Şule ÖZCAN, Mehmet DEMİR, Nazlı AKSU, Selin URHAN, Yılmaz ZENGİN

Ortaokul Öğrencilerinin Çember Konusundaki Kavramsal Anlamalarının İncelenmesi: 5E Öğrenme Modeli ile Ters Yüz Edilmiş Sınıf Yaklaşımı

Bu çalışmada, sorgulamaya dayalı 5E öğrenme modeli ile ters yüz edilmiş sınıf yaklaşımı bağlamında ortaokul öğrencilerinin çember konusundaki kavramsal anlamaları temsil dönüşümü açısından incelenmektedir. Araştırmanın katılımcılarını bir devlet okulunda yedinci sınıfta öğrenimine devam eden altı öğrenci oluşturmaktadır. Çalışmada nitel araştırma yöntemlerinden öğretim deneyi yöntemi benimsenmiştir. Veri toplama aracı olarak araştırmacıların hazırladığı matematiksel etkinlikler, öğrencilerin oluşturmuş olduğu GeoGebra dosyaları, uygulama sırasında alınan görüntü ve ses kayıtları ve uygulama sonrası yapılan etkinlik temelli görüşmeler kullanılmıştır. Öğrencilerin kavramsal anlamalarının ayrıntılı incelenmesi için veriler söylem analizi yoluyla analiz edilmiştir. Araştırmanın sonucunda, giriş aşamasının sınıf dışı süreci için hazırlanan videonun öğrencilerin çemberin ve çember parçasının uzunluğuna ilişkin ön bilgilerini hatırlamasını; açıklama aşamasının sınıf dışı süreci için hazırlanan videoların ise öğrencilerin konuyu tekrar etmesini sağladığı belirlenmiştir. Değerlendirme aşamasının sınıf içi sürecinde öğrencilerin problem durumuna çözüm üretirken en az iki temsil sistemi arasında dönüşüm yapabildiği görülmüştür. Çalışmada sorgulamaya dayalı 5E öğrenme modeli ile ters yüz edilmiş sınıf yaklaşımı kapsamında uygulanan GeoGebra destekli etkinliklerde öğrencilerin farklı temsil sistemlerini kullanarak temsiller arası dönüşüm gerçekleştirmelerinin kavramsal anlama süreçlerine katkı sağladığı belirlenmiştir.

Anahtar Kelimeler:

Kavramsal anlama, temsil, ters yüz edilmiş sınıf, sorgulamaya dayalı 5E öğrenme modeli, GeoGebra

Investigation of Middle School Students' Conceptual Understanding of Circle: Flipped Classroom Approaches with the 5E Model

This study examines middle school students' conceptual understanding of the circle in terms of transformation of semiotic representations within the context of the flipped classroom approaches with the 5E inquiry model. The participants of the research are six seventh graders in a public school. The teaching experiment method was used in the study. The mathematical tasks prepared by the researchers, the GeoGebra files created by the students, video and audio recordings, and task-based interviews were used as data collection tools. Discourse analysis was used to examine the students' conceptual understanding in detail. The results revealed that the video in the out-of-class process of the engagement phase enhanced the students to remember their prior knowledge and the videos in the out-of-class process of the explanation phase helped the students to repeat the subject. In in-class activity of the evaluation phase, the students made a transformation among at least two representation systems to solve the problem situation. The results revealed that in the GeoGebra-supported tasks implemented within the scope of the flipped classroom approaches with the 5E inquiry model, the students made a transformation of semiotic representations using different representation registers, which has contributed to their conceptual understanding.

Keywords:

Conceptual understanding, representation, flipped classroom, 5E inquiry model, GeoGebra,

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