Project-based geometry learning: Knowledge and attitude of field-dependent/independent cognitive style students

Date

2019-01-01

Author

Ubuz, Behiye

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

309
views

0
downloads

The authors in a convergent parallel mixed method design aimed to investigate whether and how the geometry knowledge and attitude toward geometry of students with field-dependent/independent cognitive style improve differentially within a project-based learning environment. Quantitative data were collected from 97 seventh-grade students before and after the treatment. Repeated measures multivariate analysis of covariance results, controlling for gender and prior mathematics achievement, revealed a statistically significant main effect of time but not cognitive style. Follow-up repeated measures analysis of covariance by controlling the experiment-wise alpha level indicated that field-dependent, field-mixed, and field-independent students achieved a statistically significant mean increase for all measures. The qualitative (classroom observations and interviews with some students) data provided evidence that contextualizing, visualizing, and collaborating opportunities in the project-based learning environment made contributions for mean increase.

Subject Keywords

Education

URI

https://hdl.handle.net/11511/42564

Journal

JOURNAL OF EDUCATIONAL RESEARCH

DOI

https://doi.org/10.1080/00220671.2018.1502138

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Investigating Effect of Origami-Based Instruction on Elementary Students' Spatial Skills and Perceptions Cakmak, Sedanur; Işıksal Bostan, Mine; KOÇ, YUSUF (Informa UK Limited, 2014-01-02) The authors' purpose was to investigate the effect of origami-based instruction on elementary students' spatial ability. The students' self-reported perceptions related to the origami-based instruction were also examined. Data was collected via purposive sampling techniques from students enrolled in a private elementary school. A spatial ability test (SAT) was used to measure the students' ability in mentally manipulating objects and their parts in 2- and 3-dimensional spaces. In addition to the SAT, reflec...
Avoidance from Thought Experiments: Fear of misconception Özdemir, Ömer Faruk (Informa UK Limited, 2009-01-01) Two independent lines of researchmental simulations and thought experimentsprovide strong arguments about the importance of perceptual modalities for the instructional practices in science education. By situating the use of mental simulations in the framework of thought experiments, this study investigated the nature and the role of mental simulations in the context of problem-solving. This study draws on data collected through problem-solving sessions with five physics graduates. Throughout the problem-sol...
Augmented reality-based virtual manipulatives versus physical manipulatives for teaching geometric shapes to preschool children Gecu-Parmaksiz, Zeynep; Delialioğlu, Ömer (Wiley, 2019-11-01) The aim of the current study is to compare the effect of virtual and physical manipulatives on preschool children's understanding of geometric shapes. A quasi-experimental research design was employed where children in the experimental group used tablet computers to access Augmented Reality (AR)-based virtual manipulatives, while children in the control group used physical manipulatives. The instruction lasted for a period of four weeks at a public primary school in Turkey with 72 children aged five and six...
Investigation of effect of visual treatment on elementary school student’s spatial ability and attitude toward spatial ability problems Bayrak, Mahmut Emre; Bulut, Safure; Department of Educational Sciences (2008) The purposes of the study were to investigate the effects of visual treatment on students’ opinion in terms of thinking process and students’ opinion in terms of feelings in the spatial ability activities; to investigate the effects of visual treatment on student’s spatial ability, spatial visualization and spatial orientation The study was conducted in Ankara with 21 sixth-grade elementary school students. One group pretest-posttest design was used. Two measuring instruments were utilized: Spatial Ability ...
Students understanding of limit concept: an apos perspective Çetin, İbrahim; Özden, Yaşar; Department of Computer Education and Instructional Technology (2009) The main purposes of this study is to investigate first year calculus students’ understanding of formal limit concept and change in their understanding after limit instruction designed by the researcher based on APOS theory. The case study method was utilized to explore the research questions. The participants of the study were 25 students attending first year calculus course in Middle East Technical University in Turkey. Students attended five weeks instruction depending on APOS theory in the fall semester...

Citation Formats

B. Ubuz, “Project-based geometry learning: Knowledge and attitude of field-dependent/independent cognitive style students,” JOURNAL OF EDUCATIONAL RESEARCH, pp. 285–300, 2019, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/42564.