Trafton, P. R. & Claus, A.S.(1994). A Changing Curriculum for a Changing Age. In C. E. Thornton & N.S. Bley. (Eds), Windows of Opportunity Mathematics for Students with Special Needs (pp-19-39). ABD: National Council of Teachers of Mathematics.
  • Üredi, I. (2005). Algılanan Anne Baba Tutumlarının İlköğretim 8. Sınıf Öğrencilerinin Öz-Düzenleyici Öğrenme
  • Stratejileri ve Motivasyonel İnançları Üzerindeki Etkisi. Yayımlanmamış Doktora Tezi. YTÜ Sosyal Bilimler Enstitüsü.
  • Von Glasersfeld, E. (1995). A Constructivist Approach To Teaching. In P. S. Leslie,& J. Gale (Eds.), Constructivism in
  • Education. (pp. 3-15). ABD: Lawrence Erlbaum Associates, Publishers.
  • Washington, K. (2006). Sixth Grade Students' Perceptions Regarding Their Performance in a Differentiated Mathematics Instructional Model at a Selected Intermediate School. Yayımlanmamış Doktora Tezi. Sam Houston State University.
  • Wood, F. R. (2006). The Relationship Between the Measured Changes in the Mathematics Scores of Eighth Grade New Jersey Students and the Implementation of a Standards-Based Mathematics Program. Yayımlanmamış Doktora Tezi. Widener University.
  • Woolfolk, A. (2004). Educational Psychology (9th ed.). ABD: Pearson

Yıl 2009, Cilt: 37 Sayı: 37, 201 - 214, 01.06.2009

Defne Yabaş Sertel Altun

Öz

Kaynakça

  • Bandura, A. (1997). Self-Efficacy: The Exercise of Control. ABD: W.H. Freeman and Company.
  • Boerger, M. V. (2005). Differentiated instruction in the middle school math classroom: A case study. Yüksek Lisans Tezi. Pacific Lutheran University.
  • Carr, M., Alexander, J. & Folds-Bennett, T. (1994). Metacognition and Mathematics Strategy Use. Applied Cognitive Psychology, 8(6), 583-595
  • Eisenberger, J. , Conti-D’Antonio, M. & Bertarndo, R. (2005). Self Efficacy: Raising the Bar for All Students (2nd ed.). ABD: Eye on Education
  • English, L. D., & Halford, G. S. (1995). Mathematics Education Models and Processes. ABD: Lawrence Erlbaum Associates, Publishers.
  • Erden, M. (1998). Eğitimde Program Değerlendirme (3.Bs.). Ankara: Anı Yayıncılık.
  • Gregory, G. H & Chapman, C.(2002). Differentiated Instructional Strategies: One Size Doesn’t Fit All. ABD: Corwin Press, Inc.
  • Hacker, D. J. (1998). Definitions and Empirical Foundations. In D. J. Hacker, J. Dunlosky &A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp: 1-23). ABD: Lawrence Erlbaum Associates, Publishers.
  • Hall, J. M., Ponton, M. K. (2005). Mathematics Self-Efficacy of College Freshman. Journal of Developmental Education, 28 (3), 26-28,30,32
  • Heacox, D. (2002). Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12. ABD: Free Spirit Publishing.
  • Karasar, N. (2005). Bilimsel Araştırma Tasarımleri (14.Bs.). Ankara: Nobel Yayın Dağıtım.
  • Maier, S. R. & Curtin, P.A. (2005). Self-Efficacy Theory: A Prescriptive Model for Teaching Research Methods. Journalism and Mass Communication Educator, 59(4), 352-364.
  • Marlowe, B.A. & Page, M. L. (1998). Creating and Sustaining the Constructivist Classroom.ABD: Corwin Press Inc.
  • Mevarech, Z. R. &Kramarski, B. (2003). The Effects of Metacognitive Training versus Worked-Out Examples on Students' Mathematical Reasoning. British Journal of Educational Psychology,73(4), 449-471
  • National Research Council. (2001). Adding it Up. Helping Children Learn Mathematics. J. Kilpatrick, J. Swafford & F. Bradford.(Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. ABD: National Academy Press.
  • Pajares, F. M. & Miller, D. (1994). Role of Self-Efficacy and Self-Concept Beliefs in Mathematical Problem Solving: A Path Analysis. Journal of Educational Psychology, 86(2), 193-203.
  • Randhawa, B.S., Beamer, J. E. & Lundeberg, I.. (1993). Role of Mathematics Self-Efficacy in the Structural Model of Mathematics Achievement. Journal of Educational Psychology, 85(1), 41-48
  • Richards, M.R.E. & Omdal, S. N. (2007). Effects of Tiered Instruction on Academic Performance in a Secondary Science Course. Journal of Advanced Academics, 18(3), 424-456
  • Schunk, D. H. (1998). Teaching Elementary Students to Self-Regulate Practice of Mathematical Skills with Modeling. In D.H Schunk & B. J. Zimmerman (Eds.), Self-Regulated Learning From Teaching to Self-Reflective Practice. New York: The Guilford Press.
  • Siegle, D. & McCoach B. D. (2007). Increasing Student Mathematics Self-Efficacy Through Teacher Training.The Journal of Secondary Gifted Education, 18 (2), 278-312,330-331
  • Springer, R., Pugalee, D. & Algozzine, B. (2007). Improving Mathematics Skills of High School Students. The Clearing House, 81(1), 37-43.
  • Stager, A. (2007). Differentiated Instruction in Mathematics. Yayımlanmamış Yüksek Lisans Tezi. Caldwell College.
  • Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed Ability Classrooms (2nd ed). ABD: Association for Supervision and Curriculum Development.
  • Tomlinson, C. A. (2005). The Differentiated Classroom: Responding to the Needs of All Learners. ABD: Pearson Merrill Prentice Hall.
  • Trafton, P. R. & Claus, A.S.(1994). A Changing Curriculum for a Changing Age. In C. E. Thornton & N.S. Bley. (Eds), Windows of Opportunity Mathematics for Students with Special Needs (pp-19-39). ABD: National Council of Teachers of Mathematics.
  • Üredi, I. (2005). Algılanan Anne Baba Tutumlarının İlköğretim 8. Sınıf Öğrencilerinin Öz-Düzenleyici Öğrenme
  • Stratejileri ve Motivasyonel İnançları Üzerindeki Etkisi. Yayımlanmamış Doktora Tezi. YTÜ Sosyal Bilimler Enstitüsü.
  • Von Glasersfeld, E. (1995). A Constructivist Approach To Teaching. In P. S. Leslie,& J. Gale (Eds.), Constructivism in
  • Education. (pp. 3-15). ABD: Lawrence Erlbaum Associates, Publishers.
  • Washington, K. (2006). Sixth Grade Students' Perceptions Regarding Their Performance in a Differentiated Mathematics Instructional Model at a Selected Intermediate School. Yayımlanmamış Doktora Tezi. Sam Houston State University.
  • Wood, F. R. (2006). The Relationship Between the Measured Changes in the Mathematics Scores of Eighth Grade New Jersey Students and the Implementation of a Standards-Based Mathematics Program. Yayımlanmamış Doktora Tezi. Widener University.
  • Woolfolk, A. (2004). Educational Psychology (9th ed.). ABD: Pearson
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Defne Yabaş Bu kişi benim

Sertel Altun Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2009
Yayımlandığı Sayı Yıl 2009 Cilt: 37 Sayı: 37

Kaynak Göster

APA Yabaş, D., & Altun, S. (2009). Farklılaştırılmış Öğretim Tasarımının Öğrencilerin Özyeterlik Algıları, Bilişüstü Becerileri ve Akademik Başarılarına Etkisinin İncelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37(37), 201-214.