The aim of this study is to examine the difficulties prospective mathematics teachers experience in mathematical proving, the courses in which they have difficulties in proving, the importance of proof in mathematics education and its functions in their professional lives. The data of the study was collected via semi-structured interviews with fifteen academicians who volunteered to take part in the study. Content analysis method was used to analyze the data obtained. As a result of the study, based the views of the academicians, it was seen that prospective mathematics teachers experience four different difficulties in proving. Besides, in line with the views of the academicians the following categories were formed: the courses that prospective teachers experience difficulty, the importance of proof in mathematics education and its functions in prospective teachers' professional lives and these categories were presented with their subcategories.
Science is an important part of the societies and has a significant impact on our lives. Therefore it is important to understand the scientists and science for each individual. In this regard, the aim of this research has been to reveal the image of scientists of undergraduate students. This study was conducted at four different faculties and 13 departments at Gaziosmanpaşa University. From these departments, the total of 772, 3rd and 4th grade students participated to the study. In this study, data were collected using the "Draw a scientist test" (DAST). The students were asked to think about a visiting to a scientist who is on work and to draw how the scientist works in a detailed way as much as possible. Participants' drawings were analyzed in three stages. Firstly, Draw a Scientist Checklist (DAST-C) was used. Secondly, it has benefited from the coding scheme (RME-C). Finally, students' drawings, which couldn't find a place at the DAST-C and RME-C, were qualitatively analyzed. According to the results of the analysis, participants were found to be far from the stereotype image of scientist. On the other hand, it has been tested that if the image of the scientist differ according to the participants' gender, majors, and grade level. The results of the research showed that the face to face interaction with the scientists has an important role to form the right image of scientists for undergraduates. In view of the findings of the study, it was made some suggestions in order to form the right image of scientist in the view of undergraduate students. Öğrencilerden işi başında çalışan bir bilim insanını ziyaret edeceklerini düşünmelerini ve bu bilim insanının nasıl çalıştığını ve neler yaptığını mümkün olduğunca detaylandırarak çizmeleri istenmiştir. Katılımcı çizimleri ise üç aşamada analiz edilmiştir. İlk aşamada Bilim İnsanı Çizim Kontrol Listesi (Draw A Scientist Checklist: DAST-C) kullanılmıştır. İkinci aşamada Ruiz-Mallen ve Escales Checklist (RME-C) kullanılmıştır. Son aşamada ise DAST-C ve RME-C'de yer almayan ancak katılımcıların çizdikleri resimler üzerindeki açıklamalarından elde edilen nitel verilere içerik analizi yapılmıştır. Analiz sonuçlarına göre katılımcıların genel olarak geleneksel bilim insanı imajından uzak oldukları anlaşılmıştır. Ayrıca katılımcıların bilim insanı imajlarının cinsiyet, öğrenim gördükleri alan ve sınıf düzeyine göre değişimi de incelenmiştir. Genel olarak, çalışmanın sonuçları üniversite öğrencilerinin bilim insanlarıyla etkileşim içinde olmalarının onların bilim insanı imajının şekillenmesinde önemli bir rol oynadığına işaret etmiştir. İlaveten araştırma bulgularından yola çıkarak üniversite öğrencileri arasında bilim insanı imajının doğru şekillenmesi için bazı önerilerde bulunulmuştur. 12-Bilindik Bilim İnsanı: Çizilen bilim insanı bilindik bir bilim insanı ise 1, değilse 0 olarak kodlanmıştır.
Keywords13-Gizlilik Belirtileri: Çizimde "özel alan", "içeri girilmez" gibi ifadeler var ise 1, yok ise 0 olarak kodlanmıştır.14-Çalışma Ortamı: Bilim insanı kapalı bir m...
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