Kavramsal Bilginin Gelisiminin Incelenmesi: Cebirsel Kesirli Ifadeleri Içeren Denklemler Baglaminda
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Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selim Hilmi ÖZKAN
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu arastirmanin amaci, cebirsel kesirli ifadeleri içeren denklemlerde katilimcilarin kavramsal bilgilerindeki degisimi incelemektir. Bu arastirmada yürütülen ögretim sürecinde katilimcilardan cebirsel kesirli ifadeleri içeren denklemlere sözel problem yazmalari istenerek, kavramsal anlamaya dair bilissel yapilarinin degisimleri izlenmistir. Bu Arastirmanin modelini “ögretim deneyi”, bunu desteklemek için yapilan “klinik görüsmeler” ve “doküman incelemesi” olusturmaktadir. Arastirmadan elde edilen veriler içerik analizi yöntemiyle analiz edilmistir. Arastirma 2015-2016 ögretim yilinda Türkiye’de bir ilde iki farkli lisede ögrenim gören 4 dokuzuncu sinif ögrencisi ile gerçeklestirilmistir. Elde edilen verilere göre, katilimcilar diger çalismalara benzer sekilde önce kesrin anlamini olusturmus, ardindan sözel problem yazabilmislerdir. Bu arastirmada yazilan sözel problemlerde en çok kullanilan anlamlar kesrin bölüm, oran ve ölçme anlamlari olurken, islemci ve parça bütün anlamlari ise en az kullanilan anlamlar olmustur. Literatüre gore, nümerik kesirlerle ilgili en çok kullanilan anlam ise bu arastirmanin aksine parça bütün anlamidir. Kullanilan kesrin anlamlarinin, kesrin türü ile iliskili oldugu belirlenmistir. Sözel problem yazarken, katilimcilarin hatalar yaptigi ve kesrin farkli anlamlarina göre yapilan hatalarin da farklilik gösterdigi belirlenmistir. Alanyazinda bu sonuç ile ilgili herhangi bir çalismaya rastlanmamistir. Bu arastirmanin uygulama süresi ve yöntemi göz önünde bulundurularak farkli kavramlara dair farkli düzeyde katilimcilarin kavramsal degisim süreçleri incelenebilir.
The purpose of this research is to examine the change in the conceptual knowledge of the participants in equations containing algebraic fractional expressions. In a teaching process carried out in this research, by asking the participants to write word problems on equations containing algebraic fractional expressions, the changes in the cognitive structures of conceptual understanding were monitored. The model of the research is "teaching experiment", "clinical interviews" and "document review" to support this. The obtained data were analyzed by content analysis method. The research was carried out with 4 ninth grade students studying in two different high schools in a city in Turkey in the 2015-2016 academic year. According to the data obtained, Similar to other studies, the participants first formed the meaning of the fraction and then they were able to write a word problem.In the verbal problems written in this research, the most used meanings were fraction, ratio and measurement, while operator and part whole meanings were the least used meanings.According to the literature, the most used meaning related to numerical fractions is the part and whole meaning, contrary to this research. It was determined that the participants made mistakes while writing a verbal problem and the mistakes made according to the different meanings of the fraction also differed. No study has been found in the literature regarding this result. Considering the implementation period and method of this research, the conceptual change processes of the participants at different levels regarding different concepts can be examined.
The purpose of this research is to examine the change in the conceptual knowledge of the participants in equations containing algebraic fractional expressions. In a teaching process carried out in this research, by asking the participants to write word problems on equations containing algebraic fractional expressions, the changes in the cognitive structures of conceptual understanding were monitored. The model of the research is "teaching experiment", "clinical interviews" and "document review" to support this. The obtained data were analyzed by content analysis method. The research was carried out with 4 ninth grade students studying in two different high schools in a city in Turkey in the 2015-2016 academic year. According to the data obtained, Similar to other studies, the participants first formed the meaning of the fraction and then they were able to write a word problem.In the verbal problems written in this research, the most used meanings were fraction, ratio and measurement, while operator and part whole meanings were the least used meanings.According to the literature, the most used meaning related to numerical fractions is the part and whole meaning, contrary to this research. It was determined that the participants made mistakes while writing a verbal problem and the mistakes made according to the different meanings of the fraction also differed. No study has been found in the literature regarding this result. Considering the implementation period and method of this research, the conceptual change processes of the participants at different levels regarding different concepts can be examined.
Açıklama
1603E099 no.lu proje kapsaminda desteklenmistir.
Anahtar Kelimeler
Kavramsal Bilgi, Cebirsel Kesirler, Denklemler, Problem Kurma
Kaynak
Uluslararasi Sosyal ve Egitim Bilimleri Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
0
Sayı
16
