Esen Ersoy

Mathematical Reasoning Skills of 7th Grade Students

Article History: Received 08.06.2016 Received in revised form 16.12.2016 Accepted 10.01.2017 Available online 06.01.2017 In order to make deductions, one has to conduct reasoning. Peresini and Webb state that reasoning consists of activities involving various styles of thinking. Students are capable of abstract thinking, as a consequence, during this period improvements are observed in students success at mathematics. When students improve their reasoning skill; their ability to solve non-routine problems, with which they face for the first time in their lives, could also improve. The objective of the study is to determine the mathematical reasoning levels of 7th grade secondary school students. This research has been conducted during the first semester of the academic year of 2015-2016. We carried out the study by sampling method with a total of 95 students from the two provinces in the Black Sea region of Turkey selected by random. The case study, which is one of the qualitative research methods, has been employed as the method of this research. The obtained data has been analyzed through content analysis. In order to calculate the content validity of the study, the formula developed by Miles and Huberman has been used. Two problems developed by Erdem in his doctoral thesis have been used in this study. The problems applied have been evaluated through using the gradual rating scale of Marzano. The retrieved findings suggest that it is seen that in the problems given to the students for solving, a very small part of them has chosen the right strategy for solving the problem. Even though some of these students have chosen the right strategy, they have not succeeded in the implementation phase of the strategy. As a result, they were found unable to reach the right conclusion

OKULÖNCESİ ÖĞRETMEN ADAYLARININ BİLİMSEL ARAŞTIRMAYA BAKIŞLARI

Bu calismada, okul oncesi ogretmen adaylarinin “Bilimsel Arastirma Yontemleri” dersine yonelik gelistirmis olduklari projeler ve projelerine olan bakis acilari degerlendirilmistir. Calisma grubu, Ondokuz Mayis Universitesi Egitim Fakultesi Ilkogretim Okul Oncesi Ogretmenligi ucuncu sinif ogrencilerinden olusmaktadir. “Bilimsel Arastirma Yontemleri” dersi Egitim Fakultelerinde ucuncu sinif ogrencilerinin guz doneminde [5. Yariyil] xa0almis olduklari bir derstir. Calismada elde edilen veriler nitel arastirma yontemlerinden olan icerik analiz ile degerlendirilmistir. Okul oncesi ogretmen adaylarinin gelistirmis olduklari projelerinde elde edilen veriler icerik analizi yapilarak; temalar belirlenmis ve yorumlanmistir. Elde edilen bulgular, okul oncesi ogretmen adaylarinin donem boyunca derste aktif olmalarinin yeni ogrenmeler acisindan olumlu oldugunu ortaya cikartmistir. Donem sonunda proje ile dersin degerlendirilmesinin derse olan bakisi ve on yargiyi pozitif yonde etkiledigi soylenebilir. Sonucta, “Bilimsel Arastirma Yontemleri” dersinin proje odevi ile islenmesinin okul oncesi ogretmen adaylarina olumlu katkilar sagladigi ortaya cikmistir.

Probleme Dayalı Öğrenme Yönteminde Uygulanan Senaryoların Kalıcılığa Etkisi

Bu calismanin amaci, ilkogretim bolumu matematik ogretmenligi ucuncu sinif “Istatistik ve Olasilik I” dersinde Probleme Dayali Ogrenme Yonteminin uygulanabilirligini ve kaliciliga etkisini incelemektir. Calisma, 2009-2010 egitimogretim yilinin ilk yariyilinda, Dokuz Eylul Universitesi Buca Egitim Fakultesi Ilkogretim gerceklestirilmistir. Bu calismada, deney grubunda bulunan 50 ogrenciye dersler senaryo uygulamasi ile islenmistir. Kontrol gurubunda bulunan 49 ogrenciye ise geleneksel yontem ile ogrenim sunulmustur. Probleme Dayali Ogrenme surecinde “Permutasyon-Kombinasyon” konusu ile ilgili olarak hazirlanan senaryo uygulanmistir. Senaryo ile verilen egitimin sonunda, her iki gruba da “Istatistik ve Olasilik I- Ara sinav” sorulari uygulanmistir. Ayni sinav yaklasik iki ay sonra tekrarlanmistir. Arastirmanin sonunda, senaryo kullanilarak verilen ogretimin kaliciligi olumlu yonde etkiledigi ortaya cikmistir