Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2013
Öğrenci: BANU GONCA TÜKER
Danışman: ZAHİDE YILDIRIM
Özet:The purpose of the study is to explore the contributions of learning tasks-involving worked examples, diverse worked examples, completion examples requiring backwards/forward fading, self-explanations and group discussions on near transfer and far transfer of learning towards learning, understanding and interpretation of mathematics. As a qualitative research approach, instrumental case study was used in this study. Qualitative data and quantitative data were collected from 30 students (female=19 and male=11) attending to Grade 11 and learning units of Derivatives within the curriculum of IB Mathematics Standard Level. The participants of this study were selected through convenience sampling method from a private school in Ankara. Students studied four main units. For each unit, firstly students learnt the subject through worked examples;then wrote self reflections and participated at group discussions at Moodle. Next, they studied at completion examples; then wrote self reflections and participated at group discussions at Moodle. Finally they completed practice problems. This cycle continued for four units for 12 weeks. In order to investigate the impacts of these learning activities, students’ pre and post achievement tests’ results were analyzed through paired sample t test and descriptive statistics. Moreover, students’ self-reflections and group discussions were analyzed through content analysis. The opinions of students on the effects of worked examples, diverse worked examples, completion examples requiring backwards/forward fading, self-explanations and group discussions towards learning and understanding were gathered through semi structured interviews and student replies were analyzed through content analysis for main themes. It could be interpreted from the results that there were indicators of near transfer and far transfer of learning in self reflections and group discussions. Near transfer indicators had higher frequencies compared to far transfer indicators’. There were agreements between the qualitative data analysis results and the comparison of pretests and post tests results. This study may fill the gap in literature by concentrating on the implementation methods of these activities and their possible contributions towards near transfer and far transfer of learning in mathematics. The study focused on investigating possible reasons that may address to solve some educational problems in teaching derivatives units at grade 11.