The Effects of Project- and Activity-supported Practiceson Mathematics Education Achievement and Student Views

Problem Statement: Preservice teachers acquire the knowledge and skills needed for elementary mathematics education by themselves obtaining quality university educations and by being actively involved in mathematics. Thus, it is essential to make room in teacher education for student-centered projects and activities. Purpose of Study: This study aimed to reveal whether using studentcentered project- and activity-supported practices in the course Mathematics Education II had an effect on preservice teachers' achievement, as compared to teacher-centered education. It also aimed to identify student views on these two student-centered practices. Methods: Conducted during the 2009-2010 academic year, the study was designed as a pretest-posttest control group experimental study with third-year teaching students in the Department of Elementary Education, Division of Classroom Education at an Ankara university. To compare student achievement on four of six subproblems, the "Measurement and Geometry Education Test" was used. Data were analyzed using a t-test and one-way analysis of variance. For the fifth and sixth subproblems, student views on the different practices adopted in two student-centered groups were collected with the help of two open-ended questions, and content analysis was performed on the resulting qualitative data. Findings and Results: The first three subproblems examined whether a difference existed between each group's "Measurement and Geometry Education Test" pre and posttest mean scores. A difference in favor of the posttest was found in all three groups, i.e. between the student-centered Groups 1 and 2 and the teacher-centered Group 3. In the fourth subproblem, a meaningful difference was found between the mean achievement scores of the teacher-centered control group and the studentcentered project- and activity-supported groups. However, there was no such difference between the mean achievement scores of the two studentcentered groups. Although project and activity group students supplied many positive comments on the process, they also expressed some criticism. Conclusions and Recommendations: It is satisfying that student achievement on the "Measurement and Geometry Education Test" was meaningfully higher at the end of instruction in all three groups. The results favored student-centered project and activity-supported instruction. Using projects or activities in classes positively affected student success. While the project-supported group mostly made positive remarks about group work and project preparation, the activity-supported group mostly made positive remarks about preservice teachers' mathematics education knowledge and skills.

PDF

___

Alacapınar, F. (2008). Effectiveness of project-based learning. Eurasian Journal of Educational Research, 32, 17-34.
Aladağ, S. (2008). Elementary matematik öğretiminde proje temelli öğrenme yaklaşımının öğrencilerin akademik başarılarına etkisi [The effects of the project based learning approach on students' academic success in elementary mathematics instruction]. Türkiye Sosyal Araştırmalar Dergisi , 12(5), 157-169.
Altun, M. (1998). Matematik öğretimi [Mathematics instruction]. Bursa: Alfa Basım Yayım Dağıtım.
Baran, M., & Maskan, A. K. (2009). Proje temelli öğrenme modelinin fizik öğretmenliği
ikinci sınıf öğrencilerinin elektrostatiğe yönelik tutumlarına etkisi [The effects of project based learning on the attitudes of second year physics education students' attitudes towards electrostatic]. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 12, 41-52.
Başbay, A. (2005). Basamaklı öğretim programıyla desteklenmiş proje temelli öğrenme
yaklaşımının öğrenme süreçlerine etkileri [The effects of the project based learning approach supported by staged instruction on learning processes]. Ege Eğitim Dergisi 6(1), 195-116.
Baykul, Y. (2005). İlköğretimde matematik öğretimi (1-5.Sınıflar) [Elementary mathematics instruction]. Ankara: Pegem Yayıncılık. Bell, S. (2010). Project-based learning for the 21st century: skills for the future. The Clearing House, 83, 39-43.
Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26 (3 & 4), 369-398.
Busbridge, J., & Özçelik, D. (1997). İlköretim matematik öğretimi [Elementary mathematics instruction]. Ankara: YÖK/ Dünya Bankası Milli Eğitimi Geliştirme Projesi Hizmet Öncesi Öğretmen Eğitimi Projesi Yayınları.
Choo, C. B. (2007). Activity-based approach to authentic learning in a vocational ınstitute. Educational Media International, 44 (3), 185-205.
Coşkun, M. (2004). Coğrafya eğitiminde proje temelli öğrenme yaklaşımı [Project based learning in geography education]. Unpublished doctoral dissertation. Gazi Üniversitesi, Ankara.
Çakan, S. (2005). Proje temelli öğrenme yaklaşımının uygulandığı 6.sınıf matematik dersine ilişkin öğrenci ve öğretmen görüşleri (Bir eylem araştırması) [Student and teacher views about the 6th grade project based mathematics course (An action research)]. Unpublished doctoral dissertation. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü, Balıkesir.
Darling - Hammond, L. & Ricardson, N. (2009). Research review / teacher learning: What matters?. How Teachers Learn, 66 (5), 46-53.
Dede, Y., & Yaman, S. (2003). Fen ve matematik eğitiminde proje çalışmalarının yeri, önemi ve değerlendirilmesi [The place, importance and assessment of project work in science and mathematics education]. Gazi Eğitim Fakültesi Dergisi. 23(1), 117-132.
Demirhan, C. (2002). Program geliştirmede proje temelli öğrenme yaklaşımı [Project based learning in program development]. Unpublished doctoral dissertation. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
Erdem, M., & Akkoyunlu, B. (2002). İlköğretim sosyal bilgiler dersi kapsamında beşinci sınıf öğrencileri ile yürütülen ekipte proje temelli öğrenme üzerine bir çalışma [A study on project based learning in a team of fifth year students in elementary social studies course]. Retrieved April 8, 2010 from: http://elementary-online.org.tr/vol1say1.htm
Felder, R. M., & Brent, R. (1996). Navıgatıng the bumpy road to student-centered ınstructıon. College Teaching, 44, 43-47.
Gökbulut, Y. (2010). Sınıf öğretmeni adaylarının geometrik cisimler konusundaki pedagojik alan bilgileri [Prospective primary teachers' pedagogical content knowledge about geometric shapes]. Unpublished doctoral dissertation . Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara
Gözüm, S., Bağcı, U. B., Sünbül, A.M., Yağız, D., & Afyon, A. (2005). Özel Konya Esentepe İlköğretim Okulunda yapılan bilim şenlikleri ve proje temelli öğrenme yöntemi uygulamalarına yönelik bir değerlendirme [An evaluation of science festival and project based learning activities at Private Konya Esentepe Elementary School]. Paper presented at I.Ulusal Fen ve Teknoloji Eğitiminde Çağdaş Yaklaşımlar Sempozyumu. 18 Kasım, Ankara. Retrieved April 21 2010 from http://tef.selcuk. edu.tr/salan/sunbul /index.htm
Kalaycı, N. (2008). Yükseköğretimde proje temelli öğrenmeye ilişkin bir uygulama projeyi yöneten öğrenciler açısından analiz [An analysis of project based learning in higher education by project manager students]. Eğitim ve Bilim. 33(147), 85-105.
Kaldi, S., Filippatou, D., & Govaris, C. (2011). Project-based learning in primary schools: effects on pupils' learning and attitudes. Education 3-13, 39 (1), 35-47.
Kayılı, H., & Çerçi, Ö. (2001 ) Proje merkezli öğrenme [Project based learning]. Bilişim Teknolojileri Işığında Eğitim Konferansı ve Sergisi BTJE 2000, Ankara. pp.69-76.
Kıyoyukı, O. (2006). The effects of activity-based teaching materials on "human and nature" in science field ıı at junior high school: practical research using the environmental education program "project wıld". Japanese Journal of Biological Education. 45(3), 170-180.
Korkmaz, H. (2002). Fen eğitiminde proje temelli öğrenmenin yaratıcı düşünme, problem çözme ve akademik risk alma düzeylerine etkisi [The effects of project based learning in science education on creative thinking, problem solution and academic risk taking levels]. Unpublished doctoral dissertation. Hacettepe Üniversitesi, Ankara.
Kurnaz, A., Sünbül, A. M., Sulak, S. A., & Alan, S. ( 2005) . Proje temelli öğrenme yöntemi ilkeleri açısından ilköğretim 4. ve 5. sınıf fen ve teknoloji dersi programının incelenmesi" [An analysis of elementary science and technology course syllabus for grades 4 and 5 with respect to the principles of project based learning] I.Ulusal Fen ve Teknoloji Eğitiminde Çağdaş Yaklaşımlar Sempozyumunda Sunulan Bildiri. 18 Kasım 2005, Ankara. Retrieved April 21 2010 from http://tef.selcuk.edu.tr/salan/sunbul /index.htm
Manizade, A. (2006). Designing measured for assessing teachers' pedagogical content knowledge of geometry and measurement at the middle school level. Unpublished doctoral dissertation, Virginia University. Retrieved April 8 2010 from http://search.proquest.com/docview/304985660
Milli Eğitim Bakanlığı [MEB] (2005). İlköğretim matematik dersi (1-5.sınıflar öğretim programı [Elementary masthematics course (Curriculum for grades 1-5)]. Ankara: Devlet Kitapları Müdürlüğü Basımevi.
Meyer, D. K., Turner, J. C., & Spencer, C. A. (1997). Challenge in a mathematics classroom: student's motivation and strategies in project based learning. The Elementary School Journal. 97(5), 501-522.
Nastu, J. (2009). "Project-based learning engages students, garners results". aSN Special Report. eSchool News, 21, 21-27.
Övez, M. G. (2007). Ortaöğretim matematik öğretiminde proje temelli öğretimin öğrenci başarısına etkisi [Effects of project based learning on student success in mathematics]. Unpublished doctoral dissertation. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü, Balıkesir.
Özden, M., Aydın, M., Erdem, A., & Ekmekçi, S. (2009). Öğretmenlerin proje temelli fen öğretimi konusunda görüşlerinin değerlendirilmesi" [Evaluation of teacher views about project based learning in science education]. Elektronik Sosyal Bilimler Dergisi. 8(30). 092-102. Retrieved April 8 2010 from www.esosder.org
Özdener, N., & Özçoban, T. (2004). Bilgisayar eğitiminde çoklu zeka kuramına göre proje temelli öğrenme modelinin öğrenci başarısına etkisi" [Effects of multiple intelligences project based learning on student success in computer education]. Kuram Ve Uygulamada Eğitim Bilimleri Dergisi, 4(1), 147-170.
Özdemir, E. (2006). An ınvestıgatıon on the effects of project-based learnıng on students' achıevement ın and attıtude towards geometry. Unpublished dissertation, Mıddle East Technıcal Unıversıty, Ankara.
Özdemir, E., & Ubuz, B. (2006). Proje temelli öğrenmenin öğrencilerin geometriye yönelik tutumlarına etkisi [Effects of project based learning on student attitudes towards geometry]. VII. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, (7-9 Eylül). (pp.225), Gazi Üniversitesi, Ankara.
Pierce, L. L. (2009). Project based ınstruction in a sixth grade mathematics classroom: a caseof roller coasters. Retrieved April 21 2010 from http://digitalcommons.unl.edu/ mathmidsummative/1
Prince, M. (2004). Does active learning work? A review of research. Journal of Engineering Education. 93(3), 223-231.
Robinson, D. L. (2009). Project-based hıgh school geometry. Unpublished Thesis, B.S. Louisiana State University.
Ron, T. (2002). From theory of practice: explaining successful and unsuccessful teaching activities (Case of Frantions). Reports, Research (143), Speeches/Meeting Papers (150), Israel. ED Number: 476103. Retrieved April 21 2010 from http://web.ebscohost.com /ehost/searc
Saracaloğlu, A. S. , Özyılmaz Akamca, G., & Yeşildere, S. ( 2006). İlköğretimde proje temelli öğrenmenin yeri [The place of project based learning in elementary education]. Gazi Türk Eğitim Bilimleri Dergisi, 4(3), 241-260.
Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2) 4-14.
Soylu, Y. (2009). Sınıf öğretmen adaylarının matematik derslerinde öğretim yöntem ve tekniklerini kullanabilme konusundaki yeterlikleri üzerine bir çalışma [A study on teacher candidates' competencies of using instructional methods and techniques in mathematics course]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 1-16.
Suydam, M. N., & Hiiggins, J. L. (1977). Activity - based learning in elementary school mathematics: recommendation from research. ED:144840 Retrieved April 21 2010 from http://web.ebscohost .com/ehost/searc
Şahin, S. (2007). Proje temelli öğrenme ortamında derslerarası işbirliği ve ilgili öğrenci görüşlerinin incelenmesi [Cooperation between different courses in project based learning environments and student views]. Türkiye Sosyal Araştırmalar Dergisi. 11(3), 73-76.
Tertemiz, N., & Şahinkaya, N. (2010). Proje ve etkinlik destekli öğretimin sınıf öğretmeni adaylarının matematik öğretimine yönelik yeterlik inançlarına etkisi [The effects of project and activity supported instruction on preservice elementary teachers' mathematics teaching efficacy beliefs]. Bolu İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi. 10(1), 87-98.
Thomas, J. (2000). A revıew of research on project-based learning. Retrieved April 8 2010 from: http://www.bie.org/index.php/site/RE/pbl_research/29
Toci, M. J. (2000). The effect of a technology supported, project-based learning environment on intrinsic and extrinsic motivational orientation. Unpublished doctoral dissertation, The Pennsylvania State University, PA.
Toluk Uçar, Z., & Oklun, S. ( 2007 ) Etkinlik temelli matematik öğretimi: kavrama için instruction [Activity based mathematics instruction: instruction for comprehension]. Retrieved May 31 2010 from http://matematikdersanesi.net/
Yurtluk, M. (2003). Proje temelli öğrenme yaklaşımının öğrenme süreci ve öğrenci turumlarına etkisi. [The effects of project based learning on the process of learning and student attitudes]. Unpublished dissertation. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara .
Yıldız, N. N. (2004). Proje temelli öğrenme modeli [Project based learning model]. Eğitimde İyi Örnekler Konferansı, 17 Ocak. İstanbul: Sabancı Üniversitesi. Retrieved June 8 2010 from www.erg.sabanciuniv.edu/iok2004
Yıldız, F. (2008). Oran, Orantı ve yüzdeler" ünitesinin proje temelli öğrenme ile öğrenilmesinin matematik dersindeki başarıya ve tutuma etkisi [The effects of teaching the unit "proportion, ratio and percentages" by project based learning on success in and attitudes towards mathematics]. Unpublished dissertation, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
Wu, J., & Fan, L. (2010). Student experience in using project-based learning (pbl) in higher education. Retrieved April 8 2010 from: This paper appears in: Digital Content, Multimedia Technology and its Applications (IDC), 2010 6th International Conference on Seoul 09 September 2010 Retrieved December 21 2010 from http://web.ebscohost .com/ ehost/ searc