Araştırma Makalesi

Effects of Teaching Activities via Google Sketchup and Concrete Models on Spatial Skills of Preservice Mathematics Teachers

Cilt: 7 Sayı: 3 8 Aralık 2016
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Effects of Teaching Activities via Google Sketchup and Concrete Models on Spatial Skills of Preservice Mathematics Teachers

Öz

The aim of this study was to investigate the impact of teaching activities supported by Google SketchUp, which is a 3–Dimensional modeling software, and concrete models on the basic skills related to spatial ability in teaching geometric solids. The study sample consisted of 72 preservice teachers who were studying elementary mathematics education in 2009-2010 academic–year in a state-funded university in Central Anatolia, Turkey. This was an experimental study. The study used a pretest posttest control group design and included two experimental groups and a control group. One of the experimental groups was taught using Google SketchUp while the other one was taught with concrete model-aided teaching activities. The activities, designed for the control group, were carried out with some traditional teaching tools such as paper, pencil and classroom writing board. The Santa Barbara Solids Test (SBST) and the Purdue Spatial Visualization Test (PSVT) were used to measure spatial ability. The SBST measures the ability to mentally visualize the cross-sections of 3D objects. The PSVT consists of three parts: “Developments”, which measures skills to visualize a 3D object based on its surface development; “Rotations”, which measures skills to mentally rotate 3D objects; and “Views”, which measures skills to visualize different views of 3D objects. The study identified significant increases in the scores received for all of the tests by the group using Google SketchUp, in the scores received for the SBST and Developments part by the group using concrete models, and in the scores received for only the Developments part by the control group. Also, the posttest average score received for the “Views” part by the experimental group using Google SketchUp was significantly higher than the score of the experimental group using concrete models and the control group.

Anahtar Kelimeler

Kaynakça

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  3. Baki, A., Kösa, T., & Güven, B. (2011). A comparative study of the effects of using dynamic geometry software and physical manipulatives on the spatial visualization skills of pre-service mathematics teachers. British Journal of Educational Technology, 42(2), 291–310.
  4. Baştürk, R. (2010). Bütün yönleriyle SPSS örnekli nonparametrik istatistiksel yöntemler. Ankara: Anı Press.
  5. Battista, M. T. (1990). Spatial visualization and gender differences in high school geometry. Journal for Research in Mathematics Education, 21, 47–60.
  6. Baykul, Y. (2004). İlköğretimde matematik öğretimi 1.-5. sınıflar için (7th ed.). Ankara: Pegem A Publishing.
  7. Bayrak, M. E. (2008). Investigation of effect of visual treatment on elementary school student’s spatial ability and attitude toward spatial ability problems (Unpublished master’s thesis). Middle East Technical University, Ankara.
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Ayrıntılar

Birincil Dil

İngilizce

Konular

-

Bölüm

Araştırma Makalesi

Yazarlar

Candaş Uygan
ESKISEHIR OSMANGAZI UNIV

Aytaç Kurtuluş
ESKISEHIR OSMANGAZI UNIV

Yayımlanma Tarihi

8 Aralık 2016

Gönderilme Tarihi

26 Şubat 2016

Kabul Tarihi

18 Eylül 2016

Yayımlandığı Sayı

Yıl 2016 Cilt: 7 Sayı: 3

Kaynak Göster

APA
Uygan, C., & Kurtuluş, A. (2016). Effects of Teaching Activities via Google Sketchup and Concrete Models on Spatial Skills of Preservice Mathematics Teachers. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 7(3), 510-535. https://doi.org/10.16949/turkbilmat.273993
AMA
1.Uygan C, Kurtuluş A. Effects of Teaching Activities via Google Sketchup and Concrete Models on Spatial Skills of Preservice Mathematics Teachers. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2016;7(3):510-535. doi:10.16949/turkbilmat.273993
Chicago
Uygan, Candaş, ve Aytaç Kurtuluş. 2016. “Effects of Teaching Activities via Google Sketchup and Concrete Models on Spatial Skills of Preservice Mathematics Teachers”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 7 (3): 510-35. https://doi.org/10.16949/turkbilmat.273993.
EndNote
Uygan C, Kurtuluş A (01 Aralık 2016) Effects of Teaching Activities via Google Sketchup and Concrete Models on Spatial Skills of Preservice Mathematics Teachers. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 7 3 510–535.
IEEE
[1]C. Uygan ve A. Kurtuluş, “Effects of Teaching Activities via Google Sketchup and Concrete Models on Spatial Skills of Preservice Mathematics Teachers”, Turkish Journal of Computer and Mathematics Education (TURCOMAT), c. 7, sy 3, ss. 510–535, Ara. 2016, doi: 10.16949/turkbilmat.273993.
ISNAD
Uygan, Candaş - Kurtuluş, Aytaç. “Effects of Teaching Activities via Google Sketchup and Concrete Models on Spatial Skills of Preservice Mathematics Teachers”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 7/3 (01 Aralık 2016): 510-535. https://doi.org/10.16949/turkbilmat.273993.
JAMA
1.Uygan C, Kurtuluş A. Effects of Teaching Activities via Google Sketchup and Concrete Models on Spatial Skills of Preservice Mathematics Teachers. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2016;7:510–535.
MLA
Uygan, Candaş, ve Aytaç Kurtuluş. “Effects of Teaching Activities via Google Sketchup and Concrete Models on Spatial Skills of Preservice Mathematics Teachers”. Turkish Journal of Computer and Mathematics Education (TURCOMAT), c. 7, sy 3, Aralık 2016, ss. 510-35, doi:10.16949/turkbilmat.273993.
Vancouver
1.Candaş Uygan, Aytaç Kurtuluş. Effects of Teaching Activities via Google Sketchup and Concrete Models on Spatial Skills of Preservice Mathematics Teachers. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 01 Aralık 2016;7(3):510-35. doi:10.16949/turkbilmat.273993

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