Mesut Öztürk

THE EFFICIENCY OF COMPUTER- AIDED INSTRUCTION AND CREATIVE DRAMA ON ACADEMIC ACHIEVEMENT IN TEACHING OF INTEGERS TO SEVENTH GRADE STUDENTS

This study aims to compare computer-aided instruction, creative drama and traditional teaching methods in teaching of Integers to the seventh grade students. The study was conducted in a primary school with eighty seven students (N=87) in a county of Agri, in spring term of academic year 2011-2012. A non equivalent control group quasi experimental research design was used for the evaluation. Data of study were obtained through educational achievement test. SPSS 16.0 software program was used for two-way ANOVA analysis. At the end of the study, most successful group was computer-aided instruction group, while there was no significant difference between creative drama and conventional education group.

Hafif Düzeyde Zihinsel Yetersizliği Olan Öğrencilerin Sanal Manipulatifler Yardımıyla Toplama İşlemi Öğrenimi: Bir Çoklu Durum Çalışması

It is frequently emphasized that technology integration to the education of the students have intellectual disabilities has great importance. The researches performed show that using virtual manipulatives consist positive effects on learning mathematics on the students have intellectual disabilities. This study was done to investigate the addition operation learning process of the students have intellectual disabilities. Two students have mild intellectual disabilities and are 14 and 17 years old participated to this research conducted by means of multiple case study is one of the qualitative research designs. In this study was realized during five schedules data were collected through interviews, observations and documents. Content analysis were used for data analysis. At the end of the analysis, three categories of findings on “Learning of the addition operation”, “Opinions on the use of computer and virtual manipulatives” and “Individual differences”, were structured.

Expectation Scale for Mathematical Applications Course: A Study on Validity and Reliability

This study aims to develop a measurement tool with high validity and reliability in order to reveal what secondary school students expect of mathematical applications course. For this purpose, researchers developed an Expectation Scale for Mathematical Applications Course on 5 point Likert scale with 29 items and three factors. The scale was applied on a total of 405 fifth- and sixth-graders to take mathematical applications course at state secondary schools in a medium sized city of north east of Turkey. Exploratory factor analysis is used to determine the structural validity of the scale. Reliability analysis concluded that reliability coefficient (Cronbach alpha) of the scale is .93. Reliability coefficients of three factors obtained from the scale vary between .81 and .94 explaining 60% of the total variance of the scale. According to these values, we can say that the developed scale is a data collection tool with high validity, reliability and variance explanatoriness.

Üstün Yetenekli Öğrencilerin Matematik Kavramına Yönelik Algılarının İncelenmesi

Bu calisma ustun yetenekli ogrencilerin matematik kavramina iliskin sahip olduklari zihinsel imgeleri ortaya cikarmak amaciyla yapilmistir. Calismada nitel arastirma yaklasimlarindan olgu bilim yaklasimi kullanilmistir. Calismaya ustun yetenekli oldugu WISC-R zeka testi ile tespit edilmis 28 ustun yetenekli ogrenci katilmistir. Calismada ogrencilerle odak grup gorusmeleri yurutulmustur. Elde edilen verilerin analizinde icerik analizi kullanilmistir. Calismaya katilan ogrencilerin 16 farkli metafora sahip oldugu ortaya cikarilmistir. Bu metaforlardan en sik kullanilani kainat metaforudur. Ogrencilerin urettikleri metaforlarin arkasinda yatan gerekceler incelendiginde matematigin insana etkileri, doganin matematige etkileri ve matematigin dogasindan kaynakli gerekcelerle ogrencilerin matematigi algiladiklari tespit edilmistir. Ogrencilerin sinif duzeylerine gore matematik algilarinin incelenmesi sonucu ogrencilerin sinif duzeyleri yukseldikce matematik kavramini daha cok matematigin dogasiyla iliskilendirdiklerini, kucuk sinif duzeylerinde ise matematik kavramini insan ihtiyaclarina bagli durumlarla iliskilendirmektedirler.