Ortaokul Matematik Öğretmenlerinin Geribildirim Kavramı, Geribildirimin Veriliş Tarzı ve Zamanlaması İle İlgili İnançları

Öz

Bu çalışmanın amacı ortaokul matematik öğretmenlerinin geribildirim kavramı, etkili geribildirimin özellikleri, geribildirimin veriliş tarzı ve zamanlaması ile ilgili inanışlarını belirlemektir. Bu amaç doğrultusunda bu çalışmada nitel araştırma yöntemi kullanılmıştır. Veriler, 2009-2010 eğitimöğretim yılında Trabzon ili Akçaabat ilçesine bağlı 3 farklı ilköğretim okulunda görev yapan 3 matematik öğretmeni ile açık uçlu ve senaryo tipi sorular içeren yarı yapılandırılmış mülakatlar yapılarak elde edilmiştir. Elde edilen veriler içerik analizine tabi tutularak veri çözümleme tekniklerinden “verilerin kodlanması” kullanılmıştır. Çalışma sonunda, öğretmenlerin geribildirim kavramı ile ilgili tanımlamalar yaparken bir birinden farklı genel ifadeler kullandıkları, geribildirimin özellikleri ile ilgili olarak ise öğrencilerin performanslarını geliştirmeye yönelik betimsel özellikleri yanında onların kişiliklerine odaklanan değerlendirmeci özelliklere de vurgu yaptıkları ve sözel geribildirim vermenin daha kolay olduğuna inandıkları ortaya çıkmıştır. Ayrıca geribildirimin veriliş zamanı konusunda farklı inanışlara sahip oldukları sonucuna varılmıştır

Anahtar Kelimeler

• Geribildirim kavramı, Etkili geribildirimin özellikleri, Geribildirimin veriliş tarzı, Geribildirimin zamanlaması, Ortaokul matematik öğretmenleri

Secondary School Mathematics Teachers' Beliefs About Feedback Concept, Delivery Style and Timing of Feedback

Öz

This study aimed to investigate secondary school mathematics teachers' beliefs about the concept of feedback, the features of effective feedback, delivery style of feedback, and feedback timing. In line with this aim, the qualitative research method was used in this study. The data were collected from three teachers of Mathematics working in three different secondary schools located in the county of Akçaabat in Trabzon by conducting semi-structured interviews including open-ended and scenariotype questions. The data collected were subject to content analysis, and “data coding” was used as the data analysis technique. The results of the study indicated that the teachers made general statements different from one another while defining the concept of feedback and stressed the evaluative features of feedback that focused on students‟ personalities in addition to the descriptive features that aimed to improve their performances while considering the features of feedback. It was also revealed that the teachers believed it was much easier to provide verbal feedback and had different beliefs about feedback timing

Anahtar Kelimeler

• Feedback concept, Features of effective feedback, Delivery style of feedback, Timing of feedback, Secondary school mathematics teachers

Kaynakça

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