The aim of this paper is to compare the effect of activity-based teaching on remedying probability-related misconceptions of students at different grades. Thus, a cross-sectional/age study was conducted with a total of 74 students in 6th-8th grades. Experimental instructions were given to all the groups three times/ week, 40 min/session, for 2 weeks. Students' progress was examined by pre-test and post-test measurements. The results of the analysis showed that, as a result of the intervention, all graders' post-test scores regarding all the concepts (PC: Probability Comparison, E: Equiprobability and R: Representativeness) showed a significant increase when compared to pre-test scores. It was found out that this increase did not create a significant difference based on age in PC concept, but that in 8th grade students, it showed a significant difference in E and R concepts compared to 6th graders. On the other hand, it was also assessed that the increases observed between 7th and 8th graders with regard to E and R concepts were not significant. In summary, the implemented intervention can be suggested to have different effects depending on age and the concept.

This study aimed to determine the engagement levels of secondary school students in science and mathematics classes and to examine them in terms of some variables. The research was carried out by using descriptive and causalcomparative research methods. In the research, The Math and Science Engagement Scales were used as data collection tool. This scale includes student engagement; cognitive engagement, behavioral engagement, social participation, and emotional engagement. According to the results obtained from the study, it was determined that secondary school students' engagement levels in science and maths lessons were high. In addition, it was determined that there is a significant difference in favor of girls in terms of gender in terms of engagement levels of students in both science and maths lessons. Another result obtained from the study is that students who consider themselves competent in designing projects in dimensions of cognitive engagement, behavioral engagement, and emotional engagement, have higher engagement at significant level.

ABSTRACT:The aim of this study is to determine the effect of Computer-Supported Collaborative Argumentation (CSCA) strategy on probability learning. In this context, computer-supported material which was appropriate for seventh-grade level (aged 13-14) was developed for the teaching of probability. The material was applied to 8 seventh grade students who were divided into two groups, each consisting of four students. Data were gathered from audio and video recordings of students' interactions and researchers' observation records. CSCA strategy helped students remedy their misconceptions and construct probability knowledge meaningfully by arguing. It also presented a learning environment in which students felt relaxed and learned through entertainment. In order for such applications to be effective, current class populations should be lessened, and the learning environments should be designed as appropriate for class discussions.Keywords: Collaborative learning, computer-supported collaborative argumentation (CSCA), interactive learning environments, probability, teaching strategies. ÖZ:Bu çalışmanın amacı, Bilgisayar Destekli İşbirlikli Tartışma (BDİT) stratejisinin olasılık öğrenmeye etkisini incelemektir. Bu bağlamda, 7. sınıf seviyesine uygun olasılık konusunun öğretimi için bilgisayar destekli bir materyal geliştirilmiştir. Bu materyal herbiri dörderli iki gruba ayrılmış sekiz 7. sınıf öğrencisine uygulanmıştır. Veriler, ses ve video kayıt cihazlarından ve araştırmacıların gözlem notlarından elde edilmiştir. BDİT stratejisi yapılan odaklı tartışmalar sayesinde öğrencilerin kavram yanılgılarını gidermeye ve olasılık bilgisini yapılandırmaya yardımcı olmuştur. Ayrıca bu strateji öğrencilere rahat ve eğlenceli bir öğrenme ortamı sunmuştur. Bu tür uygulamaların etkili olması için sınıf mevcutları azaltılmalı ve öğrenme ortamları sınıfça tartışmaya uygun hale getirilmelidir.Anahtar sözcükler: İşbirlikli öğrenme, bilgisayar destekli işbirlikli tartışma (BDİT), etkileşimli öğrenme ortamları, olasılık, öğretme stratejileri.

In this study, it is aimed to evaluate the probability teaching-learning process based on the views of mathematics teachers. In the research case study which is one of the qualitative research methods was used. The participants of the study consisted of eight middle and eight high school mathematics teachers and 66 students of these teachers were determined by purposive sampling. The data of the research were collected in three stages by using semi-structured interview forms and probability problems. The data obtained from the study were analyzed by open coding and axial coding methods. According to the results obtained from the first and second stages of the research, most of the teachers stated that the time allocated for the probability teaching is not enough to perform conceptual learning. High school teachers also point out that different outcomes at different levels are causing problems in the teaching of probability. While middle school teachers stressed the need to begin at an earlier age to probability teaching, high school teachers often said that they had to start with the high school level. Teachers stated that they used routine question types in the probability teaching process. In line with their views, it was determined that they reached correct solutions more than non-routine ones. Moreover, teachers made more realistic predictions about their students’ solutions to routine problems than non-routine problems.