Ortaokul 7. sınıf öğrencilerinin en büyük ortak bölen ve en küçük ortak kat konusundaki bilgi oluşturma süreçlerinin RBC+C modeli ile incelenmesi
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Dosyalar
Tarih
2018
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, 7.sınıf öğrencilerinin tasarlanmış bir öğrenme ortamında en büyük ortak bölen ve en küçük ortak kat (ebob-ekok) bilgisini oluşturma süreçlerinin RBC+C soyutlama modeli ile incelenmesidir. Çalışma grubu, bir devlet ortaokulunda öğrenim gören altı 7. Sınıf öğrencisinden oluşmaktadır. Bilgi oluşturma süreci, nitel araştırma yöntemlerinden, yorumlayıcı yaklaşımı temel alan öğretim deneyi yöntemi ile incelenmiştir. Öğrencilerin ebob-ekok bilgisine ulaşma süreçleri tanıma, kullanma, oluşturma, pekiştirme bilişsel eylem adımlarına göre değerlendirilmiştir. Veri toplama aracı olarak araştırmacılar tarafından her bir eylem adımı kapsamında araştırma problemleri hazırlanmıştır. Araştırmanın sonucunda, öğrencilerin ebob-ekok kavramlarını etkinlik sonunda yapılandırdıkları gözlemlenmiştir.
The aim of this study is to examine the greatest common divisor (gcd), lowest common multiple (lcm) knowledge construction process of 7th grade students in a designed learning environment with the RBC+C abstraction model. The study group consisted of six 7th grade students receiving education at a public secondary school. The knowledge construction process was explored with teaching experiment method, which is among qualitative research methods based on an interpretative approach. The process of students to attain the knowledge of the concepts of gcd and lcm was evaluated according to cognitive action steps of recognizing, building with, construction and consolidation. As a data collection tool, research problems were prepared by the researchers within the scope of each action step. As a result of the study, it was observed that the students were able to structure the concepts of gcd and lcm at the end of the activity.
The aim of this study is to examine the greatest common divisor (gcd), lowest common multiple (lcm) knowledge construction process of 7th grade students in a designed learning environment with the RBC+C abstraction model. The study group consisted of six 7th grade students receiving education at a public secondary school. The knowledge construction process was explored with teaching experiment method, which is among qualitative research methods based on an interpretative approach. The process of students to attain the knowledge of the concepts of gcd and lcm was evaluated according to cognitive action steps of recognizing, building with, construction and consolidation. As a data collection tool, research problems were prepared by the researchers within the scope of each action step. As a result of the study, it was observed that the students were able to structure the concepts of gcd and lcm at the end of the activity.
Açıklama
Anahtar Kelimeler
Greatest Common Divisor, Lowest Common Multiple, RBC+C Abstraction Model, Abstraction, Constructivist Approach, Ebob–Ekok, RBC+C Modeli, Soyutlama, Yapılandırmacı Yaklaşım
Kaynak
Journal of Computer and Education Research
WoS Q Değeri
Scopus Q Değeri
Cilt
6
Sayı
12
