İlköğretim İkinci Kademe Öğretmenlerinin TIMSS Hakkındaki Görüşleri

Özet Bu çalışma, öğrencileri Türkiyeyi TIMSS 2011de temsil edecek olan, 250 ilköğretim ikinci kademe matematik öğretmeninin 200üne verilen bir anket kullanılarak gerçekleştirilmiştir. Veri analizleri sonunda, TIMSS uygulama ve akıl yürütme sorularında öğretmenlerin başarı beklentileri ile yerleşim birimleri arasında anlamlı farklılıklar olduğu bulunmuştur. Bu farklar büyük yerleşim birimlerindeki öğrencilerin lehinedir. Uygulama ve akıl yürütme sorularındaki başarı beklentileri ile öğretmen tecrübesi arasında da anlamlı bir farklılık görülmüştür ve bu fark tecrübeli öğretmenleri olan öğrencilerin lehinedir. Öğretmenlerin %76,5inin ders kitaplarının öğrencileri TIMSSe hazırlamaya katkısından memnun olmadığı saptanmıştır. Öğretmenlerin %75,5i yapılandırmacı yaklaşımı kullandıklarını söylerken, %65inin kitaptan haftada bir veya daha az etkinlik yaptığı bulunmuştur. Gelecekte, Türkiyenin TIMSSde daha başarılı olması için alınan öğretmen görüşleri matematik programındaki konu sayısının azaltılması, kitaplardaki soru çeşitliliğinin, özellikle uygulama ve akıl yürütme sorularının arttırılması yönündedir. Öğretmenler öğrencilerin motivasyonunu arttırabilmek ve üst düzey düşünme becerilerini geliştirebilmek için, hizmetiçi eğitime ihtiyaç duyduklarını ifade etmektedirler.

Middle School Mathematics Teachers Perspective on TIMSS

A survey research design was utilized and conducted on 200 of the 250 middle school mathematics teachers whose students would represent Turkey in TIMSS 2011. Data revealed that statistically meaningful differences exist between the mathematics success expected on application-, reasoning-level questions and school s residential location. This difference was in favor of students in larger settlements. Statistically meaningful differences also exist between expected success on application-, reasoning-level questions and the experience of teachers. This difference is in favor of students having more experienced teachers. 76.5% of the teachers consider textbooks unsatisfactory/partially unsatisfactory in preparing students for TIMSS. 75.5% of the teachers claimed to use constructivist pedagogy; however, 65% do one or fewer activities per week, using the textbook. To elevate Turkey s ranking in TIMSS, teachers recommend cutting down on the topics in mathematics program, increasing question variety in the textbooks. Teachers indicate a need for in-service workshops focusing on the ability to motivate students and write questions promoting higher- level thinking skills.

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