Neslihan UZUN, Ercan ATASOY, Berna AYGÜN, See Extended ABSTRACT

Öğretmen Adaylarının Teknopedagojik Eğitim Yeterliliklerinin İncelenmesi1

Bu çalışmanın amacı ilköğretim matematik öğretmen adaylarının Teknopedagojik eğitim yeterliklerinin ve performans göstergelerinin incelenmesidir. Bu çalışmada öğretmen adaylarının sayılar ve işlemler, cebir, geometri ve ölçme, veri işleme ve olasılık öğrenme alanlarında GeoGebra, Cabri3D ve Tinkerplots gibi farklı dinamik matematik yazılımları kullanılarak hazırlanılan teknoloji destekli ders anlatımları incelenmiştir. 20132014 güz ve bahar yarıyıllarında Karadeniz Bölgesi'nde bir devlet üniversitesinde ilköğretim matematik öğretmenliği 3. sınıfında öğrenim gören 24 öğretmen adayı ile yürütülen bu çalışmada nitel araştırma yöntemi ile desenlenmiştir. Öğretmen adaylarının ders anlatımlarının video kaydı alınmış ve çözümlemesi yapılmıştır. Video kayıtlarının çözümlenmesi ve adayların ders planlarından elde edilen veriler Teknopedagojik eğitim yeterliklerinden öğretim sürecini yürütme ve problem çözme yeterlik alanlarına göre analiz edilmiştir. Çalışmanın sonucunda, öğretmen adaylarının teknolojileri konunun ilk kez öğretiminde keşfettirici bir araç olarak kullandıkları, kavram yanılgılarını gidermeye yönelik teknoloji destekli etkinlikler hazırladıkları ancak, ölçme değerlendirme sürecinde teknoloji kullanmakta zorlandıkları sonucuna ulaşılmıştır

The purpose of this study is to investigate preservice elementary mathematics teachers` techno pedagogical knowledge competencies and performance indicators defining these competencies. In this qualitative study, teaching practices which was prepared in learning domain such as numbers and operations, algebra, geometry and measurement, statistics and probability and with different dynamic mathematical software (GeoGebra, Cabri3D and Tinkerplots) by 24 prospective mathematics teachers' candidates were investigated. Data of study was collected through video records and lesson plans filled out by the prospective teachers after their teaching sessions. Data were analyzed within executing the teaching process and problem solving competency fields of technopedagogical education. Findings indicate that technology is used as an explorative tool for the first time in teaching the subject, technology based activities are prepared to prevent misconception; however, they were forced to use technology in assessment evaluation process

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Özaltun-Çelik, A. ve Bukova-Güzel, E. (2016). Bir matematik öğretmenin ders imecesi boyunca öğrencilerin
düşüncelerini ortaya çıkaracak soru sorma yaklaşımları. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 7(2), 365- 392.
Citation Information
Özaltun-Çelik, A., & Bukova-Güzel, E. (2016). A mathematics teacher's questioning approaches for revealing
students' thinking during lesson study. Turkish Journal of Computer and Mathematics Education, 7(2), 365-392.