The purpose of this study is to investigate the effects of cooperative learning methods and collaborative learning technique on 9th grade students' achievement in mathematics lesson. Worksheet developed for this purpose were applied to 9th grade of students in a secondary school for 4 hours in the second semester. In this experimental study, a pre-test and a post-test were used with an experimental group and a control group. There were 25 students in the control group and 25 students in the experimental group. While the classes were conducted by learning together technique which is based on cooperative learning method in the experimental group, they were conducted by the traditional learning method in the control group. Achievement Test consisting of 10 questions was used as data collection tool. Achievement scores acquired from pre-test and post-test scores were analyzed by using independent t-test in SPSS package program. As a result of this research, it was seen in secondary school 9th grade mathematics class that there is a significant difference between the levels of achievement between the experimental group wh ere learning together was applied and the control group where traditional methods of learning were applied.
ÖZ. Bu araştırmanın amacı, ortaokul matematik öğretmenlerinin koni konusuna yönelik pedagojik alan bilgilerini, konu alan bilgileri, öğrenci bilgileri ve öğretim strateji bilgileri bileşenleri doğrultusunda incelemektir. Durum çalışması yönteminin kullanıldığı bu araştırmada, amaçlı örnekleme yöntemi esas alınmış ve çalışmanın katılımcılarını farklı hizmet süresine sahip altı matematik öğretmeni oluşturmaktadır. Çalışmada, yarı-yapılandırılmış görüşme, yarı-yapılandırılmış gözlem ve doküman incelemesi teknikleri kullanılarak veri üçlemesi yapılmıştır. Uygulama boyunca yapılan görüşmeler ile gözlemlerin tamamı ses kaydına alınmış, üç öğretmenin ders anlatımları video kaydına alınmıştır. Elde edilen verilerin analizinde, nitel veri analizi tekniklerinden yararlanılmıştır. Konu alan bilgilerinin analizinde Nvivo 8 paket programı kullanılmıştır. Çalışma sonunda, öğretmenlerin çoğunun, koni konusuna ilişkin alan bilgilerinin eksik veya yanlış olduğu görülmüştür. Diğer taraftan çalışmadan elde edilen bulgulara dayalı olarak, öğrenci bilgilerinin yeterli olduğu görülmüştür. Ayrıca çalışmada, öğretmenlerin öğrenciyi sürece katan "Buluş Yoluyla Öğrenme" gibi stratejileri yeterince kullanmadıkları görülmüştür. Anahtar Kelimeler: Koni, konu alan bilgisi, öğretim stratejiler bilgisi, öğrenci bilgisi, matematik öğretmeni ABSTRACT. The purpose of the study was to examine the pedagogical content knowledge of middle school mathematics teachers based on its components: subject matter knowledge, knowledge of student, and knowledge of instructional strategies. The purposive sampling method was used in the study with the design of case study. The participants were composed of six middle school teachers having different number of experienced years. The data triangulation was made by using the techniques of semi-structured interviews, semi-structured observation and document analysis. Throughout implementation, audio recordings of all of the interviews and video recordings of observations and lessons of three teachers were collected. In this study, qualitative data analysis techniques were used. Nvivo 8 software package was used in order to analyze subject-matter knowledge. At the end of the study, it was found that most of the teachers had lacking or incorrect knowledge about component of subject-matter knowledge about cone. On the other hand, results showed that mathematics teachers' knowledge of student was sufficient. Furthermore, it was found that the teachers could not sufficiently use the strategies to have the students participated in the process such as "Discovery Learning".
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