This paper was checked for plagiarism using iThenticate during the preview process and before publication. / Bu çalışma ön inceleme sürecinde ve yayımlanmadan önce iThenticate yazılımı ile taranmıştır.
The purpose of this research is to examine the various variables in terms of master dissertations, doctoral dissertations, and articles made in the field of science education in preschool between the years 2014 and 2019 in Turkey. The present study is a qualitative research. In this study, thematic content analysis was used. After the articles deriving from the dissertations were extracted, a total of 129 publications including 14 doctoral dissertations, 38 master dissertations and 77 articles were reached. At the end of the research, it is seen that most of the postgraduate theses were published in Gazi University and the most articles were published in The Journal of International Social Research. When the distribution of the studies according to the aims of the studies is examined, it is seen that determination studies produced the highest effect while the quantitative studies were conducted at most, considering the research methods. While participant groups mostly involved the students, the scale and interviews were preferred as data collection tools. In accordance with these results, suggestions were made to the researchers who would work on this subject.
The main purpose of this study is to investigate mathematics teachers" mathematical thinking process while they are constructing the length of √ by paper folding. To carry out this aim, two teachers -who are PhD. students-were interviewed one by one. During the construction, it was possible to observe the consolidation process of Pythagorean and Thales Theorem. All interviews were videotaped and analyzed through descriptive methods, according to abstraction in context, characteristics of consolidation and mathematical habits of mind. It was found that both two teachers constructed the knowledge of Pythagorean and Thales Theorems before the study and also these knowledges were consolidated. In addition, it was determined that these two approaches (abstraction in context and mathematical habits of mind) were close and corroborated each other. Moreover, consolidation process corroborated mathematical habits of mind.
Bu çalışmada analitik geometri dersini almış ve almakta olan ortaokul matematik öğretmeni adaylarının düzlemde dönme dönüşümü formüllerini oluşturma süreçlerini incelemek amaçlanmıştır. Nitel olarak tasarlanmış bu çalışmada, 57 ortaokul matematik öğretmeni adayına dönme dönüşümünü kullanmadan çözebilecekleri iki soru ve bu dönüşümün formülünü oluşturmalarını gerektiren bir soru sorulmuştur. Bu sorular öğretmen adaylarına yazılı olarak verilmiş ve cevapları yazılı olarak istenmiştir. Elde edilen veriler önce betimsel olarak analiz edilmiş ve frekans değerleri belirlenmiştir. Frekans değerlerinin ortaya konmasının ardından cevap kâğıtları nitel olarak betimsel analize tabi tutulmuştur. Yapılan analizlerin sonucunda öğretmen adaylarının tamamının birinci soruyu doğru yaptığı, ikinci soruyu sadece 45, üçüncü soruyu ise 23 öğretmen adayının doğru yaptığı görülmüştür. Birinci soru herkes tarafından doğru yapıldığı için, ikinci ve üçüncü soru üzerine yoğunlaşılmıştır. Çalışmanın sonucunda üçüncü soruyu doğru yapan 23 öğretmen adayının 17'sinin formülleri oluşturmuş olduğu görülmüştür. Diğerleri ise genellikle ya söz konusu formülleri ya da belirli açı ölçülerinde (90 0 -180 0 -270 0 -360 0 ) döndürme sonucunda elde edilecek noktaların hangi noktalar olduğunu doğrudan yazmıştır. Bu durum onların söz konusu formülleri ezberlediklerinin bir göstergesi olarak kabul edilebilir.
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