Matematik Dersinde Akış İle Problem Çözmeye Yönelik Yansıtıcı Düşünme Becerisi Arasındaki İlişki

Kurtuluş, Aytaç; Eryılmaz, Ali

doi:10.5578/keg.54122

Cited by 3 publications

(1 citation statement)

References 19 publications

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“…Karademir ve Görgün (2019) yansıtıcı düşünme becerileriyle birlikte öz-düzenleme becerilerini problem çözme durumlarında incelemişlerdir. Matematik öğretmeni adaylarının problem çözmeye karşı yansıtıcı düşünme becerileri (Kurtuluş ve Eryılmaz, 2017), sınıf öğretmeni adaylarının öğretmenlik uygulaması dersinde yansıtıcı düşünmeyi nasıl kullandıkları (Özbek ve Köse, 2018), ilköğretim matematik ve sınıf öğretmeni adaylarının yansıtıcı düşünme becerileri cinsiyete ve bölüme göre (Kandemir, 2015) incelenmiştir.…”

Section: Introductionunclassified

Analyzing of the Reflective Thinking Skills and Mathematical Self-Efficacy Perceptions of Middle School Students

Sevgi¹,

Zihar²

2020

Kastamonu Eğitim Dergisi

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Bu çalışmanın amacı, ortaokul öğrencilerinin problem çözmeye yönelik yansıtıcı düşünme becerilerini ve matematik öz yeterlik algılarını belirlemek, cinsiyet, sınıf seviyesi ve karne notu değişkenleri açısından incelemektir. Araştırmanın örneklemini 2019-2020 eğitim öğretim yılı, Kayseri ili Kocasinan ilçesinde bulunan sosyo-ekonomik ve sosyo-kültürel şartlar bakımından orta düzey bir devlet okulunun 5, 6, 7 ve 8. sınıfında öğrenim gören toplam 421 öğrenci oluşturmaktadır. Tarama yönteminin kullanıldığı araştırmada veriler problem çözmeye yönelik yansıtıcı düşünme becerisi ve matematik öz yeterlik algısı ölçeği kullanılarak bir araya getirilmiş ve Mann Whitney U, Kruskal Wallis ve Spearman Korelasyonu ile analiz edilerek değerlendirilmiştir. Elde edilen bulgulara göre ortaokul öğrencilerinin problem çözmeye yönelik yansıtıcı düşünme becerisi ile matematik öz yeterlik algısı ölçeğinden aldıkları toplam puanlar arasında orta düzeyde, pozitif ve anlamlı bir ilişki olduğu görülmüştür. Ayrıca cinsiyete göre yansıtıcı düşünme beceri puanları ile öz yeterlik algısı puanları arasında istatistiksel olarak anlamlı farklılık bulunmazken sınıf düzeyi ve karne notuna göre alt gruplarda istatistiksel olarak anlamlı farklılık bulunmuştur. Beşinci sınıf ortaokul öğrencilerinin yansıtıcı düşünme becerileri sekizinci sınıf ortaokul öğrencilerinin yansıtıcı düşünme becerilerinden, beşinci sınıf ortaokul öğrencilerinin öz yeterlik algıları yedinci sınıf ortaokul öğrencilerinin öz yeterlik algılarından istatistiksel olarak yüksek bulunmuştur. Karne notu 5 olan öğrencilerin ise yansıtıcı düşünme becerileri ile öz yeterlik algılarının karne notu 1-2 olanlar, 3 olanlardan ve 4 olanlardan istatistiksel olarak anlamlı düzeyde yüksek olduğu belirlenmiştir.

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Section: Introductionunclassified

Analyzing of the Reflective Thinking Skills and Mathematical Self-Efficacy Perceptions of Middle School Students

Sevgi¹,

Zihar²

2020

Kastamonu Eğitim Dergisi

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The relationship between prospective middle school mathematics teachers’ critical thinking skills and reflective thinking skills

Erdoğan

2020

Participatory Educational Research

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The aim of this study was to analyze the relationship between critical thinking skills and reflective thinking skills of prospective middle school mathematics teachers. In addition, it was aimed to examine critical thinking skills and reflective thinking skills of prospective middle school mathematics teachers with regard to some variables (gender, grade level, academic achievement level). This study adopts one of the general survey models: relational survey model. 201 prospective middle school mathematics teachers studying in Elementary Mathematics Teacher Education Program at a state university participated in this study. Reflective Thinking Scale and Critical Thinking Standards Scale were used. For the data analysis, descriptive statistics, independent sample t-test, one-way analysis of variance, correlation analysis, and simple linear regression analysis were used. The findings of this study showed that the prospective teachers' critical thinking skill level is high (agree), reflective thinking skill level is at moderate level (neutral). Critical thinking skills of the prospective teachers were significantly different in terms of gender and academic achievement. On the other hand, reflective thinking skills of the prospective teachers were significantly different in terms of grade level. Besides, there was a positive, significant and moderate relationship between critical thinking skills and reflective thinking skills of the prospective teachers. The prospective teachers' critical thinking skills were the significant predictors of their reflective thinking skills. It was found that critical thinking skills explained 24% of the variance related to reflective thinking skills.

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Reflective Thinking and Inquiry Skills as Predictors of Self-Efficacy in Teaching Mathematics

Saraçoğlu

2022

PEC

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This study aims to show to what extent the variables of reflective thinking, inquiry skill and mathematics teaching self-efficacy belief affect each other, to show their rates of explaining each other, and to show whether inquiry skill is a mediating variable in the relationship between reflective thinking and mathematics teaching self-efficacy belief. The data which were collected to test the hypotheses regarding the relationships to be shown were evaluated with structural equation modeling. A relational screening model was used in the research. The participants of the study were 304 prospective primary school teachers studying in their third and fourth years in the Basic Education Department of Education Faculties in two different state universities in Turkey. As data collection tools, the “Reflective Thinking Level Determination Scale”, “Inquiry Skills Scale” and “Mathematics Teaching Efficacy Belief Instrument” were used. According to the results of the study, reflective thinking affects mathematics teaching self-efficacy belief positively and significantly and explains it significantly. Reflective thinking affects inquiry skills positively and significantly and explains it significantly. Inquiry skill affects mathematics teaching self-efficacy belief positively and significantly. Reflective thinking and inquiry skill together explain mathematics teaching self-efficacy belief highly and significantly. Inquiry skill has a partial mediating effect between reflective thinking and mathematics teaching self-efficacy belief. Keywords: inquiry skill, mathematics teaching, prospective primary school teachers, reflective thinking, teacher education

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Matematik Dersinde Akış İle Problem Çözmeye Yönelik Yansıtıcı Düşünme Becerisi Arasındaki İlişki

Cited by 3 publications

References 19 publications

Analyzing of the Reflective Thinking Skills and Mathematical Self-Efficacy Perceptions of Middle School Students

Analyzing of the Reflective Thinking Skills and Mathematical Self-Efficacy Perceptions of Middle School Students

The relationship between prospective middle school mathematics teachers’ critical thinking skills and reflective thinking skills

Reflective Thinking and Inquiry Skills as Predictors of Self-Efficacy in Teaching Mathematics

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