Matematik Öğretiminde Webquest’in Kullanımına İlişkin Öğretmen Adaylarının Görüşleri

Bu çalışmada, Bernie Dodge, webquest'in teorik tabanı oluşturulmuş ve geliştirilen web sitesinde; matematik öğretiminde bir model olarak kullanılıp kullanılamayacağı hakkında, öğretmen adaylarına görüşleri incelenmektedir. Araştırmaya, 3-5 kişilik 38 gruptan edilmiş toplam 148 sınıf öğretmenliği 3. sınıf öğrencisi katılmıştır. Bir gruptan, ilköğretimedeine uygun, isteğe bağlı herhangi bir matematik konusu; üç boyutlu cisimler, hacim, dörtgenler, üçgenler, alan, çevre, sayılar, dört işlem, kesirler vb. seçmeleri istenmiştir. Gruplara Webquest modeli geliştirmeleri söylenmiştir. Bir dönemlik, bütün grup üyelerinin katkılarıyla webquest hazırlama sonrasında sonra, katılımcılara webquest'in öğretim amacı kullanusamilan konusundaki düşüncelerini belirtilmeden gerekli açık-uçlu altı sorudan oluşan bir veri toplama aracı uygulanmıştır. Veriler nitel olarak değerlendirildi. Değerlendirme sonuçlarına göre, Webquestin yeni bir öğretim ve öğrenim modeli olarak matematik derslerinin kullanılabileceği, yaygın bir görüş olarak belirtilirken aynı zamanda diğer derslerde de kullanılabileceği ifade yayınlandı. Ayrıca, webquestin yararları ve sınırlılıkları da gösterilmiştir.

Anahtar Kelimeler:

Webquest, matematik, internet kullanımı, öğrenme, öğretme

Views of pre-service elementary teachers on the use of webquest in mathematics teaching

The purpose of this study was to examine the views of pre-service elementary teachers on the use of webquest in mathematics teaching with reference to a theoretical framework developed by Dodge in 1995. One hundred forty eight pre-service elementary education teachers were involved in this study. Thirty-eight groups were formed. The number of students in each group varied from 3 to 5. All groups were assigned to create a webquest regarding various topics in mathematics, such as three-dimensional figures, volume, quadrilaterals, triangles, area, perimeter, numbers, operations, fractions. All group members contributed to their own webquests. After the process of creating webquests in a semester, the researcher administered an instrument containing six open-ended questions about the use of webquest in teaching and learning. The analysis of the data and participants’ opinions showed that the idea of using webquest as a new technique in teaching and learning mathematics was common among the participants who also stated that it could be used to teach in other disciplines. Furthermore, the limitations and benefits of using webquest were also discussed.

Keywords:

Webquest, mathematics, use of Internet, teaching, learning,

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