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dc.contributor.advisorSAYGI, ELİF
dc.contributor.authorKUDUZ, ESRA
dc.date.accessioned2022-07-29T07:49:13Z
dc.date.issued2022-06-28
dc.date.submitted2022-05-23
dc.identifier.urihttp://hdl.handle.net/11655/26613
dc.description.abstractThe 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.abstractThe 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.isoturtr_TR
dc.publisherEğitim Bilimleri Enstitüsütr_TR
dc.rightsinfo:eu-repo/semantics/openAccesstr_TR
dc.subjectzeka oyunları, matematik etkinliği, mesleki gelişim, matematik öğretimi, ders planıtr_TR
dc.titleORTAOKUL MATEMATİK ÖĞRETMENLERİNİN ZEKA OYUNLARI MESLEKİ GELİŞİM PROGRAMI HAKKINDAKİ GÖRÜŞLERİ ve GELİŞTİRDİĞİ ETKİNLİKLERİN İNCELENMESİtr_TR
dc.typeinfo:eu-repo/semantics/masterThesistr_TR
dc.description.ozetÇalışmanın 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.departmentAcil Tıptr_TR
dc.embargo.terms3 aytr_TR
dc.embargo.lift2022-10-30T07:49:13Z
dc.fundingYoktr_TR


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