Zamana Bağlı Öğrenme Miktarı: Öğrenmenin Güçlüğü (Kesirlerle Problem Çözme Örneği)
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Dosyalar
Tarih
2018
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı altıncı sınıf öğrencilerinin “kesirlerle işlem yapmayı gerektiren problemleri çözer” kazanımına göre zamana bağlı öğrenme güçlüklerini belirlemektir. Tarama modelinin benimsendiği çalışma altıncı sınıf öğrenim düzeyinde 80 kız ve 68 erkek olmak üzere toplam 148 öğrenci ile yürütülmüştür. Veri toplama aracı olarak açık uçlu 12 sorudan oluşan ölçme aracı kullanılmıştır. Elde edilen bulgular, 148 kişilik öğrenme grubunun tam öğrenme seviyesinden 0.013’lük miktar gerisinde kaldığını göstermektedir. Tam öğrenme miktarı için belirlenen 0.987 alt sınır seviyesine K1 öğrencisi 1.8, K58 öğrencisi 2.49 ve K148 öğrencisi ise 11.17 ders saati zaman diliminde ulaşmıştır. Tam öğrenme miktarına en yakın değer olan 0.999 öğrenme miktarına öğrenme grubu 6.4, K1 öğrencisi 3.53, K58 öğrencisi 5.81 ve K148 öğrencisi 37.70 ders saati zaman diliminde ulaşmıştır. Bunun yanı sıra elde edilen veriler, zaman ile öğrenme miktarına ait eğrinin altında kalan alan arttığında öğrencilerin daha fazla öğrenme güçlüğü yaşadığını göstermiştir. Çalışma sonucunda, bir öğretim planına sahip tüm eğitim kademelerinde tam öğrenme düzeyine en yakın ders saati sürelerinin belirlenebileceği öneri olarak sunulmuştur.
The purpose of this study is a time dependent analysis for learning difficulties of sixth grade students in solving problems that require calculating of swith fractions. The study, adopting the screening model, consisted of a total of 148 students, including 80 female and 68 male students at the sixth grade. Data was collected using an assessment tool consisting of 12 open-ended questions. The findings show that the learning groups of 148 students were behind the value closest to the full learning level by a score of 0.013. K1 student reached the lower limit of 0.987 specified for the full learning level in a period of 1.8 course hours, K58 student reached this limit in 2.49 course hours and K148 student reached this limit in 11.17 course hours. The learning amount of 0.999, which is the closest value to the full learning level, was reached by the learning group in a period of 6.4, K1 student in 3.53, K58 student in 5.81 and the K148 students in 37.70 course hours. Moreover, as there was a decrease in the area under the curve belonging to the learning level-time graphic, there was also a decrement in the number of learning difficulties that the learning group encounters before. As a result of the study, it was recommended that it is possible to determine the closest course periods for the full learning level for each of the gains found in all levels of education and all curricula.
The purpose of this study is a time dependent analysis for learning difficulties of sixth grade students in solving problems that require calculating of swith fractions. The study, adopting the screening model, consisted of a total of 148 students, including 80 female and 68 male students at the sixth grade. Data was collected using an assessment tool consisting of 12 open-ended questions. The findings show that the learning groups of 148 students were behind the value closest to the full learning level by a score of 0.013. K1 student reached the lower limit of 0.987 specified for the full learning level in a period of 1.8 course hours, K58 student reached this limit in 2.49 course hours and K148 student reached this limit in 11.17 course hours. The learning amount of 0.999, which is the closest value to the full learning level, was reached by the learning group in a period of 6.4, K1 student in 3.53, K58 student in 5.81 and the K148 students in 37.70 course hours. Moreover, as there was a decrease in the area under the curve belonging to the learning level-time graphic, there was also a decrement in the number of learning difficulties that the learning group encounters before. As a result of the study, it was recommended that it is possible to determine the closest course periods for the full learning level for each of the gains found in all levels of education and all curricula.
Açıklama
Anahtar Kelimeler
Matematik, Eğitim, Eğitim Araştırmaları
Kaynak
Trakya Eğitim Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
8
Sayı
2
