| dc.contributor.advisor | SAYGI, ELİF | |
| dc.contributor.author | KUDUZ, ESRA | |
| dc.date.accessioned | 2022-07-29T07:49:13Z | |
| dc.date.issued | 2022-06-28 | |
| dc.date.submitted | 2022-05-23 | |
| dc.identifier.uri | http://hdl.handle.net/11655/26613 | |
| dc.description.abstract | The first aim of the study is to examine the opinions of teachers about the professional
development program of mind games. The second aim is to develop a mathematics lesson
plan enriched with mind games and to examine these plans at the end of the education of
primary school mathematics teachers who are included in the professional development
program of mind games. A case study, which is a qualitative research design, was used in
the research. The participants of the study are four primary school mathematics teachers
working in public schools in the 2021-2022 academic year. Purposive sampling method was
used to determine the participants. During the research process, an mind games
professional development program was organized for teachers, and at the end of the
program, each teacher developed a mathematics lesson plan enriched with mind games.
The data of the research were obtained through semi-structured interview forms, mind
games evaluation form, lesson plans evaluation form, document review, audio recording
and observation. It was analyzed in depth using the descriptive analysis method.
As a result of the research, primary school mathematics teachers evaluated the professional
development program of mind games positively, stated that the education provided was
sufficient and there were positive changes in mathematics teaching knowledge. At the end
of the mind games professional development program, it was concluded that the teachers
were capable of designing a mathematics lesson plan including activities enriched with mind
games, they could establish a relationship between the achievement of mathematics
lessons and mind games, and they could adapt the mind game they chose in accordance
with the educational environment and materials. In addition, with this study, sample
mathematics lesson plans containing mind game activities suitable for the secondary school
mathematics curriculum were presented to the teachers. Various suggestions were made
to teachers, researchers and curriculum developers regarding the professional
development studies of mind games. | tr_TR |
| dc.description.abstract | The first aim of the study is to examine the opinions of teachers about the professional
development program of mind games. The second aim is to develop a mathematics lesson
plan enriched with mind games and to examine these plans at the end of the education of
primary school mathematics teachers who are included in the professional development
program of mind games. A case study, which is a qualitative research design, was used in
the research. The participants of the study are four primary school mathematics teachers
working in public schools in the 2021-2022 academic year. Purposive sampling method was
used to determine the participants. During the research process, an mind games
professional development program was organized for teachers, and at the end of the
program, each teacher developed a mathematics lesson plan enriched with mind games.
The data of the research were obtained through semi-structured interview forms, mind
games evaluation form, lesson plans evaluation form, document review, audio recording
and observation. It was analyzed in depth using the descriptive analysis method.
As a result of the research, primary school mathematics teachers evaluated the professional
development program of mind games positively, stated that the education provided was
sufficient and there were positive changes in mathematics teaching knowledge. At the end
of the mind games professional development program, it was concluded that the teachers
were capable of designing a mathematics lesson plan including activities enriched with mind
games, they could establish a relationship between the achievement of mathematics
lessons and mind games, and they could adapt the mind game they chose in accordance
with the educational environment and materials. In addition, with this study, sample
mathematics lesson plans containing mind game activities suitable for the secondary school
mathematics curriculum were presented to the teachers. Various suggestions were made
to teachers, researchers and curriculum developers regarding the professional
development studies of mind games. | tr_TR |
| dc.language.iso | tur | tr_TR |
| dc.publisher | Eğitim Bilimleri Enstitüsü | tr_TR |
| dc.rights | info:eu-repo/semantics/openAccess | tr_TR |
| dc.subject | zeka oyunları, matematik etkinliği, mesleki gelişim, matematik öğretimi, ders planı | tr_TR |
| dc.title | ORTAOKUL MATEMATİK ÖĞRETMENLERİNİN ZEKA OYUNLARI MESLEKİ GELİŞİM PROGRAMI HAKKINDAKİ GÖRÜŞLERİ ve GELİŞTİRDİĞİ ETKİNLİKLERİN İNCELENMESİ | tr_TR |
| dc.type | info:eu-repo/semantics/masterThesis | tr_TR |
| dc.description.ozet | Çalışmanın birinci amacı, zeka oyunları mesleki gelişim programı hakkında öğretmenlerin
görüşlerinin incelenmesidir. İkinci amacı; zeka oyunları mesleki gelişim programında yer
alan ilköğretim matematik öğretmenlerinin eğitim sonunda, zeka oyunları ile
zenginleştirilmiş matematik ders planı geliştirmeleri ve bu planların incelenmesidir.
Araştırmada bir nitel araştırma deseni olan durum çalışması kullanılmıştır. Araştırmanın
katılımcıları 2021-2022 öğretim yılı içerisinde devlet okullarında görev yapmakta olan dört
ilköğretim matematik öğretmenidir. Katılımcıların belirlenmesinde amaçlı örnekleme
yöntemi kullanılmıştır. Araştırma sürecinde öğretmenlere yönelik zeka oyunları mesleki
gelişim programı düzenlenmiş ve program sonunda her bir öğretmen bir adet zeka oyunları
ile zenginleştirilmiş matematik ders planı geliştirmiştir. Araştırmanın verileri; yarıyapılandırılmış görüşme formları, zeka oyunları değerlendirme formu, ders planları
değerlendirme formu, doküman inceleme, ses kaydı ve gözlem yoluyla elde edilmiş ve
betimsel analiz yöntemi kullanılarak derinlemesine analiz edilmiştir. Araştırma sonucunda,
ilköğretim matematik öğretmenleri zeka oyunları mesleki gelişim programını olumlu yönde
değerlendirmiş, verilen eğitimin yeterli ve matematik öğretim bilgilerinde olumlu değişimler
olduğunu belirtmiştir. Zeka oyunları mesleki gelişim programı sonunda öğretmenlerin zeka
oyunları ile zenginleştirilmiş etkinlikleri içeren matematik ders planı tasarlayabilme
yetkinliğine sahip oldukları, matematik dersi kazanımı ile zeka oyunu arasında ilişki
kurabildikleri, seçtikleri zeka oyununu eğitim ortamı ve materyallerine uygun
uyarlayabildikleri sonucuna ulaşılmıştır. Ayrıca bu çalışma ile öğretmenlere ortaokul
matematik öğretim programına uygun zeka oyunu etkinlikleri içeren örnek matematik ders
planları sunulmuştur. Öğretmenlere, araştırmacılara ve müfredat geliştiricilere zeka oyunları
mesleki gelişim çalışmalarına dair çeşitli önerilerde bulunulmuştur. | tr_TR |
| dc.contributor.department | Acil Tıp | tr_TR |
| dc.embargo.terms | 3 ay | tr_TR |
| dc.embargo.lift | 2022-10-30T07:49:13Z | |
| dc.funding | Yok | tr_TR |
