No abstract

The purpose of this study is to answer if there is a reasonable difference on academical success of students who get education with traditional and RME approach question on “Teaching geometrical objects to 8th grade students” subject. Study group consists of 47 students which contains 21 experimental and 16 control group from “Ordu Anadolu İmam Hatip High School Project School” in Altinordu, Ordu. Experimental and control group have same academical success level, as the school which this study has runned is a school which accepts students with an exam only. After the experimental and control groups were created, a 25 question pre-test was performed to understand the level of knowledge of the group regarding geometrical objects. The same test was performed on the same groups 8 weeks later as retention test. To determine opinions of the students in experimental group regarding RME and related learning activities, semi-structured interviews are conducted. The data obtained from the pretest, posttest and retention tests were analyzed with t-test for independent samples and t-test for dependent samples and variance analysis for mixed measurements with 0.05 significance level. According to the results, it is seen that learning activities prepared according to RME approach are much more effective than learning activities prepared according to the traditional approach on students’ academic success.

In this study, the seasonal rainfall distribution in Türkiye and its 25 main watersheds were estimated, and potentials were calculated and analyzed. Empirical Bayesian kriging (EBK) and ordinary kriging (OK) methods were applied in interpolations. The calculations were made through EBK, which provided the highest estimation accuracy in all seasons. In winter, which is the season with the highest rainfall, Türkiye’s rainfall depth is 208.8 mm, and its volume is 162.87 billion m3. In summer, the season with the lowest rainfall, Türkiye’s rainfall depth is 61.7 mm, and its volume is 48.13 billion m3. The watersheds with the highest rainfall depth are Antalya (480.1 mm) in winter, Ceyhan (222.8 mm) in spring, and East Black Sea in summer (197.5 mm) and autumn (299.7 mm). Conversely, the watersheds with the lowest precipitation depth are Aras (74.9 mm) in winter, Little Meander (16.5 mm) in summer, and Konya in spring (131.3 mm) and autumn (86.2 mm). In summer, rainfall shortage is observed in all watersheds in the Central and Southern parts of Türkiye. As we go from the north to the south, the watersheds’ seasonal rainfall depths and shares become more irregular and variable.

ÖzBu çalışmanın amacı [2015][2016]

No abstract

Doğru yağış dağılım haritaları ve toplam yağış miktarı potansiyeli suyla ilgili projelerde ana girdidir. Bu çalışmanın amacı Burdur'un aylık ve yıllık ortalama yağış dağılım haritalarının yapılması ve alansal yağış miktarının hesaplanmasıdır. Çalışmada 14 gözlem istasyonunun 1976 ile 2017 yılları arasındaki yağış verileri kullanılmıştır. Coğrafi bilgi sistemleriyle elde edilen yağış dağılımı analizinin doğruluğu iki meteoroloji istasyonunun gözlenen ve üretilen verileriyle karşılaştırılarak yapılmıştır. Bu amaçla iki test istasyonu için sırasıyla regresyon katsayısı: 0

No abstract

Out-of-school education means all educational activities in the schoolyard, around the school or outside the school (Kaymakçı & Ürey, 2020). This study aims to reveal the out-of-school learning environments used in mathematics lessons and the views of mathematics teachers about the teaching activities carried out in these learning environments. The case study, one of the qualitative research methods, was used in the purpose-oriented study conducted for the subject concerned to be studied in detail. Twelve mathematics teachers employed in secondary schools affiliated to the Ministry of National Education and selected on a voluntary basis participated in the study conducted in the fall semester of the 2020-2021 academic year. During the Covid-19 pandemic process, a suitable/easily accessible sampling method was chosen in order to continue the research under suitable conditions. In the study, a semistructured interview form consisting of open-ended questions and developed by the researchers in order to obtain data about out-of-school learning environments used in mathematics lesson was used as a data collection tool. The data obtained from the interviews were subjected to content analysis. The data obtained from the research indicated that teachers used out-of-school learning environments quite often and outof-school learning environments most frequently used were historical and cultural places, environment and land, shopping centers. Based on the data obtained, it was also observed that the most common problem they encountered in using out-of-school learning environments was the permission procedures and the difficulty of controlling students outside the classroom. Teachers made recommendations for the opportunities for leave to be improved and guidelines on out-of-school education to be published.