Matematik Öğretiminde Dijital Oyun Tasarlamanın Öğretmen Adaylarının Yaratıcılıklarına Etkisi

Aksoy, Nuri Can; Demir, Betül Küçük

doi:10.17152/gefad.421615

Cited by 8 publications

(6 citation statements)

References 14 publications

(21 reference statements)

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“…For this result, it was seen that the students developed a positive attitude towards the science course. When the relevant literature is examined, it is seen that there are studies showing similar results to the results of this study (Akça & Topsakal, 2020;Aksoy, 2014;Aygün, 2019;Can, 2010;Can, 2017;Çelik, 2017;Çetin, 2016;Demir, 2012;Eltem, 2018;Gürbüz, 2019;Gürpınar, 2017;Korkmaz, 2018;Liu & Chen, 2013;Özkan & Şentürk, 2020;Şahin, 2016;Tok, 2016;Tokgöz, 2017;Tortop, 2007;Torun, 2011;Turanlı, 2012;Yeşilkaya, 2013). Özkan, Akça & Topsakal (2020), seventh grade "Cells and Divisions" unit in the study carried out within the scope of the seventh grade "Cells and Divisions" unit, where the students developed a positive attitude towards the science course after the application, Aksoy (2014), the students within the scope of the sixth grade mathematics course had a meaningful effect by increasing their attitude scores, Can (2010), eighth grade "Structure of Substance and Features" unit.…”

Section: Discussionsupporting

confidence: 67%

“…In other words, it was determined that GBL had no effect on students' level of self-efficacy in the science course. There are studies in the literature that support this result (Aksoy, 2014;Bayırtepe & Tüzün, 2007). Aksoy (2014) concluded that there was no meaningful effect between both groups in his study within the scope of the sixth grade mathematics course, and that the games did not have an impact on the students' perceptions of self-efficacy within the scope of Bayırtepe & Tüzün (2007), seventh grade computer course.…”

Section: Discussionmentioning

confidence: 87%

“…There are studies in the literature that support this result (Aksoy, 2014;Bayırtepe & Tüzün, 2007). Aksoy (2014) concluded that there was no meaningful effect between both groups in his study within the scope of the sixth grade mathematics course, and that the games did not have an impact on the students' perceptions of self-efficacy within the scope of Bayırtepe & Tüzün (2007), seventh grade computer course. The individual's belief in the ability to gain knowledge, to complete a given task at the level of specified performances, or the difference between the self that the individual wants to be and his own self, gives us information about the level of self-efficacy (Heslin & Klehe, 2006;Aksoy,2014).…”

Section: Discussionmentioning

confidence: 87%

“…Bu sonuca yönelik ise öğrencilerin fen bilimleri dersine yönelik olumlu tutum geliştirdikleri görülmüştür. İlgili alanyazın incelendiğinde bu çalışmanın sonucuna benzer sonuçlar gösteren çalışmaların yer aldığı görülmektedir (Aksoy, 2014;Aygün, 2019;Can, 2010;Can, 2017;Çelik, 2017;Çetin, 2016;Demir, 2012;Eltem, 2018;Gürbüz, 2019;Gürpınar, 2017;Korkmaz, 2018;Liu & Chen, 2013;Özkan, Akça & Topsakal, 2020;Şahin, 2015;Şentürk, 2020;Tok, 2016;Tokgöz, 2017;Tortop, 2007;Torun, 2011;Turanlı, 2012;Yeşilkaya, 2013). Özkan, Akça & Topsakal (2020), 7. sınıf "Hücre ve Bölünmeler" ünitesi kapsamında gerçekleştirdiği çalışmada öğrencilerin uygulama sonrasında fen bilimleri dersine yönelik olumlu tutum geliştirdikleri sonucuna varmıştır.…”

Section: Tutum öLçeği Testi İçin Sonuçlar Ve Analizlerunclassified

See 3 more Smart Citations

Oyun Temelli̇ Öğrenme Uygulamalarinin Fen Bi̇li̇mleri̇ Dersi̇nde 5.SINIF Öğrenci̇leri̇ Üzeri̇ndeki̇ Etki̇si̇

ÖNAL,

ÇELTEK

2023

Trakya Eğitim Dergisi

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Bu çalışmanın amacı, oyun temelli öğrenme uygulamalarının fen bilimleri dersi “Madde ve Değişim” ünitesi kapsamında öğrenciler üzerindeki etkisini incelemektir. Çalışma 2 grup ile gerçekleştirilmiş olup gruplardan biri 24 kişiden oluşan deney grubu, diğeri ise 20 kişiden oluşan kontrol grubu olmak üzere 44 5. sınıf öğrencisi çalışmaya katılım sağlamıştır. Çalışmada “öntest sontest kontrol gruplu yarı deneysel desen” modeli kullanılmıştır. “Madde ve Değişim Ünitesi Başarı Testi (MDÜBT)”, “Fen Bilimleri Dersine Yönelik Tutum Ölçeği (FBDYTÖ)” ve “Fen Bilimleri Dersi Özyeterlik Ölçeği (FBDÖÖ)” her iki grup için öntest sontest olarak uygulanmıştır. Nitel veri toplama aracı olarak ise araştırmacı tarafından hazırlanan “Oyun Temelli Öğrenme Uygulamaları Görüşme Formu (OTÖUGF)” öğrencilere uygulanmıştır. Nicel verilerin analizi için “Mann Whitney U testi”, “Bağımsız Örneklemler t testi”, “İlişkili Örneklemler t testi” ve “Wilcoxon İşaretli Sıralar testi” kullanılmıştır. Yapılan analizler sonucunda her iki grup arasında tutum düzeyleri üzerinde bir fark oluştuğu ancak akademik başarı ve özyeterlik düzeyleri üzerinde istatistiksel olarak anlamlı ölçüde bir fark oluşmadığı, öğrencilerin çoğunun ise oyun temelli öğrenme uygulamalarına yönelik olumlu görüşlere sahip olduğu görülmüştür.

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Section: Discussionsupporting

confidence: 67%

Section: Discussionmentioning

confidence: 87%

Section: Discussionmentioning

confidence: 87%

Section: Tutum öLçeği Testi İçin Sonuçlar Ve Analizlerunclassified

See 2 more Smart Citations

Oyun Temelli̇ Öğrenme Uygulamalarinin Fen Bi̇li̇mleri̇ Dersi̇nde 5.SINIF Öğrenci̇leri̇ Üzeri̇ndeki̇ Etki̇si̇

ÖNAL,

ÇELTEK

2023

Trakya Eğitim Dergisi

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“…Considering the importance of these skills in daily life, it has been observed that individuals who are more successful in coping with difficulties and reaching their goals are individuals with high-level thinking skills (Yüksel, 2015). According to Aksoy and Küçük-Demir (2019), the use of digital media in mathematics education is one of the important features that increase the level of creative thinking. It is seen that different and creative thinking, which has been mentioned recently, has great importance in investigating reasoning approaches in mathematics education in many respects (National Council of Teachers of Mathematics [NCTM], 1989).…”

Section: Introductionmentioning

confidence: 99%

Digital Games Designed By Prospective Teachers in The Scratch Program Through The Eyes of Mathematics Teachers

Özdemir

BASIR²,

BALBAY³

et al. 2021

International Journal on Lifelong Education and Leadership

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Scratch is an effective programming tool encouragingproblem-solving skills of middle school students with the help of its advanrages as its ease, richness of their visual characters and all their objects, as well as processing skills. In particular, the fact that research has shown that teaching with Scratch has positive effects on students' mathematical achievements in algebraic expressions indicates that a different teaching method can be used in the field of algebra learning. Therefore, it is believed that the use of mathematics teachers in the lesson by learning this program before service contributes to the students ' learning and love of mathematics. The aim of the research is to examine the views of mathematics teachers about the games designed by the prospective teachers with the program of Scratch. The participants of this study, in which the case study was conducted, were six mathematics teachers. The research process was carried out in three stages. In the first stage, 13 games were designed by prospective teachers about achievements in algebraic expressions. In the second phase, six mathematics teachers were asked to score these games according to the revised rubric of Li et al (2013). In the third stage, teachers' views about the reasons for the scores that they gave to the games. Kappa coefficients were calculated for the scoring compliance among teachers. Qualitative data analysis techniques were used in the analysis of teacher views. In this study, it was revealed that most teachers found the games interesting, comprehensible and instructive/reinforcing. Some teachers found the games original, while others stated that they were classic games that they often encountered. In addition, some teachers emphasized that they could use these games in their lessons, while others stated that they couldnot use them in their lessons for reasons such as missing instructions, code errors, and lack of knowledge of the Scratch program.

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An Examination of Digital Geography Games and Their Effects on Mathematical Data Processing and Social Studies Education Skills

DEMİRCİ,

İNEÇ

2023

ADN

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"This study aims to advance the development of the mathematical processing skills of students by suggesting the use of digital geography games. This includes an analysis of its contribution to the standard mathematics curriculum in areas such as data processing as well as its contribution to social studies curricula in areas such as map literacy, location analysis, problem solving, and other skills related to understanding tables, graphs, and diagrams. The study also examines the findings of the experts that relate to these dynamics. A case study of a digital geography game called Gezgin, developed by İneç (2021) is examined in this research using qualitative research approaches. Under this framework, the data obtained by critical case sampling from six experts through a semi-structured online interview were collected with cloud technologies and examined by using a content analysis. The findings obtained showed that the use of Gezgin can help develop skills related to data processing, problem solving, problem formulation, general mathematical processes, the ability to transfer mathematics to real life, and the ability to create and correctly interpret tables and graphs. The findings also indicate that the real-life context that is provided by this game supports educational development in the areas of map literacy, location analysis, problem-solving skills and graph, table and diagram creation and interpretation for social studies curricula. The expert opinions about Gezgin were determined to be mostly positive, especially with respect to the interdisciplinary structure and its rich content, but some of its functions were found to be limited."

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Matematik Öğretiminde Dijital Oyun Tasarlamanın Öğretmen Adaylarının Yaratıcılıklarına Etkisi

Cited by 8 publications

References 14 publications

Oyun Temelli̇ Öğrenme Uygulamalarinin Fen Bi̇li̇mleri̇ Dersi̇nde 5.SINIF Öğrenci̇leri̇ Üzeri̇ndeki̇ Etki̇si̇

Oyun Temelli̇ Öğrenme Uygulamalarinin Fen Bi̇li̇mleri̇ Dersi̇nde 5.SINIF Öğrenci̇leri̇ Üzeri̇ndeki̇ Etki̇si̇

Digital Games Designed By Prospective Teachers in The Scratch Program Through The Eyes of Mathematics Teachers

An Examination of Digital Geography Games and Their Effects on Mathematical Data Processing and Social Studies Education Skills

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