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- MakaleAçık Erişim2023Scopus SJRQ3Online scratch activities during the COVID-19 pandemic: Computational and creative thinking
Cırıt, Didem Karakaya; Aydemir, Selçuk
This paper investigated the effect of online Scratch activities on college students’ computational and creative thinking. The study adopted a mixed research design including one group pretest-posttest. The sample consisted of 24 child development undergraduates (23 female and 1 male) in the 2019-2020 academic year. The research was carried out in “Teaching science and mathematics in preschool education” course and lasted 12 weeks. The participants developed Scratch projects based on eight learning outcomes (four math and four science). Data were collected using the Computational Thinking Scale, the Marmara Creative Thinking Dispositions Scale, and reflective journals. The quantitative data were analyzed using a paired sample t-test. The qualitative data were analyzed using content analysis. The results showed that Scratch activities helped students develop computational and creative thinking. The results of this study provide evidence that Scratch activities develop the students’ higher order skills. Ultimately, this research study recommends that Scratch activities ought to be integrated to science and mathematics education curriculums.
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İncele - MakaleAçık Erişim2022Coding in Preschool Science and Mathematics Teaching: Analysis of Scratch Projects of Undergraduate Students
Cırıt, Didem Karakaya
This paper analyzed Scratch projects developed by undergraduate students. The sample consisted of 22 child development students (18 women and four men) in the 2018-2019 academic year. The study adopted an action research design within the scope of a course titled “Teaching Science and Mathematics in Preschool Education.” The research was conducted within 14 weeks. In the first four weeks, we provided participants with training on why and how to use Scratch in science and mathematics teaching. In the following ten weeks, participants designed Scratch projects every week based on age groups, topics, and learning outcomes of their choice. Participants evaluated their projects themselves and also received feedback from peers and academics. Each participant designed ten Scratch projects (five for math and five for science). The data consisted of 220 Scratch projects and design logs. The study included a thematic content analysis. In the first weeks, participants knew little about the content of Scratch and used one or two characters and mostly control and look blocks. In the following weeks, they learned more about Scratch and used different blocks.
AtıfScopus2OpenAlex2İncele - MakaleAçık Erişim2021A Scale Development Study Intended for Mathematics Teacher Candidates: Mathematical Visualization Perception Scale
Ilhan, Aziz; Tutak, Tayfun
The aim of this study is to develop a valid and reliable measurement tool that measures mathematical visualization perceptions for mathematics teacher candidates. Therefore, the type of study is a survey research. Research was carried out with 462 (336 Female, 125 Male) mathematics teacher candidates from a university located in the Eastern Anatolia region Turkey in 2018-2019 spring season. Exploratory and confirmatory factor analyzes were performed for the analysis of research data. In the process of development of Mathematical Visualization Perception Scale (MVPS); the preparation of the pool of material, testing of the validity of the scope and appearance, conducting the trial application, ensuring the construction validity, calculating the reliability and establishing the final scale were followed. As a result of the exploratory factor analysis, a valid and reliable 5-point Likert-type scale consisting of 42 items, with 6 factors [Additional Drawing (AD), Spatial Thinking (ST), Direction Concept (DC), Relation with Daily Life (RDL), Transition from Algebra to Geometry (TAG) and Transition from Geometry to Algebra (TGA)] was created. Cronbach Alpha internal stability coefficient of these factors was calculated as 0.938. The factor structure of the scale was also confirmed by confirmatory factor analysis. As a result of the findings obtained, it was suggested to the researchers who will study in the related field to evaluate mathematical visualization perceptions of mathematics teacher candidates by using related scale with different sample groups or different variables.
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İncele - MakaleYalnız künye2020Are Reasoning Skills on Geometric Shapes Predictors of Geometry Performance?
Ilhan, Aziz; Aslaner, Recep
In this study, the relationship between the pre-service mathematics teachers' reasoning skills on geometric shapes and geometry performances were investigated. The participants of the study consisted of 384 pre-service mathematics teachers, 252 females, 132 males who studied at the faculties of education of two universities in Eastern and Southeastern Anatolia in the fall semester of 2016-2017 academic year. In the study, due to the limitations in terms of time and labor conditions, appropriate sampling method was preferred when determining the sample. In the section where the applications of the study were done, relational survey model was used. The data of the study were collected by reasoning skills on geometric shapes test and geometry performance test developed by the researchers. The data were analyzed using descriptive statistics, t-test, ANOVA test, Cohen's f, Cohen's d effect size values, correlation analysis and regression analysis. In the study, when the reasoning skills on geometric shapes and geometry performance data were compared according to gender variable, it was found that the average of men was higher than women. In addition, when the geometry performance scores are examined, it is seen that the third grade has the highest average, while reasoning skills on geometric shapes scores have the highest average in the second grade. When the scale and test scores of preservice mathematics teachers were examined according to gender variable, it was found that reasoning skills on geometric shapes ability and geometry performance scores did not show a significant difference between them. As a result of ANOVA test, it was found that the differences between the classes were significant reasoning skills on geometric shapes ability and geometry performance. The calculated Cohen's effect size values showed that the differences between the classes were low. When this difference was investigated between the classes, it was found that there was a significant difference between some classes. When the Cohen's effect size values of these differences are examined, it is seen that there are low significant effects between the classes. When the correlation values between the variables were examined, a high-level relationship was found between the reasoning skills on geometric shapes ability and the geometry performance. In addition, it was found that reasoning skills on geometric shapes ability is a significant predictor of geometry performance. As a result of the findings obtained in the study, suggestions were made about the use of the concepts of reasoning skills on geometric shapes and geometry performance in academic field and mathematics teaching.
- MakaleAçık Erişim2019Evaluation of Middle School Mathematics Course Curriculums from 2005 to 2018
Ilhan, Aziz; Aslaner, Recep
In this research, secondary mathematics teaching programs published by the Ministry of National Education (MoNE) Education and Training Board (TB) from 2005 to 2018 (2005, 2006, 2009, 2013, 2015, 2017 and 2018), content (learning areas), vision, approach, philosophy, achievements, skills and implementation steps of the program. For this reason, it is preferred to use a qualitative analysis method for document review. Working in this method direction; the research was carried out in six steps: identifying research problems, collecting data, evaluating data, analyzing findings, evaluating the knowledge gained from the research topic, and making proposals. The data were analyzed with the coding key prepared from 2005 to 2018 to allow comparison of the seven secondary mathematics teaching programs published by MoNE TB. As a result of the research findings, mathematics curriculum developed from 2005 to 2009 it has been determined that the number of objectives are generally reduced, simplified and clarified, some arrangements have been made in the learning areas and the number of competencies and skills to be gained have been increased. In addition, the achievements in the curriculum have been reduced by simplifying, consolidating, or updating the curriculum and the length of the courses has been increased by a factor of four at the emphasis on mathematics. It is suggested that researchers who want to study in this area should conduct new research which analyzes in detail the between objectives, learning areas, targeted competencies and skills, achievements and the relationships class hours.
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İncele - MakaleAçık Erişim2019Scopus SJRQ3What is the predictive power of visual mathematics literacy perception and its sub-dimensions for geometry success?; [Görsel Matematik Okuryazarlığı Alt Boyutlarının Geometri Başarısını Yordama Gücü Nedir?]
Ilhan, Aziz; Tutak, Tayfun; Celik, Halil Coskun
Purpose: In this study, it was aimed to examine the relationship between the visual mathematics literacy perceptions and its sub-dimension for geometry success levels of prospective teachers. It was also aimed to examine to what extent visual mathematics literacy perception and its sub-dimensions predicted geometry success. Research Methods: This study was designed in accordance with a qualitative, scanning model. The research was carried out with 232 (97 males and 135 females) prospective teachers who studied in Mathematics Education Program at Firat University, Education Faculty, and were selected by simple random sampling method. “Visual Mathematics Literacy Perception Scale” and “Geometry Success Test” were employed in this study as data collection tools. Correlation analysis and multiple regression analysis were used for analyzing the data. Findings: After the data were analyzed, it was determined that there was a positive relationship between the visual mathematics literacy perception and geometry success of prospective teachers. It was also determined that visual mathematics literacy perception is a meaningful predictor of geometry success. Implications for research and practice: Providing trainings on these concepts in the direction of the results, to investigate the concept of perception on other learning areas of mathematics and conducting experimental studies on the perception of visual mathematics literacy are suggested.
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