Matematik Öğretimi için Oyunlaştırılmış Ders Tasarımı Model Önerisi

Zeybek, Nilüfer; Yildirim-Saygi, Elif

doi:10.24106/kefdergi.764350

Cited by 1 publication

(1 citation statement)

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“…The gamification teaching model, such as the one proposed by Zeyber and Saygı [33], has solved various problems such as the creation of content based on the idiosyncrasy of mathematics itself and the methodology associated with it. Although empirical studies in this regard have shown very different results in terms of learning and motivation, the teacher uses gamification as the axis of their methodology.…”

Section: Methodologies In the Field Of Mathematicsmentioning

confidence: 99%

Micro-Videos as a Learning Tool for Professional Practice during the Post-COVID Era: An Educational Experience

2023

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With the arrival of the pandemic, many education students in higher education classrooms saw how their internships were cancelled, making it impossible for them to access real contexts that would let them know how their everyday professional life would be. Consequently, it was necessary to make a methodological change. To bridge the gap between theoretical and practical training, we conducted an educational experience at a private university where several educational videos were used to reflect the implementation of different educational methodologies in teaching mathematics by expert teachers. In the recorded practices, it was shown how four different methodologies were implemented in several contexts during the day-to-day classes: International Baccalaureate (IB), gamification, flipped classroom and project-based learning. We studied each methodology to measure their impact on primary students’ learning and guarantee that higher education students had visualized effective practices through micro-videos. The results of our study show that, in certain aspects of mathematics, the students’ own teaching capabilities have greater influence than the theoretical methodological instruction they generally receive in the classroom. Further, concerning students’ perceptions, we can conclude that their motivation increased towards the use of micro-videos, since they became active agents of their own learning.

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Section: Methodologies In the Field Of Mathematicsmentioning

confidence: 99%