Argümantasyon Tabanlı Olasılık Öğretiminin Ortaokul Öğrencilerinin Matematiksel Üstbiliş Farkındalıklarına ve Olasılıksal Muhakeme Becerilerine Etkisinin İncelenmesi

Abstract

The aim of this research is to determine the effects of argumentation-based probability education on middle school students' mathematical metacognition awareness with probabilistic reasoning skills and reveal the views of the students to argumentation-based probability education. The mixed methods' sequential explanatory design, which allows for both quantitative and qualitative data, was used in this research. The sample of the research is 51 eighth grade students from a middle school in the second semester of 2014-2015 academic year in a city in Karadeniz Region of Turkey. There are two groups randomly assigned that experimental (n=26) and control (n=25) groups in the sample of the research. A quasi-experimental design with pre test-post test control group is used in quantitative part of this research. The quantitative data collection tools of the research are mathematical metacognition awareness inventory and probabilistic reasoning skill level identification scale. Semi-structured interviews are also conducted with the students selected from the experimental group, and the views of the students regarding the applied argumentation-based probability education are taken. All the arguments made by the students during the education process are analyzed according to the Toulmin Model. Descriptive and predictive analysis methods are used in the analysis of the quantitative data of research. The descriptive analysis technique is employed in the analysis of the qualitative data of research. According to the results of the research, argumentation-based probability education is not more successful than the current education method in terms of mathematical metacognition awareness. But, argumentation-based probability education is more effective than the current education method in terms of probabilistic reasoning skills. It has been observed that the students have developed in terms of making quality arguments in education process. In addition, it is determined that most of the students' views on the applied education method are positive.

Use of the Argumentation-Based Learning-Teaching Approach in the Development Of Self-Expression Skills

“…National and international studies have focused on argumentation-based learningteaching methods in various fields such as science (Aydın & Kaptan, 2014;Günel et al, 2012;Kaya & Kılıç, 2008;Kuhn, 1996;Osborne et al, 2004;Sampson & Clark, 2008;Walker & Sampson, 2013;Zohar & Nemet, 2002), mathematics (Dinçer, 2011;Küçük-Demir, 2014;Doruk et al, 2018), and social sciences (Torun, 2015;Torun & Şahin, 2016;Oğuz & Demir, 2016a;Oğuz & Demir, 2016b). According to the results of studies, this teaching and learning method enhances students' academic achievements and develops their decision-making and critical thinking skills.…”

Examining the arguments created by secondary school students regarding the field of sustainable ecology

“…İddianın doğruluğunu kanıtlama, aynı fikri savunma ve karşı fikirdeki bireylerin ikna edilme sürecidir (Aydın, 2013). Bir iddianın doğru veya yanlışlığının savunulması için üretilen ve gerekçeleri barındıran ifadeler ise argüman olarak değerlendirilmektedir (Doruk, Duran & Kaplan, 2018).…”

Öğrencilerin Matematiksel Üstbiliş ve Problem Kurma Öz-Yeterliklerinin Bazı Değişkenlere Göre İncelenmesi

“…Metacognition is knowing about one's cognitive experiences or processes and controlling cognitive learning processes using them (Akpunar, 2011). Mathematical metacognitive awareness is the ability of individuals to come up with solution strategies to overcome new problems by using their problem-solving skills, to follow the applied strategies, and to evaluate the suitability of this solution in their own minds by controlling the solution process (Doruk et al, 2018). Mathematics achievement of students who understand the subject by using their metacognitive skills together with their mathematical knowledge, find solutions to problems in a shorter time and create their own metacognitive strategy to reach the solution, increases even more (Ağpak, 2019).…”