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Sekizinci Sınıf Öğrencilerinin Uzamsal Düşünme Becerisi Gerektiren Gerçek Yaşam Problemlerini Çözme Durumları

Year 2023, Volume: 5 Issue: Özel Sayı, 359 - 386, 29.10.2023

Zemzem Ceylan Ahsen Seda Bulut

Abstract

Bu araştırma 8. Sınıf öğrencilerinin uzamsal düşünme becerisi gerektiren gerçek yaşam problemlerini çözme durumlarını incelemeyi amaçlamaktadır. Araştırma nitel araştırma yöntemlerinden durum çalışması olarak yürütülmüştür. Araştırmanın verileri araştırmacı tarafından hazırlanan bir form aracılığı ile elde edilmiştir. Formda kullanılan sorular uzamsal düşünme becerisine dair tanımlanan uzamsal görselleştirme, uzamsal ilişki ve uzamsal yönelim temel alınarak ve her bir alt boyut için bir soru atanarak geliştirilmiştir. Araştırma çerçevesinde, Türkiye'de bir devlet okulunda öğrenim gören 15 gönüllü sekizinci sınıf öğrencisi ile yarı yapılandırılmış görüşmeler yapılmıştır. Görüşmeler ses kayıt cihazı kullanılarak kayıt altına alınmıştır. Toplanan veriler araştırmacı tarafından her soruya özel olarak hazırlanan bir rubrik ile analiz edilmiştir. Toplanan verilerin analizi, sekizinci sınıf öğrencilerinin uzamsal düşünme becerileri gerektiren gerçek yaşam problemlerini anlamada genel olarak herhangi bir zorluk yaşamadıklarını, ancak nesneleri veya bileşenlerini görselleştirmede kısmen yetersiz olduklarını göstermiştir. Ayrıca öğrencilerin zihinde canlandırma basamağında başarılı olsalar dahi, canlandırılan şeklin uygulaması olan kâğıda aktarmada beklenen başarıyı yakalayamadıkları tespit edilmiştir. Daha karmaşık ve üç boyutlu şekilleri kâğıda aktarırken zorlandıkları görülen öğrencilerin uzamsal düşünme becerilerini geliştirmelerini desteklemek için okullarda işlenen matematik derslerinin daha somut bir hale getirilmesi faydalı olacaktır. Bu doğrultuda derste teknoloji destekli öğretim yöntemlerinin kullanılması ve içeriğin somut materyallerle desteklenmesi faydalı olacaktır. Ayrıca öğrencilere gerçek yaşamda uzamsal düşünme becerisi gerektiren farklı problemlerin fark ettirilmesini sağlayan etkinlikler yaptırılması da faydalı olacaktır.

Keywords

uzamsal düşünme becerileri gerçek yaşam problemleri sekizinci sınıf öğrencileri

References

  • Açıkgöz, K. (2014). Aktif öğrenme, Eğitim Dünyası Yayınları [Active learning, Education World Publications]. Alias, M., Black, T., R., & Gray, D., E. (2002). Effect of instructions on spatial visualisation ability in civil engineering students. International Education Journal, 3(1), 1-12.
  • Altun, M. (2008). İlköğretim ikinci kademede (6, 7 ve 8. sınıflarda) matematik öğretimi. Erkam Matbaacılık. [Teaching mathematics in secondary education (6th, 7th and 8th grades), Erkam Publishing].
  • Alyeşil-Kabakçı, D., & Demirkapı, A. (2016). The effect of “mathematics and art” course activity applications on students’ spatial talents in izmit science and art center. Journal of Hasan Ali Yücel Faculty of Education, 13-1(1), 11–22.
  • Aydoğdu, M. & Ayaz, M. F. (2008). Matematikte öğrencilere problem çözme yeteneğinin kazandırılması [Redounding problem solving skill to students in mathematics]. e-Journal of New World Sciences Academy Social Sciences, 3(4), 588–596.
  • Başaran Y. (2017).Sampling theory in social sciences. Academic Journal of Social Studies, 5(47), 480–495. https://doi.org/10.16992/ASOS.12368
  • Baykul, Y. (2014). Ortaokulda matematik öğretimi (5-8 sınıflar) (2. baskı) [Teaching mathematics in secondary school (5-8th classes) (2nd edition)]. Pegem Publishing.
  • Buckley, J. (2018). Investigating the role of spatial ability as a factor of human intelligence in technology education: Towards a causal theory of the relationship between spatial ability and STEM education. [Doctoral dissertation, KTH Royal Institute of Technology].
  • Chacko, I. (2004). Solution of real-world and standard problems by primary and secondary school students: A Zimbabwean example. African Journal of Research in SMT Education, 8 (2), 91–103.
  • Charles R. & Lester F. (1982). Teaching problem solving; what, why & how. palo alto, CA: Dale Seymour.
  • Clements, D. (1998). Geometric and spatial thinking in young children. (ED436232). ERIC. https://files.eric.ed.gov/fulltext/ED436232.pdf
  • Clements, D. H., & Mcmillen, S. (1996). Rethinking concrete manipulatives. Teaching Children Mathematics, 2(5), 270–279.
  • Demirdöğen, N. (2007). Gerçekçi matematik eğitimi yönteminin ilköğretim 6. sınıflarda kesir kavramının öğretimine etkisi [The effect of realistic mathematics education method on teaching the concept of fractions in the 6th grade of primary school]. Gazi University, Ankara.
  • Gail, M. (1996). Problem solving about problem solving: Framing a research agenda. Proceedings of the Annual National Educational Computing Conference, 17, 255–261.
  • Gök, T. & Sılay, İ. (2009). İşbirlikli problem çözme stratejileri öğretiminin öğrencilerin başarısı ve başarı güdüsü üzerindeki etkileri [The effects of teaching cooperative problem solving strategies on students' achievement and achievement motivation]. HAYEF Journal of Education. 11(1), 13–27.
  • Gökkurt, B., Örnek, T., Hayat, F. ve Soylu, Y. (2015). Assessing students’ problem-solving and problem-posing skills. Bartin University Journal of Faculty of Education, 4(2), 751-774.
  • Hancock, R.D. & Algozzine, B. (2006). Doing case study research. Teachers College Press. Kayhan, E.B. (2005). Investigation of high school students’ spatial ability. MSc Dissertation, Ankara: Middle East Technical University.
  • Kepceoğlu, İ. & Ercan, N. Ö. (2018). Which types of questions must be used in order to determine spatial ability? Kastamonu Education Journal, 26 (6), 2189-2201.
  • Kök, B. (2012). The effect of differentiated geometry teaching on gifted and talented students in view of creativity, spatial ability and success. (Publication No: 31474) [Doctoral Thesis, Istanbul University].
  • Kurtuluş, A. (2011). Effect of computer-aided perspective drawings on spatial orientation and perspective drawing achievement, TOJET: The Turkish Online Journal of Educational Technology, 10(4), 138-147.
  • Lohman, D. (1988). Spatial abilities as traits, processes and knowledge. In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence, vol. 40. 181–248. Hillsdale: LEA.
  • McGee, M.G. (1979). Human spatial abilities: psychometric studies and environmental, genetic, hormonal and influences. Psychological Bulletin, 86 (5), 889–918.
  • Ministry of National Education [Mone], (2018).Secondary Education Mathematics Curriculum.http://mufredat.meb.gov.tr/Dosyalar/201813017165445 MATEMAT%C4%B0K%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI%202018v.pdf
  • National Council of Teachers of Mathematics [NCTM], (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics. https://www.nctm.org/Standards-and-Positions/Principles-and-Standards/
  • Odell, R.L. (1993). Relationship among three dimensional laboratory models, spatial visualization ability, gender and earth science achievement, [Doctoral Thesis, Indiana University].
  • Olkun, S. (2003). Making connections: Improving spatial abilities with engineering drawing activities. International Journal of Mathematics Teaching and Learning, 3(1), 1-10.
  • Olkun, S., & Altun, A. (2003). The relationship between primary school students' computer experiences and their achievement in spatial thinking and geometry. Turkish Journal of Educational Technology, 2 (4). 86-91.
  • Özsoy, G. (2005). The relationship between problem solving skills and mathematical achievement, Gazi University Journal of Gazi Education Faculty, 25 (3), 179-190.
  • Piaget, J. (1971). Biologie et connaissance: Essai sur les relations entre les regulations organiques et les processes cognitifs (Biyology and knowledge: An essay on the relations between organic regulations and cognitive processes). University of Chicago Press.
  • Polya, G. (1990). How to solve it?. Doubleday Anchor Books.
  • Seligman, J.D. (2007). Mathematical problem solving: ıts effect on achievementand attitudes of elementary school students. Faculty of Claremont Graduate University, USA.
  • Shure, M. B. (2001). What’sright with prevention? Commentary on“prevention of mental disorders in school-aged children: Currentstate of the field”. Prevention and Treatment, 4 (7), 1–8.
  • Sünbül, M., A. & Yurt, E. (2012). Effect of modeling-based activities developed using virtual environments and concrete objects on spatial thinking and mental rotation skills. Educational Sciences: Theory & Practice, 12 (3), 1987-1912.
  • Tartre, L.A. (1990). Spatial orientation skill and mathematical problem solving. Journal for Research in Mathematics Education, 21, 216–229.
  • Tekin Dede, A. (2018). Reflections from the solution process of a real life task including spatial orientation skills: Painting problem. Journal of Buca Faculty of Education (46), 176–198.
  • Turğut, M. (2007). Investigation of primary 6, 7 and 8 grade students’ spatial ability (Publication No: 211584) [Master's Thesis, Dokuz Eylül University].
  • Tüzün, H. & Yıldız, B. (2011). Effects of using three-dimensional virtual environments and concrete manipulatives on spatial ability. Journal of Hacettepe University Faculty of Education (41), 498–508.
  • Umay, A. (1992). Matematiksel düşünmede süreci ve sonucu yoklayan testler arasında bir karşılaştırma [A comparison between tests that probe process and outcome in mathematical thinking] (Publication No: 21141), Doctoral Thesis. Hacettepe University Institute of Social Sciences, Ankara.
  • Yolcu, B. & Kurtuluş, A. (2010). A study on developing sixth-grade students’ spatial visualization ability. Elementary Education Online, 9(1), 256–274.
  • Yurt, E. (2012). The effects of modeling-based activities created via virtual environment and concrete manipulatives on spatial thinking and mental rotation abilities. (Publication No: 280700) [Master's Thesis, Selçuk University].

Eighth Grade Students' Solving Real Life Problems Requiring Spatial Thinking Skills

Year 2023, Volume: 5 Issue: Özel Sayı, 359 - 386, 29.10.2023

Zemzem Ceylan Ahsen Seda Bulut

Abstract

This research aimed to examine how 8th grade students solved real-life problems requiring spatial thinking skills. The research was conducted as a case study, one of the qualitative research methods. The study data were obtained through a form prepared by the researcher. The questions used in the form were developed based on the three sub-dimensions of spatial thinking skill, namely spatial visualization, spatial relationship and spatial orientation, assigning one question for each sub-dimension. In the framework of the research, semi-structured interviews were conducted with 15 voluntary eighth graders studying at a public school in Turkey. The interviews were recorded using a voice recorder. The collected data were analyzed by the researcher with a rubric specifically prepared for each question. Analysis of the collected data showed that while the eighth grade students generally did not have any difficulties in understanding real life problems that required spatial thinking skills, they were partially inadequate in visualizing objects or their components. In addition, it was determined that even when the students were successful in the visualization step, they were not successful in the application phase which required the transfer of the visualized shape to paper. In this respect, it would be beneficial to ensure that the mathematics courses taught in schools are more concrete to support the development of spatial thinking skills in students who are found to have difficulties in transferring more complex and three-dimensional shapes to paper. Therefore, it will be beneficial to use technology-supported teaching methods in the courses and to support the content with concrete materials. In addition, it will also be helpful to undertake activities that make students aware of different problems that require spatial thinking skills in real life.

Keywords

spatial thinking skills real life problems eight grade students

References

  • Açıkgöz, K. (2014). Aktif öğrenme, Eğitim Dünyası Yayınları [Active learning, Education World Publications]. Alias, M., Black, T., R., & Gray, D., E. (2002). Effect of instructions on spatial visualisation ability in civil engineering students. International Education Journal, 3(1), 1-12.
  • Altun, M. (2008). İlköğretim ikinci kademede (6, 7 ve 8. sınıflarda) matematik öğretimi. Erkam Matbaacılık. [Teaching mathematics in secondary education (6th, 7th and 8th grades), Erkam Publishing].
  • Alyeşil-Kabakçı, D., & Demirkapı, A. (2016). The effect of “mathematics and art” course activity applications on students’ spatial talents in izmit science and art center. Journal of Hasan Ali Yücel Faculty of Education, 13-1(1), 11–22.
  • Aydoğdu, M. & Ayaz, M. F. (2008). Matematikte öğrencilere problem çözme yeteneğinin kazandırılması [Redounding problem solving skill to students in mathematics]. e-Journal of New World Sciences Academy Social Sciences, 3(4), 588–596.
  • Başaran Y. (2017).Sampling theory in social sciences. Academic Journal of Social Studies, 5(47), 480–495. https://doi.org/10.16992/ASOS.12368
  • Baykul, Y. (2014). Ortaokulda matematik öğretimi (5-8 sınıflar) (2. baskı) [Teaching mathematics in secondary school (5-8th classes) (2nd edition)]. Pegem Publishing.
  • Buckley, J. (2018). Investigating the role of spatial ability as a factor of human intelligence in technology education: Towards a causal theory of the relationship between spatial ability and STEM education. [Doctoral dissertation, KTH Royal Institute of Technology].
  • Chacko, I. (2004). Solution of real-world and standard problems by primary and secondary school students: A Zimbabwean example. African Journal of Research in SMT Education, 8 (2), 91–103.
  • Charles R. & Lester F. (1982). Teaching problem solving; what, why & how. palo alto, CA: Dale Seymour.
  • Clements, D. (1998). Geometric and spatial thinking in young children. (ED436232). ERIC. https://files.eric.ed.gov/fulltext/ED436232.pdf
  • Clements, D. H., & Mcmillen, S. (1996). Rethinking concrete manipulatives. Teaching Children Mathematics, 2(5), 270–279.
  • Demirdöğen, N. (2007). Gerçekçi matematik eğitimi yönteminin ilköğretim 6. sınıflarda kesir kavramının öğretimine etkisi [The effect of realistic mathematics education method on teaching the concept of fractions in the 6th grade of primary school]. Gazi University, Ankara.
  • Gail, M. (1996). Problem solving about problem solving: Framing a research agenda. Proceedings of the Annual National Educational Computing Conference, 17, 255–261.
  • Gök, T. & Sılay, İ. (2009). İşbirlikli problem çözme stratejileri öğretiminin öğrencilerin başarısı ve başarı güdüsü üzerindeki etkileri [The effects of teaching cooperative problem solving strategies on students' achievement and achievement motivation]. HAYEF Journal of Education. 11(1), 13–27.
  • Gökkurt, B., Örnek, T., Hayat, F. ve Soylu, Y. (2015). Assessing students’ problem-solving and problem-posing skills. Bartin University Journal of Faculty of Education, 4(2), 751-774.
  • Hancock, R.D. & Algozzine, B. (2006). Doing case study research. Teachers College Press. Kayhan, E.B. (2005). Investigation of high school students’ spatial ability. MSc Dissertation, Ankara: Middle East Technical University.
  • Kepceoğlu, İ. & Ercan, N. Ö. (2018). Which types of questions must be used in order to determine spatial ability? Kastamonu Education Journal, 26 (6), 2189-2201.
  • Kök, B. (2012). The effect of differentiated geometry teaching on gifted and talented students in view of creativity, spatial ability and success. (Publication No: 31474) [Doctoral Thesis, Istanbul University].
  • Kurtuluş, A. (2011). Effect of computer-aided perspective drawings on spatial orientation and perspective drawing achievement, TOJET: The Turkish Online Journal of Educational Technology, 10(4), 138-147.
  • Lohman, D. (1988). Spatial abilities as traits, processes and knowledge. In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence, vol. 40. 181–248. Hillsdale: LEA.
  • McGee, M.G. (1979). Human spatial abilities: psychometric studies and environmental, genetic, hormonal and influences. Psychological Bulletin, 86 (5), 889–918.
  • Ministry of National Education [Mone], (2018).Secondary Education Mathematics Curriculum.http://mufredat.meb.gov.tr/Dosyalar/201813017165445 MATEMAT%C4%B0K%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI%202018v.pdf
  • National Council of Teachers of Mathematics [NCTM], (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics. https://www.nctm.org/Standards-and-Positions/Principles-and-Standards/
  • Odell, R.L. (1993). Relationship among three dimensional laboratory models, spatial visualization ability, gender and earth science achievement, [Doctoral Thesis, Indiana University].
  • Olkun, S. (2003). Making connections: Improving spatial abilities with engineering drawing activities. International Journal of Mathematics Teaching and Learning, 3(1), 1-10.
  • Olkun, S., & Altun, A. (2003). The relationship between primary school students' computer experiences and their achievement in spatial thinking and geometry. Turkish Journal of Educational Technology, 2 (4). 86-91.
  • Özsoy, G. (2005). The relationship between problem solving skills and mathematical achievement, Gazi University Journal of Gazi Education Faculty, 25 (3), 179-190.
  • Piaget, J. (1971). Biologie et connaissance: Essai sur les relations entre les regulations organiques et les processes cognitifs (Biyology and knowledge: An essay on the relations between organic regulations and cognitive processes). University of Chicago Press.
  • Polya, G. (1990). How to solve it?. Doubleday Anchor Books.
  • Seligman, J.D. (2007). Mathematical problem solving: ıts effect on achievementand attitudes of elementary school students. Faculty of Claremont Graduate University, USA.
  • Shure, M. B. (2001). What’sright with prevention? Commentary on“prevention of mental disorders in school-aged children: Currentstate of the field”. Prevention and Treatment, 4 (7), 1–8.
  • Sünbül, M., A. & Yurt, E. (2012). Effect of modeling-based activities developed using virtual environments and concrete objects on spatial thinking and mental rotation skills. Educational Sciences: Theory & Practice, 12 (3), 1987-1912.
  • Tartre, L.A. (1990). Spatial orientation skill and mathematical problem solving. Journal for Research in Mathematics Education, 21, 216–229.
  • Tekin Dede, A. (2018). Reflections from the solution process of a real life task including spatial orientation skills: Painting problem. Journal of Buca Faculty of Education (46), 176–198.
  • Turğut, M. (2007). Investigation of primary 6, 7 and 8 grade students’ spatial ability (Publication No: 211584) [Master's Thesis, Dokuz Eylül University].
  • Tüzün, H. & Yıldız, B. (2011). Effects of using three-dimensional virtual environments and concrete manipulatives on spatial ability. Journal of Hacettepe University Faculty of Education (41), 498–508.
  • Umay, A. (1992). Matematiksel düşünmede süreci ve sonucu yoklayan testler arasında bir karşılaştırma [A comparison between tests that probe process and outcome in mathematical thinking] (Publication No: 21141), Doctoral Thesis. Hacettepe University Institute of Social Sciences, Ankara.
  • Yolcu, B. & Kurtuluş, A. (2010). A study on developing sixth-grade students’ spatial visualization ability. Elementary Education Online, 9(1), 256–274.
  • Yurt, E. (2012). The effects of modeling-based activities created via virtual environment and concrete manipulatives on spatial thinking and mental rotation abilities. (Publication No: 280700) [Master's Thesis, Selçuk University].
There are 39 citations in total.

Details

Primary Language English
Subjects Social and Humanities Education (Excluding Economics, Business and Management), Other Fields of Education (Other)
Journal Section Articles
Authors

Zemzem Ceylan 0000-0002-0877-839X

Ahsen Seda Bulut 0000-0003-2192-7799

Early Pub Date October 27, 2023
Publication Date October 29, 2023
Submission Date August 15, 2023
Acceptance Date October 19, 2023
Published in Issue Year 2023 Volume: 5 Issue: Özel Sayı

Cite

APA Ceylan, Z., & Bulut, A. S. (2023). Eighth Grade Students’ Solving Real Life Problems Requiring Spatial Thinking Skills. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 5(Özel Sayı), 359-386.
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