10 ve 11 sınıf öğrencilerinin temel geometri konularındaki hataları ve kavram yanılgıları

Date

1999-02-01

Author

Ubuz, Behiye

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Bu araştmnanın amacı, öğrencilerin geometride açılar konusundaki öğrenme düzeylerini, hatalar, kavram yanılgılan ve cinsiyet açısından incelemektir. AraştıOllanın örneklemini, 1997- i998 öğretim yılında Ankara'nınbir özelokulunda okuyan 10. ve i 1. sınıftan birer şube olmak üzere toplam 67 öğrenci oluştuOllaktadır.Araştmnanın verileri i i tane açık uçlu soru içeren sınavdan elde edilmiştir. Bu çalışmada i i soru içinden seçilen 5 soru üzerinde durulmaktadır. Elde edilen bulgular erkek öğrencilerinkız öğrencilere nazaran sorulara yaklaşım şekillerinde daha uç noktada olduklannı gösteOlliştir. Başka bir ifade ile erkekler çoğunlukla soruları ya doğru olarak çözmekte ya da çözümsüz bırakmaktadır.Buna karşın, genelde kız öğrenciler erkek öğrencilerle karşılaştınldığında daha başanh olduklan ve öğrencilerin öğrenim düzeyi yükseldikçe sorularadoğru cevap veOlle oranındaartış olduğu gözlenınektedir. Elde edilen hatalann nedenlerini cinsiyet aynmı yapmadan, şu şekilde özetlemek mümkündür: (i) öğrenciler sorularda verilmeyen birçok bilgiyi verilen şekle bakarak verilmiş kabul etmektedir; (ii) öğrenciler verilen bilgilerden çok verilen şekle yoğunlaşmakta ve daha önce bildiği bir şekle benzetmektedir; (iii) öğrenciler üçgenlerde dış ve iç açılan ve onlann özeliklerini bilmemektedir

Subject Keywords

Geometry, Error analysis, Misconceptions, Gender differences, Geometri, Hata analizi, Kavram yanılgısı, Cinsiyet farklılıkları

URI

https://hdl.handle.net/11511/74236
http://efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/1108-published.pdf

Journal

Hacettepe Üniversitesi Eğitim Fakültesi Dergisi

Collections

Department of Secondary Science and Mathematics Education, Article

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Citation Formats

B. Ubuz, “10 ve 11 sınıf öğrencilerinin temel geometri konularındaki hataları ve kavram yanılgıları,” Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, pp. 95–104, 1999, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/74236.