Identifying Misconceptions of Nine Grade Students on Repeating Decimals

Abstract

Bu çalışmanın amacı, dokuzuncu sınıf öğrencilerinin devirli ondalık gösterimle ilgili kavram yanılgılarını belirlemektir. Çalışmanın amacı doğrultusunda kavram yanılgısı türleri göz önüne alınarak devirli ondalık gösterim ilgili olası kavram yanılgılarına yönelik açık uçlu sorular içeren "Devirli Ondalık Gösterim Tanı Testi" hazırlanmış ve dokuzuncu sınıfta okuyan kırk öğrenciye uygulanmıştır. Öğrencilerden alınan yanıtlar detaylı olarak incelenerek öğrencilerin kavram yanılgıları aşırı genelleme, aşırı özelleme, yanlış tercüme ve kısıtlı algılama kategorilerine göre irdelenmiştir. Öğrenciler rasyonel sayılar alt öğrenme alanının bir parçası olan "devirli ondalık gösterim" ile ilgili 6, 7, 8 ve 9. sınıflarda deneyim yaşamaktadırlar. Buna rağmen, bu çalışmanın bulguları öğrencilerin dokuzuncu sınıfta bile bu konu hakkında yaygın kavram yanılgılarına sahip olduklarını göstermektedir. Sonuçlar, dokuzuncu sınıf öğrencilerinin devirli ondalık sayılarla ilgili aşırı genelleme, yanlış tecrübe ve kısıtlı algılama türlerinde kavram yanılgılarına sahip olduklarını göstermektedir.

Effectiveness of group investigation versus lecture-based instruction on students’ concept mastery and transfer in social studies

“…Hence, the researcher rejects the null hypothesis, which assumed no difference between learners taught with group investigation and those taught with the lecture-based approach. The study findings that showcased a superior concept mastery performance for learners taught using the group investigation method is congruent with previous studies (Adiansyah et al, 2017; Baki et al, 2010; Girsang, 2014; Parchment, 2009; Tran & Lewis, 2012a, 20212bbib_Tran_and_Lewis_2012abib_Tran_and_Lewis_2012b). The above-cited studies revealed that when learners are taught using a group investigation instructional approach, they perform better on their concept mastery skills than those taught with the traditional lecture approach.…”

“…The current research emerged from the researcher's experience as a teacher, an analysis of the rationale of the Ghanaian middle school social studies standard, and initial interview findings from some Ghanaian social studies teachers who confirmed that they mostly used lecture-based instruction despite the stated rationale of the social studies syllabus. Whereas other existing literature discovered the group investigation outperformed the lecture-based group, the previous research focused on reading comprehension, critical thinking, literature, and other areas (Adiansyah's et al, 2017;Baki et al, 2010;Parchment, 2009;Tran & Lewis, 2012a;Tran & Lewis, 2012b). The present study adds to the literature on social studies as a discipline by bringing to the forefront that group investigation as an instructional approach significantly differs from lecture-based instruction in contributing to learners' concept mastery and transferability in social studies content.…”

“…The Group investigation method has been found to supersede lecture-based instruction in improving learners’ academic performance and learning. Previous studies on group investigation versus lecture-based instruction revealed that the experimental group exposed to the group investigation outperformed the lecture-based instruction group in their achievements in literature and language learning, higher assessment average, reading comprehension, learning mathematics, and transfer performance in various subject areas (Baki et al, 2010; Girsang, 2014; Parchment, 2009; Slavin, 2011). Other previous studies also found a significant correlation between group investigation and effective outcome, higher cognitive outcome, motivation, transfer, and increase in social communications compared to the lecture-based teaching identified to be less effective in promoting higher cognitive outcome, motivation, transfer, or social communication; though, some educators continue to use the lecture method (Slavin, 2011; Tran & Lewis 2012a, 2012bbib_Tran_and_Lewis_2012abib_Tran_and_Lewis_2012b).…”

“…Over the past years, diverse teaching approaches have emerged, requiring that teachers guide learners to access knowledge, assess information, discover approaches to a problem, and find solutions to problems instead of simply providing the learners with dozens of information (Baki et al, 2010). One of these new approaches is cooperative learning.…”

The Effect Group Investigation Method on Language Learning Outcomes

“…Furthermore, it has advantages including increasing independence, increasing student creativity, increasing interpersonal skills when working between students, increasing student reasoning (Christina & Kristin, 2016). This model is believed to improve process and outcome of learning (Astra, Wahyuni, & Nasbey, 2015) and can be integrated in language learning (Baki, Yildiz, Aydin, & Kogce, 2010).…”