<p>Previous studies have shown that students, who have high levels of metacognitive awareness, perform better achievement levels than other students.<strong> </strong>Besides,<strong> </strong>it can be said that learning styles may affect metacognitive awareness of students. In the literature, studies about metacognition focused on problem solving and learners’ mathematical achievement, improvement in metacognition, and supporting some learning environments with metacognition. Therefore, in this study, relationship between metacognitive differences, learning styles, genders and mathematics grades of the fifth grade students are examined. This study was designed as descriptive study and conducted by using relational screening model. The participants consist of 330 fifth grade students from public middle schools. Data collection tools of this study are “Metacognitive Awareness Scale for Children” and “Learning Styles Scale”. The data gathered through these scales were analyzed by using Statistical Package for Social Science (SPSS) 21.0. As a result, there is no statistically significant relationship between learning styles and gender. But, there is statistically significant relationship between learning styles-mathematics grades, metacognitive awareness levels<strong> </strong>(MAL)—grade levels in mathematics, MAL-gender and MAL-learning styles. Learning styles may affect individuals’ way of thinking in every moment of the life. Thus, this result has a significant part in education. In fact, parents, teachers and administrators should know metacognitive awareness and learning styles. Thus, knowing these terms can be helpful to understand how the problematic and unsuccessful students show undesirable behaviors since those students’ learning styles and metacognitive awareness levels are not considered.</p>
Previous research claimed that integration of augmented reality on educational settings helps to improve academic achievement of students in collaborative learning environments, as well as to improve their retention and ability to translate this within other environments. Since augmented reality is still considered relatively novel technology in educational fields, there is an inherent need for research-based guides to design effective and feasible augmented reality tools for school-based learning. The main aim of this study was therefore to design and develop an augmented reality learning toolkit to foster spatial ability in middle school students using mobile devices. The study was conducted in two parts, as preliminary research and a prototyping phase. The findings guided the characteristics for designing an augmented reality learning toolkit with a set of spatial tasks aimed at middle school students. In light of the results, it can be inferred that the students were able to use this designed toolkit to perform their spatial ability through given spatial tasks since the students encountered no technical difficulties with the final toolkit prototype, and that they were able to use the toolkit assuredly. In conclusion, the study showed that augmented reality seemed helpful in enhancing the usage of mobile devices, not just for the reading of books, communication or playing games, but also as a support mechanism for the learning of mathematics. Thus, the augmented reality toolkit developed in this study presents a new way for students and/or teachers to use mobile devices in the learning and teaching of mathematics.
Öz: Bu çalışmada, ortaokul matematik öğretmeni adaylarının artırılmış gerçeklik etkinlikleriyle deneyimleri süresince eğitimde teknoloji entegrasyonuna yönelik öz-yeterliklerinde gerçekleşen değişimler ve yaşadıkları deneyimler incelenmiştir. Karma araştırma desenlerinden açıklayıcı karma yöntem ile tasarlanan bu çalışmadaki katılımcılar İç Anadolu bölgesindeki bir devlet üniversitesi ilköğretim matematik öğretmenliğinde öğrenim gören 44 ikinci sınıf öğretmen adayından oluşmaktadır. Öğretmen adayları öğrenme ortamında ortaokul matematiğindeki geometri konularından katı cisimlerin açınımları, katı cisimlerin yüzey alanı, birim küplerle hacim hesabı ve yapıların yüzleri konularına yönelik hazırlanmış olan artırılmış gerçeklik etkinlikleriyle dört hafta boyunca çalışmışlardır. Araştırmada veri toplama aracı olarak teknoloji entegrasyonuna yönelik öz-yeterlik ölçeği ve görüşme formları kullanılmıştır. Çalışmanın nicel verileri ilişkili örneklem t-testi ile nitel veriler de frekans analizi ve içerik analizi ile incelenmiştir. Elde edilen sonuçlar, artırılmış gerçeklik destekli matematik eğitimi deneyiminin ortaokul matematik öğretmeni adaylarının öz-yeterlik algılarında pozitif bir etkisinin olduğunu göstermektedir. Ayrıca öğretmen adaylarının öğretim teknolojilerini ders süreçlerinde kullanmaya yönelik öz-yeterlik algıları ile öğrencilere öğretim teknolojilerini kullandırma öz-yeterlik algılarında da anlamlı bir artışın olduğu görülmüştür.
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