Matematiksel Modelleme Sürecinde Öğretmen Adaylarının Modelleme Döngüleri: Güneş Enerji Sistemleri Görevi

Bu çalışmanın amacı öğretmen adaylarının matematiksel modelleme etkinlikleri sırasında ortaya çıkan modelleme döngülerinin incelenmesidir. Araştırmada durum çalışması yöntemi kullanılmıştır. Çalışmaya 119 dördüncü sınıf öğretmen adayı katılmıştır. Öğretmen adayları gruplar halinde çalıştılar. Böylece toplamda 28 farklı grup bulunmaktadır. Modelleme görevi, modelleme kriterleri dikkate alınarak tasarlanmıştır. Veri toplama araçlarını öğretmen adaylarının çalışma kağıtları oluşturmaktadır. Verilerin analizinde ise içerik analizi yöntemi kullanılmıştır. Elde edilen bulgulara göre, öğretmen adaylarının dört farklı modelleme döngüsü oluşturduğu belirlenmiştir. Birincisi, grupların %7’ sini kapsamaktadır ve gerçek modele kadar ilerleyebilen öğretmen adaylarının oluşturduğu döngüdür. İkincisi, grupların %68’ ini oluşturmakta olup matematiksel model oluşturmadan gerçek modelden matematiksel sonuçlara kadar ilerleyen öğretmen adaylarının oluşturduğu döngüdür. Üçüncüsü, grupların %7’sini kapsayan ve matematiksel modele kadar ilerleyerek süreci sonlandıran öğretmen adaylarının oluşturduğu döngüdür. Dördüncüsü, grupların %18’ini içeren ve modelleme döngüsünü tamamlayan öğretmen adaylarının oluşturduğu döngüdür. Modelleme döngülerinden en fazla ikinci gruptaki döngünün gerçekleştiği tespit edilmiştir. Böylece öğretmen adayları, üçüncü ve dördüncü modelleme döngülerine geçiş yapmaları için desteklenebilir.

Anahtar Kelimeler:

Matematiksel modelleme, modelleme döngüsü, modelleme görevi, Mathematical modelling, modelling cycle, modelling task

The Pre-service Teachers' Modelling Cycles in the Mathematical Modelling Process: The Task of Solar Energy System

This study aims to explore the modelling cycles that emerge during the pre-service teachers’ mathematical modelling activities. A case study method was employed in the research. 119 pre-service teachers who were in their fourth class participated in the research. The pre-service teachers worked in groups. So, there were a total of 28 different groups. The modelling task was posed by considering the modelling criteria. The data collection tools consisted of the pre-service teachers’ working papers. The content analysis method was applied in the data analysis. The preservice teachers created four different modelling cycles. The first consisted of 7% of the groups and was the cycles that included the pre-service teachers who could reach the real model. The second was the cycle that consisted of 68% of the groups and included the pre-service teachers who could reach the mathematical results from the real model without posing any mathematical model. The third was the cycle that consisted of 7% of the groups and included the pre-service teachers who completed the process by reaching the mathematical model. The fourth was the cycle that consisted of 18% of the groups and included the pre-service teachers who completed the modelling cycle. It was determined that the cycle in the second group occurred the most among the modelling cycles. The pre-service teachers can be supported to pass the third and fourth modelling cycles.

Keywords:

Mathematical modelling, modelling cycle, modelling task,

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