STEM Eğitimine Geçişte Bir Araç Olarak Matematiksel Modelleme

2018

Self Cite

In this study, in which effect of mathematical modelling activities on students' surface area calculation knowledge and skills has been examined, the study group consists of six 7th grade students who are selected upon purposeful sampling. The data collection instruments of the study include mathematical modelling activities, which is prepared depending on the acquisitions of the surface area calculation theme, and pre-application interview form. The data were analyzed via embedded theory coding method. In the study, it has been determined that the students' theoretical knowledge about surface area calculation is deficient and wrong, thus they are incapable of calculating the surface area of polygons and apply the calculation rules by heart. Application procedure has supported their learnings and affected their surface area calculation skills positively. Refreshing the pre-learned knowledge, sharing their knowledge with their friends, questioning the knowledges via relational mathematics and, consequently, realizing the mathematical relations are the contributing features of the mathematical modelling activities-based learning environments that support the students' improvement. Moreover, explaining the surface area calculation rules with mathematical modelling activities and in relation to unit/square has affected their learnings positively. Results have shown that it is important to include mathematical modelling in teaching plans.

Section: Resultsunclassified

Matematik Modelleme Etkinliklerine Dayalı Öğrenme Ortamında Yedinci Sınıf Öğrencilerinin Alan Ölçme Bilgi ve Becerilerinin İncelenmesi

Erdem

2018

Self Cite

“…STEM eğitimine geçişi sağlayan en önemli araçlardan biri matematiksel modellemedir (Doğan, Gürbüz, Çavuş Erdem ve Şahin, 2018 • Matematiksel modelleme, model yapan kişinin yaratıcı olmasını, tercihler ve tahminler yapmasını, karar vermesini gerektirir.…”

Section: Kuramsal çErçeveunclassified

“…Örneğin gerek günlük hayatta karşılaşılan gerekse Hayat Bilgisi ve Sosyal Bilgiler dersi içinde yer bulan ekmek israfı, geri dönüşüm, sağlıklı ve planlı hayat, vergi bilinci, sosyal güvenlik hak ve yükümlülükleri gibi konular özellikle vurgulanmalı ve bu konularda örnekler verilmelidir". İlgili literatürde disiplinler arası ilişkilendirmenin öneminden bahsedilmiş, Matematik ile Fen bilimleri disiplinlerinin birbirleriyle ilişkili ve bütünleşik yapıda olduğu ve en çok ilişkilendirmenin bu iki disiplin arasında yapıldığı vurgulanmıştır (Karakuş, Türkkan, Karakuş, 2017;Keşan ve Kaya, 2008;Matthews, Adams ve Goos, 2009;Doğan, Gürbüz, Çavuş Erdem ve Şahin, 2018). Bu çalışmalara paralel olarak uzun süreçlerden oluşan bazı projeler disiplinler arası ilişkilendirme üzerinedir.…”

Section: öğRetmenlerle Yapılan Yarı-yapılandırılmış öN Görüşmelere Yöunclassified

Interdisciplinary Mathematical Modeling Activities as a Transitional Tool for STEM Education: Teacher and Student Opinions

Güder

2018

Self Cite

In this study, it has been tried to determine in the direction of teacher and student opinions whether the Interdisciplinary Modeling Activities (DAMOE) can be used as a tool in transitioning to STEM (Science, Technology, Education, Mathematics) education which is one of the new educational approaches today. This study was conducted with 2 teachers and 7 seventh grade students in a central school in the East Anatolia of Turkey by using interview technique. In the scope of the study, firstly, semi-structured preliminary interviews were conducted with the teachers about the relationship between disciplines and daily life and about interdisciplinary relationship. Secondly, the three interdisciplinary modeling activities (DAMOE) including learning areas of Mathematics and Science and Technology disciplines were applied to the students under the guidance of teachers. After the implementation, teachers and students were subjected to semi-structured final interviews within the context of the applicability of these activities / problems in the curriculum and what benefits students will get from solving these activities. In the findings, it was determined that DAMOEs improved students' interdisciplinary skills, that they could change attitudes toward disciplines positively, and that DAMOEs should be included in the school curriculum.

“…Gerçek yaşam durumları ise çok yönlü ve karmaşık yapıdadır ve birçok alanı kapsar. Dolayısıyla matematiksel modelleme farklı disiplinlerin ilişkilendirilmesine uygun yapıdadır ve STEM eğitiminde kullanılabilecek etkili bir araç olarak görülmektedir (English, 2015;Doğan, Şahin, Çavuş Erdem ve Gürbüz, 2018). Disiplinler arası Matematiksel Modelleme (DMM) olarak tanımlanan bu etkinlik türü farklı disiplinlerin bir arada yer aldığı bir anlayışı kapsamaktadır.…”

Section: Disiplinler Arası Matematiksel Modellemeunclassified

“…Disiplinler arası Matematiksel Modelleme (DMM) olarak tanımlanan bu etkinlik türü farklı disiplinlerin bir arada yer aldığı bir anlayışı kapsamaktadır. DMM anlayışında, gerçek hayat durumunun yer aldığı problemlerin çözümünde matematikle birlikte bir ya da birkaç disipline ait bilgilerin kullanılması söz konusudur (Doğan, Gürbüz, Çavuş Erdem ve Şahin, 2018 DMM sürecinde basamaklar arası esnek bir geçiş vardır. Basamaklar arasındaki bu esneklik bireyin geri dönmesine, süreci tekrar tekrar yaşamasına olanak sağladığı gibi bazı basamakları atlayarak ilerlemesine de izin vermektedir.…”

Section: Disiplinler Arası Matematiksel Modellemeunclassified

Bir Disiplinler Arası Matematiksel Modelleme Etkinliğinden Yansımalar

Erdem

Şahin

et al. 2018

Self Cite

The approaches that employ different disciplines together have increased their influence in the education system in recent years. In this study, it is aimed to examine the situations that occur in the solution process of an Interdisciplinary Mathematical Modeling (IMM) activity. Participants of this case study consist of 9 mathematics and 9 science teachers. A workshop that lasted for 12 weeks was conducted with the teachers. Solution reports, video and audio recordings of the solution process of an IMM activity form the data of the study. The data were analyzed by content analysis method. It was determined that teachers' having high level of experience and competencies related to the discipline provided realistic assumptions. On the other hand, their inexperience about IMM activities led them to ignore some variables in the solution process. In addition, the results of the research show that the transition between the steps in the IMM process is flexible and intertwined and provides an environment in which learning goals of mathematics and other disciplines are handled together. The results of the study support the important features of IMM approach and also show that teachers' experience about the activity dimension of IMM is not sufficient. Extended Abstract PurposeThere is a growing need for individuals with critical, creative, reflective, analytical and metacognitive thinking skills to achieve and strengthen social developments. In order to meet this need, new approaches to education have been sought worldwide. STEM (Science, Technology, Engineering and Mathematics) is prominent in these approaches and is adopted rapidly (Kennedy and Odell, 2014). Mathematical modeling activities are described as an important tool in the implementation of STEM education (Hamilton, Lesh, Lester and