Research Information System
Thesis Type: Postgraduate
Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2020
Thesis Language: Turkish
Student: ESİN AKPINAR
Supervisor: GÜLAY EKİCİ
Open Archive Collection: AVESIS Open Access Collection
Abstract:In this survey,it was aimed to evaulate how students’conceptual developments within transformation geometry were effected by activities of mathematics curriculum for 8th grades. As research model, qualitative research was used and experimental design was preferred within this context. Research group of this survey consisted of 8th grade students, study in Mangaldağı Secondary School in 2018-2019 School Year. Objective sampling method was used to select the study group. To provide the reliability,it was received domain experts’ remark and the categories were determined with their consensus. Average reliability between coders was found to be 94,96%. It was aimed that participants acquire detailed data about ‘transformation geometry’, therefore; free word-association test and draw-write technique were used as data collection tools. Moreover we interviewed some students who selected between participants. First, free word- association test and drawing-writing techniques were applied to the students and ıt was made some inquiries about transformation geometry. After the subject of transformation geometry was studied as given in the textbook, we applied the data collection tool again, interviewed the students and observed distinction between their implication. Research data were collected by researcher. Descriptive analysis technıque from qualitative data analysis was used to analyze the research data. As to draw-write technique, drawing- writings data were analyzed through content analysis. It was ix created 4 categories from words that were collected about cognitive structures about transformation geometry of the participant students by free word-association test. These categories were consisted of name of subject, mathematical terms, geometric terms and irrelevant concepts. 3 categories were created through analyzed drawings for pretest. These categories consisted of polygon, loop and irrelevant drawings. As final stage in collecting data, ıt was interviewed the students. In the interview, the students were asked some questions like ‘what do you think about transformation geometry?, How do you like the activities?, Could you learn the subject?, Did you find the lecturing in the books sufficient?, Did you find teaching sufficient?, If not, which points were insufficient? What do you think about assesment tools, pretest-posttests? At the end of the research, ıt was determined that before the students studied the subject of transformation geometry, they didn’t have knowledge of concept and wrote transformation concept and geometry concept seperately. Also, ıt was observed in the pretests studies that the students’ drawings weren’t related to transformation geometry, either. It was inferred from the interview of the students, studying maths throuhg books is difficult, however the students can do exercises in the books after the subject is studied. According to findings at the end of the research and students’ opinions, ıt was suggested about changes in curriculum and which method teachers should use.