Reflections of Developed Problem Posing Based Active Learning Activities in the Teaching Process: Example of Fractions
Özet
The aim of this
study is to develop problem posing based active learning activities for sixth
grade students on operations with fractions and to reveal the reflections of
these activities in the teaching process. The study group of the research
consists of 48 sixth grade students, 23 of whom are in the experimental group
and 25 in the control group, studying in a secondary school in Ağrı. While problem
posing based active learning activities developed by the researchers were
carried out in the experimental group, a teaching program suitable for the
learning outcomes was carried out in the control group. Seven problem posing
based active learning activities were applied to the students in the
experimental group for a total of 21 lesson hours for six weeks. Data were
collected with a motivation scale and semi-structured interviews. Independent
samples t-test was used to analyze the data obtained from the motivation scale.
The interviews with six randomly selected students from the experimental group
were audio recorded and the audio recordings were analyzed. Although the mean
scores of the experimental group from the motivation scale were not significant
[t(46)=0.345, p>0.05], it was higher than the control group. In the
interviews, findings were obtained that the students' interest in mathematics
increased after problem posing based active learning activities, their anxiety
about fractions decreased, they found the activities useful, and they developed
the habit of problem posing in and out of the classroom after the activity In
the light of the findings, it was concluded that problem posing based active
learning activities had positive reflections in the teaching process. This result
is in line with the results of the research that mentions the positive
contribution of problem posing activities to students' affective
characteristics [1,2]. It has been determined that these activities are applicable
and can be used in teaching.<o:p></o:p>
Atıf için künye
Polat, H., & Özkaya, M. (2022). Reflections of Developed Problem Posing Based Active Learning Activities in the Teaching Process: Example of Fractions. 1st International Symposium on Current Developments in Fundamental and Applied Mathematics Sciences (ss. 195–196).
BibTeX
@inproceedings{polat2022-145874,
author = {Polat, Hatice and Özkaya, Merve},
title = {Reflections of Developed Problem Posing Based Active Learning Activities in the Teaching Process: Example of Fractions},
booktitle = {1st International Symposium on Current Developments in Fundamental and Applied Mathematics Sciences},
year = {2022},
pages = {195--196},
url = {https://akademik.atauni.edu.tr/yayinlar/145874-reflections-of-developed-problem-posing-based-active-learning-activities-in-the}
}