Öğrencilerin “Geometrik Yer” Kavrayışlarının Analizi

Bu araştırmada kBk modelini kullanarak “geometrik yer” kavramı ile ilgili öğrenci kavrayışlarını ortaya çıkarmak amaçlanmıştır. Bu amaç için İç Anadolu bölgesinde yer alan bir büyükşehirdeki özel dershanede kursa devam eden ve araştırmaya gönüllü olarak katılan 12 tane 10. sınıf öğrencisi ikişerli olarak gruplandırılmış ve öğrencilerden bir çalışma yaprağındaki “geometrik yer” kavramı ile ilgili 5 tane soruyu cevaplamaları istenmiştir. İlk önce bu sorular temel alınarak araştırmacılar tarafından kBk modeli yoluyla “geometrik yer” kavramının kavramsal yapısı ortaya çıkarılmıştır. Daha sonra öğrencilerin bu sorulara verdikleri cevaplar kullanılarak, “geometrik yer” kavramı ile ilgili kavrayışlar analiz edilmiştir. Son olarak bu analizler karşılaştırılmış ve yorumlanmıştır. Yapılan bu karşılaşmada, öğrencilerin sahip olduğu “geometrik yer” ile ilgili kavrayışlarının sezgisel olduğu, öğrencilerin uygun olamayan kavrayışlara sahip oldukları ve bu kavrayışlarını irdelemeksizin kullandıkları sonucuna varılmıştır. Bu araştırmada amaç “geometrik yer” kavramını incelemek olmasına rağmen, “grafik” kavramı ile ilgili ilginç sonuçlar ile de karşılaşılmıştır.

Anahtar Kelimeler:

öğrenci kavrayışları, kBk modeli, geometrik yer, grafik

Analyzing Students’ Conceptions of “Geometric Locus”

In this paper we investigate students’ conceptions of “geometric locus” by using the cK¢ model. For this purpose, we formed 6 groups, each of which consisted of two 10th grade students, who were studying in a big city in the Central Anatolian region. We asked the participants 5 questions related to the “geometric locus” concept. In light of the literature, we firstly revealed the conceptual structure of “geometric locus”. Later, students’ conceptions about this concept have been analyzed by comparing students’ responses to these questions and conceptual structure of “geometric locus” concept. The analyses we have conducted with the data suggest that students’ conceptions were not convenient, moreover; they did not have exact conceptions about the core of concepts and they were not able to correctly explain each situation. Although the main focus was on the “geometric locus”, we have obtained interesting outcomes related to “graphic”.

Keywords:

student’s conceptions, cK¢ model, geometric locus, graphic,

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