I S S N 1 3 0 8 -7 1 7 7 C i l t / V o l u m e : 4 2 0 1 5 -4 S a y ı / I s s u e : 2 A r a l ı k / D e c e m b e r 2 0 1 5 U l u s l a r a r a s ı H a k e m l i D e r g i I n t e r n a t i o n a l R e f e r e e d J o u r n a l 2 BARTIN ÜNİVERSİTESİ EĞİTİM FAKÜLTESİ DERGİSİ Bartın Üniversitesi Eğitim Fakültesi Dergisi (BÜEFAD), yılda iki kez yayımlanan uluslararası hakemli bir dergidir. Yazıların sorumluluğu, yazarlarına aittir.
Bu çalışmada Yaratıcı Problem Çözme Özellikleri Envanteri (YPÇÖE)'nin Türkçeye uyarlama çalışmasını yapmak ve ortaokul öğrencilerinin yaratıcı problem çözme özelliklerini ortaya çıkarmaya yönelik bir ölçme aracı elde etmek amaçlanmıştır. Bu çalışma kapsamında kullanılan YPÇÖE, Lin (2010) tarafından geliştirilmiş ve öğrencilerin yaratıcı problem çözme özelliklerini ortaya çıkarmayı hedeflemektedir. Özgün envanter, 5'li likert tipinde olup 49 maddeden ve yakınsak düşünme, ıraksak düşünme, motivasyon, çevre, genel bilgi ve beceriler olmak üzere beş faktörden oluşmaktadır. Yine Lin (2010) tarafından yapılan değişiklikler ile bu ölçek 40 maddeye indirilmiştir. Envanterin Türkçe geçerlik ve güvenirlik çalışmaları sırasında öncelikle dilsel eşdeğerlilik çalışması yapılmıştır. Daha sonra geçerlik ve güvenirliği için sırasıyla Doğrulayıcı Faktör Analizi (DFA) ve güvenirlik katsayısı Cronbach α yapılmış ve ölçeğin orijinal ölçekteki gibi beş faktörlü bir yapıya sahip olduğu belirlenmiştir. Çalışmaya farklı illerde öğrenim gören 856 tane ortaokul öğrencisi dahil edilmiştir. Çalışma sonuçları, Türkçeye uyarlanan 40 maddelik YPÇÖE'nin ortaokul düzeyindeki öğrencilerin yaratıcı problem çözme özelliklerinin belirlenmesinde kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğunu ortaya koymaktadır.
The ‘technology integrated assessment process’ is an innovative method to capture and determine students’ understanding of mathematics. This assessment process is claimed to provide a singular dynamism for teaching and learning activities and it is also claimed to be of the most important elements of instruction in the educational system. In this sense, this study aims to investigate technological pedagogical content knowledge (TPACK) of prospective mathematics teachers regarding the ‘evaluation’ and ‘assessment’ process. To achieve this aim, the method of qualitative research was conducted with 20 teachers. Video records and lesson plans were collected and a Mathematics Teacher TPACK Development Model was utilized to reveal themes and key features of the data. The findings revealed that, although the majority of teachers stated that they would like to use technology-integrated tools in the assessment and evaluation processes, they strongly preferred to use traditional assessment and evaluation techniques, such as pen and paper activities, multiple-choice questions in virtual environments, etc. Hence, the evidence suggests that teachers would be unable to use appropriately the technological assessment process in order to reveal students’ understanding of mathematics. As seen from the teachers’ lectures, they perceived that technology would be suitable for evaluation and assessment but in a limited way. Keywords: Technological pedagogical content knowledge, prospective mathematics teachers
In this study, the content validity of mathematics sub test of the transition from primary to secondary education exam (TEOG) which has six main subjects in 2013-2014 education year is analyzed. Content validity refers whether the test actually measures the related structures or performance or not. For this purpose, the item-objective congruence of 40 items of mathematics sub test in two semesters is evaluated. Mathematics has three examinations in a semester and TEOG is considered is second of these, and its content prepared to contain all the objectives gained until the examination day. Because of this reason it is important to fulfill content validity in TEOG like any other examination. To identify content validity in TEOG, expert opinions has been received and according to these opinions the content validity ratio and the content validity indexes calculated with Lawshe technique. With the light of these findings, four items at the first term TEOG mathematics examination and only one item at the second term TEOG mathematics examination identified to remove from these tests. After removing these items from both of the examination it is observed that both tests fulfill required criteria. In addition to this, it can be said that the second term TEOG mathematics test has higher content validity then first term one.
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