Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Near and far transfer of learning in mathematics lesson designed based on cognitive load theory principles :a case study
Download
index.pdf
Date
2013
Author
Tüker, Banu Gonca
Metadata
Show full item record
Item Usage Stats
437
views
353
downloads
Cite This
The purpose of the study is to explore the contributions of learning tasks-involving worked examples, diverse worked examples, completion examples requiring backwards/forward fading, self-explanations and group discussions on near transfer and far transfer of learning towards learning, understanding and interpretation of mathematics. As a qualitative research approach, instrumental case study was used in this study. Qualitative data and quantitative data were collected from 30 students (female=19 and male=11) attending to Grade 11 and learning units of Derivatives within the curriculum of IB Mathematics Standard Level. The participants of this study were selected through convenience sampling method from a private school in Ankara. Students studied four main units. For each unit, firstly students learnt the subject through worked examples;then wrote self reflections and participated at group discussions at Moodle. Next, they studied at completion examples; then wrote self reflections and participated at group discussions at Moodle. Finally they completed practice problems. This cycle continued for four units for 12 weeks. In order to investigate the impacts of these learning activities, students’ pre and post achievement tests’ results were analyzed through paired sample t test and descriptive statistics. Moreover, students’ self-reflections and group discussions were analyzed through content analysis. The opinions of students on the effects of worked examples, diverse worked examples, completion examples requiring backwards/forward fading, self-explanations and group discussions towards learning and understanding were gathered through semi structured interviews and student replies were analyzed through content analysis for main themes. It could be interpreted from the results that there were indicators of near transfer and far transfer of learning in self reflections and group discussions. Near transfer indicators had higher frequencies compared to far transfer indicators’. There were agreements between the qualitative data analysis results and the comparison of pretests and post tests results. This study may fill the gap in literature by concentrating on the implementation methods of these activities and their possible contributions towards near transfer and far transfer of learning in mathematics. The study focused on investigating possible reasons that may address to solve some educational problems in teaching derivatives units at grade 11.
Subject Keywords
Mathematics
,
Science
,
Cognitive learning theory.
,
Learning, Psychology of.
,
Education, Secondary.
URI
http://etd.lib.metu.edu.tr/upload/12616566/index.pdf
https://hdl.handle.net/11511/22891
Collections
Graduate School of Natural and Applied Sciences, Thesis
Suggestions
OpenMETU
Core
The effect of context-based instruction integrated with learning cycle model on students’ achievement and retention related to states of matter subject
Sunar, Sabiha; Geban, Ömer; Department of Secondary Science and Mathematics Education (2013)
This study aims to explore the effectiveness of context-based instruction integrated with learning cycle model as compared to the traditional instruction on tenth grade students’ achievement and knowledge retention on the states of matter subject and their attitudes toward chemistry. In order to achieve this aim, a quasi-experimental pre-test post-test control group research design was applied. A total of 150 tenth grade students of two high schools were the participants of the study. During the treatment, ...
Mode-method interaction: the effects of inquıry vs. expository and blended vs. face-to-face instruction on 9th grade students’ achievement in, scıence process skills in and attitudes towards physics
Çetin, Ali; Özdemir, Ömer Faruk; Department of Secondary Science and Mathematics Education (2013)
The purpose of this study is to find out the main effects of instructional modes (blended and face-to-face), teaching methods (inquiry and expository) and the interaction effects between them on 9th grade students’ physics achievements, science process skills, and attitudes towards physics. To achieve this purpose, 2x2 factorial design with four treatment groups were constructed, blended inquiry (W-INQU), blended expository(W-EXPO), face-to-face inquiry (INQU), and face-to-face expository (EXPO). Two web en...
The Effect of the instruction based on the epistemologically and metacognitively improved 7E learning cycle on tenth grade students' achievement and epistemological understandings in Physics
Yerdelen Damar, Sevda; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2013)
This study investigated the effect of the epistemologically and metacognitively stimulated 7E learning cycle (EM-7ELC) on tenth grade students’ physics achievement and epistemological understandings in physics. The participants of the study included 107 (49 Female, 58 Male) tenth grade students at two Anatolian teacher training high schools in Ankara. A quasi-experimental with matching-only pretest-posttest control group design was employed. Two intact classes of each school were randomly assigned to the ex...
Hypermedia as a cognitive tool: Student teachers' experiences in learning by doing
Yıldırım, Zahide (2005-04-01)
This study investigates student teachers' opinions about learning "instructional technology and material preparation" subjects in a hypermedia-based constructivist learning context. A qualitative case study design was employed. The students of one classroom were the focus of an in-depth investigation by means of interviews, which were designed to elicit these students' perceptions concerning the use of hypermedia as a cognitive tool in the learning process. The study sample consisted of twenty-eight second-...
Mathematical Knowledge for Teaching the Function Concept and Student Learning Outcomes
Hatisaru, Vesife; Erbaş, Ayhan Kürşat (Springer Science and Business Media LLC, 2017-04-01)
The purpose of this study was to examine the potential interrelationships between teachers' mathematical knowledge for teaching (MKT) the function concept and their students' learning outcomes of this concept. Data were collected from two teachers teaching in a vocational high school and their students through a function concept test for teachers and students, follow-up interviews with teachers, and classroom observations. Findings indicated that teachers' MKT and students' learning outcomes were related to...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
B. G. Tüker, “Near and far transfer of learning in mathematics lesson designed based on cognitive load theory principles :a case study,” Ph.D. - Doctoral Program, Middle East Technical University, 2013.
