Lise öğrencilerinin trigonometri öğrenme alanında grafik hesap makinesi kullanımının akademik başarıya ve problem çözme becerisine etkisi

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(1)T.C. '2.8=(</h/ h1ø9(56ø7(6ø(öø7ø0%ø/ø0/(5ø(167ø7h6h 257$gö5(7ø0)(19(0$7(0$7ø.$/$1/$5(öø7ø0ø $1$%ø/ø0'$/, 0$7(0$7ø.gö5(70(1/øöø352*5$0, <h.6(./ø6$167(=ø. /ø6(gö5(1&ø/(5ø1ø175ø*2120(75ø gö5(10($/$1,1'$*5$)ø.+(6$30$.ø1(6ø KULLANIM,1,1$.$'(0ø.%$ù$5,<$9( 352%/(0dg=0(%(&(5ø6ø1((7.ø6ø. *h/ù(1$ö$d. ø=0ø5 2009.

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(3) T.C. '2.8=(</h/ h1ø9(56ø7(6ø(öø7ø0%ø/ø0/(5ø(167ø7h6h 257$gö5(7ø0)(19(0$7(0$7ø.$/$1/$5(öø7ø0ø $1$%ø/ø0'$/, 0$7(0$7ø.gö5(70(1/øöø352*5$0, <h.6(./ø6$167(=ø. /ø6(gö5(1&ø/(5ø1ø175ø*2120(75øgö5(10( $/$1,1'$*5$)ø.+(6$30$.ø1(6ø .8//$1,0,1,1$.$'(0ø.%$ù$5,<$9( 352%/(0dg=0(%(&(5ø6ø1((7.ø6ø. *h/ù(1$ö$d. 'DQÕúPDQ Dr. Ayten ERDURAN. ø=0øR 2009.

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(6) Dr. AYTEN ERDURAN. h\H 3URI'UùXXU1ø=$02ö/8. h\H <UG'Ro'U6KD<,/0$=. Onay: <XNDUÕGDNLLP]DODUÕQDGÕJHoHQ|÷UHWLP\HOHULQHDLWROGX÷XQXRQD\ODUÕP. ««. (QVWLW0GU.

(7) iii. <h.6(.göRETø0.858/8'2.h0$17$6<210(5.(=ø TEZ VERø FORMU 7H]1R.RQX.RGXhQLYHUVLWH.RGX. 7H]LQ<D]DUÕQÕQ 6R\DGÕ$ö$d. $GÕ*h/ù(1. 7H]LQ 7UNoH $GÕ /LVH g÷UHQFLOHULQLQ 7ULJRQRPHWUL g÷UHQPH $ODQÕQGD *UDILN +HVDS 0DNLQHVL .XOODQÕPÕQÕQ $NDGHPLN %DúDUÕ\D 9H 3UREOHP d|]PH %HFHULVLQH Etkisi 7H]LQ <DEDQFÕ $GÕ: Effect of Graphic Calculating Machine Utilization by High School Students in Learning Trigonometry on Their Academic Achievements and Problem Solving Skills 7H]LQ<DSÕOGÕ÷Õ hQLYHUVLWH'2.8=(</h/ (QVWLW: EöøTøM BøLøMLERø. <ÕOÕ2009. 7H]LQ7U<NVHN/LVDQV Dili: 7UNoH 6D\ID6D\ÕVÕ201 5HIHUDQV6D\ÕVÕ132 7H]'DQÕúPDQÕ Dr. Ayten ERDURAN 7UNoH$QDKWDU.HOLPHOHU. øQJLOL]FH$QDKWDU.HOLPHOHU. 7ULJRQRPHWULg÷UHQPH$ODQÕ. 1. Trigonometry Learning Area. 2. Grafik Hesap Makinesi. 2. Graphic Calculating Machine. 3.$NDGHPLN%DúDUÕ. 3. Academic Achievement. 3UREOHPd|]PH%HFHULOHUL 4. Problem Solving Skills.

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(9) v. ødø1'(.ø/(5. YemiQ«««««««««««««««««««««««««««««...i 'H÷HUOHQGLUPH.XUXOXhyeleri««««««««««««««««««««.ii <NVHN|÷UHWLP.XUXPX'RNPDQWDV\RQ0HUNH]L7H]9HUL)RUPX«««««..iii 7HúHNNU««««««««««««««««««««««««««««..iv øoLQGHNLOHU«««««««««««««««««««««««««««.....v Tablo ListeVL«««««««««««««««««««««««««««.ix ùHNLO/LVWHVL«««««««««««««««««««««««««««.xiii g]HWYH$QDKWDU .HOLPHOHU«««««««««««««««««««««...xiv Abstract and Ke\ZRUGV««««««««««««««««««««««.xvii. %g/h0 *LULú«««««««««««««««««««««««««««««.1 1.1. Problem Durumu««««««««««««««««««««.3 $PDoYHgQHP«««««««««««««««««««««5 1.3. 7ULJRQRPHWULQLQ7DULKL*HOLúLPL9H.XOODQÕOGÕ÷Õ<HUOHU«««««6 1.4. 7HNQRORML'HVWHNOL0DWHPDWLN(÷LWLPL««««««««««««..8 1.5.Teknoloji Destekli MDWHPDWLN (÷LWLPLQGH *UDIik Hesap Makineleri, <DUDUODUÕYH6ÕQÕUOÕOÕNODUÕ«««««««««««««««««««««...13.

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(13) ix. TABLO /ø67(6ø Tablo 1: GeleneNVHO g÷UHWLPOH 3UREOHP d|]PH\H 'D\DOÕ g÷UHQPH 0RGHOOHULQLQ .DUúÕODúWÕUÕOPDVÕ Tablo 2: 3UREOHPdHúLWOHULYHg]HOOLNOHUL Tablo 3: Son Test Kontrol Gruplu Model Tablo 4: Deney Deseni Tablo 5: Orta|÷UHWLP 0DWHPDWLN 'HUVL VÕQÕI g÷UHWLP 3URJUDPÕQÕQ g÷UHQPH $ODQODUÕQÕQ6UHOHUL Tablo 6: 'HQH\YH.RQWURO*UXEXQXQ'|QHP0DWHPDWLN%DúDUÕ2UWDODPDODUÕ Tablo 7: 'HQH\ YH .RQWURO *UXEX g÷UHQFLOHULQLQ 0DWHPDWLN 'HUVOHULQGH 7ULJRQRPHWUL g÷UHQPH $ODQÕQGD $NDGHPLN %DúDUÕODUÕQÕQ 'H÷LúLPLQL 6DSWDPDN $PDFÕøOH<DSÕODQ%D÷ÕPVÕ]*UXSODUøoLQ³W´7HVWL6RQXoODUÕ Tablo 8: 'HQH\ 9H .RQWURO *UXEX g÷UHQFLOHULQ 0DWHPDWLN 'HUVOHULQGH 7ULJRQRPHWUL g÷UHQPH $ODQÕQGD gOoPH $PDoOÕ 3UREOHP øoLQ 3UREOHP d|]PH %HFHULOHULQLQ )DUNOÕODúÕS )DUNOÕODúPDGÕ÷ÕQÕ 6DSWDPDN $PDFÕ øOH <DSÕODQ %D÷ÕPVÕ] *UXSODUøoLQ³W´7HVWL6RQXoODUÕ Tablo 9: 'HQH\YH.RQWURO*UXEXg÷UHQFLOHULQ0DWHPDWLN'HUVOHULQGH7ULJRQRPHWUL g÷UHQPH $ODQÕQGD gOoPH $PDoOÕ 3UREOHP øoLQ 3UREOHP d|]PH %HFHULOHULQLQ )DUNOÕODúÕS)DUNOÕODúPDGÕ÷ÕQÕ6DSWDPDN$PDFÕøOH<DSÕODQ%D÷ÕPVÕ]*UXSODUøoLQ³W´ 7HVWL6RQXoODUÕ Tablo 10: 'HQH\ YH .RQWURO *UXEX g÷UHQFLOHULQ 0DWHPDWLN 'HUVOHULQGH 7ULJRQRPHWUL g÷UHQPH $ODQÕQGD gOoPH $PDoOÕ 3UREOHP øoLQ 3UREOHP d|]PH %HFHULOHULQLQ )DUNOÕODúÕS )DUNOÕODúPDGÕ÷ÕQÕ 6DSWDPDN $PDFÕ øOH <DSÕODQ %D÷ÕPVÕ] *UXSODUøoLQ³W´7HVWL6RQXoODUÕ Tablo 11: 'HQH\ YH .RQWURO *UXEX g÷UHQFLOHULQ 0DWHPDWLN 'HUVOHULQGH 7ULJRQRPHWUL g÷UHQPH $ODQÕQGD gOoPH $PDoOÕ 3UREOHP øoLQ ProEOHP d|]PH.

(14) x. %HFHULOHULQLQ )DUNOÕODúÕS )DUNOÕODúPDGÕ÷ÕQÕ 6DSWDPDN $PDFÕ øOH <DSÕODQ %D÷ÕPVÕ] *UXSODUøoLQ³W´7HVWL6RQXoODUÕ Tablo 12: 'HQH\ YH .RQWURO *UXEX g÷UHQFLOHULQ 0DWHPDWLN 'HUVOHULQGH 7ULJRQRPHWUL g÷UHQPH $ODQÕQGD gOoPH $PDoOÕ 3UREOHP øoLQ ProbleP d|]PH %HFHULOHULQLQ )DUNOÕODúÕS )DUNOÕODúPDGÕ÷ÕQÕ 6DSWDPDN $PDFÕ øOH <DSÕODQ %D÷ÕPVÕ] *UXSODUøoLQ³W´7HVWL6RQXoODUÕ Tablo 13: 'HQH\ YH .RQWURO *UXEX g÷UHQFLOHULQ 0DWHPDWLN 'HUVOHULQGH 7ULJRQRPHWUL g÷UHQPH $ODQÕQGD gOoPH $PDoOÕ 3UREOHP øoLQ 3UREOHP d|]PH %HFHULOHULQLQ )DUNOÕODúÕS )DUNOÕODúPDGÕ÷ÕQÕ 6DSWDPDN $PDFÕ øOH <DSÕODQ %D÷ÕPVÕ] *UXSODUøoLQ³W´7HVWL6RQXoODUÕ Tablo 14: 'HQH\ YH .RQWURO *UXEX g÷UHQFLOHULQ 0DWHPDWLN 'HUVOHULQGH 7ULJRQRPHWUL g÷UHQPH $ODQÕQGD gOoPH $PDoOÕ 3UREOHP øoLQ 3UREOHP d|]Pe %HFHULOHULQLQ )DUNOÕODúÕS )DUNOÕODúPDGÕ÷ÕQÕ 6DSWDPDN $PDFÕ øOH <DSÕODQ %D÷ÕPVÕ] *UXSODUøoLQ³W´7HVWL6RQXoODUÕ Tablo 15: 'HQH\ YH .RQWURO *UXEX g÷UHQFLOHULQ 0DWHPDWLN 'HUVOHULQGH 7ULJRQRPHWUL g÷UHQPH $ODQÕQGD 3UREOHPOHULQ 8\JXODQPD 6ÕUDVÕQD *|UH øON PrREOHPOH6RQ3UREOHP$UDVÕQGD3UREOHPd|]PH%HFHULOHULQLQ1DVÕO)DUNOÕODúWÕ÷ÕQÕ 6DSWDPDN$PDFÕøOH<DSÕODQ%D÷ÕPVÕ]*UXSODUøoLQ³W´7HVWL6RQXoODUÕ Tablo 16: 'HQH\YH.RQWURO*UXEXg÷UHQFLOHULQLQgOoPH3UREOHPOHULQGHQ$OGÕNODUÕ 7RSODP 3XDQODUÕQD *|UH $QODPOÕ %LU )DUNOÕOÕN 2OXS 2OPDGÕ÷Õ <DSÕODQ %D÷ÕPVÕ] *UXSODUøoLQ³W´7HVWL6RQXoODUÕ Tablo 17: GHM .XOODQDQ g÷UHQFLOHULQ $NDGHPLN %DúDUÕODUÕ øOH 3UREOHP d|]PH %HFHULOHUL$UDVÕQGDNLøOLúNL.DWVD\ÕODUÕ Tablo 18: 'HQH\ *UXEX g÷UHQFLOHULQLQ 0DWHPDWLN 'HUVOHULQGH 7rigonometri g÷UHQPH $ODQÕQGD gOoPH $PDoOÕ 3UREOHP øoLQ 3UREOHP d|]PH %HFHULOHULQLQ 1DVÕO )DUNOÕODúWÕ÷ÕQÕ 6DSWDPDN $PDFÕ øOH <DSÕODQ %D÷ÕPVÕ] *UXSODU øoLQ ³W´ 7HVWL 6RQXoODUÕ Tablo 19: 'HQH\ *UXEX g÷UHQFLOHULQLQ 0DWHPDWLN 'HUVOHULQGH 7ULJRQRPHWUL.

(15) xi. g÷UHQPH $ODQÕQGD gOoPH $PDoOÕ 3UREOHP øoLQ 3UREOHP d|]PH %HFHULOHULQLQ 1DVÕO )DUNOÕODúWÕ÷ÕQÕ 6DSWDPDN $PDFÕ øOH <DSÕODQ %D÷ÕPVÕ] *UXSODU øoLQ ³W´ 7HVWL 6RQXoODUÕ Tablo 20: 'HQH\ *UXEX g÷UHQFLOHULQLQ 0DWHPDWLN 'HUVOHULQGH 7ULJRQRPHWUL g÷UHQPH $ODQÕQGD gOoPH $PDoOÕ 3UREOHP øoLQ 3UREOHP d|]PH %HFHULOHULQLQ 1DVÕO )DUNOÕODúWÕ÷ÕQÕ 6DSWDPDN $PDFÕ øOH <DSÕODQ %D÷ÕPVÕ] *UXSODU øoLQ ³W´ 7HVWL 6RQXoODUÕ Tablo 21: 'HQH\ *UXEX g÷UHQFLOHULQLQ 0DWHPDWLN 'HUVOHULQGH 7ULJRQRPHWUL g÷UHQPH $ODQÕQGD gOoPH $PDoOÕ 3UREOHP øoLQ 3UREOHP d|]PH %HFHULOHULQLQ 1DVÕO )DUNOÕODúWÕ÷ÕQÕ 6DSWDPDN $PDFÕ øOH <DSÕODQ %D÷ÕPVÕ] *UXSODU øoLQ ³W´ 7HVWL 6RQXoODUÕ Tablo 22: 'HQH\ *UXEX g÷UHQFLOHULQLQ 0DWHPDWLN 'HUVOHULQGH 7ULJRQRPHWUL g÷UHQPH $ODQÕQGD gOoPH $PDoOÕ 3UREOHP øoLQ 3UREOHP d|]PH %HFHULOHUinin 1DVÕO )DUNOÕODúWÕ÷ÕQÕ 6DSWDPDN $PDFÕ øOH <DSÕODQ %D÷ÕPVÕ] *UXSODU øoLQ ³W´ 7HVWL 6RQXoODUÕ Tablo 23: 'HQH\ *UXEX g÷UHQFLOHULQLQ 0DWHPDWLN 'HUVOHULQGH 7ULJRQRPHWUL g÷UHQPH $ODQÕQGD gOoPH $PDoOÕ 3UREOHP øoLQ 3UREOHP d|]PH %HFHULOHULQLQ 1DVÕO )DUNOÕODúWÕ÷ÕQÕ 6DSWDPDN $PDFÕ øOH <DSÕODQ %D÷ÕPVÕ] *UXSODU øoLQ ³W´ 7HVWL 6RQXoODUÕ Tablo 24: 'HQH\ *UXEX g÷UHQFLOHULQLQ 0DWHPDWLN 'HUVOHULQGH 7ULJRQRPHWUL g÷UHQPH $ODQÕQGD gOoPH $PDoOÕ 3UREOHP øoLQ 3UREOHP d|]PH %HFHULOHULQLQ 1DVÕO )DUNOÕODúWÕ÷ÕQÕ 6DSWDPDN $PDFÕ øOH <DSÕODQ %D÷ÕPVÕ] *UXSODU øoLQ ³W´ 7HVWL 6RQXoODUÕ Tablo 25: 'HQH\ *UXEX g÷UHQFLOHULQLQ 0DWHPDWLN 'HUVOHULQGH 7ULJRQRPHWUL g÷UHQPH $ODQÕQGD. 3UREOHP d|]PH %HFHULOHULQLQ &LQVL\HWH *|UH 1DVÕO. )DUNOÕODúWÕ÷ÕQÕ 6DSWDPDN $PDFÕ øOH <DSÕODQ %D÷ÕPVÕ] *UXSODU øoLQ ³W´ 7HVWL 6RQXoODUÕ Tablo 26: *|UúPH6RQXoODUÕQD*|UH*+0¶QLQ<DUDUODUÕ.

(16) xii. Tablo 27: *|UúPH 6RQXoODUÕQD *|UH *+0¶ QLQ *UDILN dL]PH øOH øOJLOL 2ODUDN 6D÷ODGÕ÷Õ<DUDUODU Tablo 28: *|UúPH 6RQXoODUÕQD *|UH *+0¶ QLQ 8\JXODPD 6ÕUDVÕQGD .XOODQÕOGÕ÷Õ Yerler Tablo 29: *|UúPH 6RQXoODUÕQD *|UH *+0 .XOODQÕODUDN (Q ø\L g÷UHQLOGL÷L 'úQOHQ.RQXODU YH<]GH2UDQODUÕ Tablo 30: *|UúPH 6RQXoODUÕQD *|UH *+0 .XOODQÕODUDN 3UREOHP d|]PH %DVDPDNODUÕQÕQ+DQJLOHULQLQ.XOODQÕOGÕ÷ÕQÕ*|VWHUHQ7DEOR.

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(26) xvii. ABSTRACT. Effect of Graphic Calculating Machine Utilization by High School Students in Learning Trigonometry on Their Academic Achievements and Problem Solving Skills *OúHQ$ö$d. While the heart of the world is beating with technology, our duty and responsibility as educators, educational institutions and parents is to create a difference in the lives of the students for the rapidly developing and changing world. It is clear that the current problems cannot be solved with a traditional approach. As the people of our developing country, we need to bear the problem solving skills and use the technology at the right time and place in an effective way at especially learning and teaching activities in order to set up communications with our environment and the world and to improve our cognitive abilities. The aim of this research is to determine the effect of the graphic calculating machine (GCM) utilization by secondary school 10th class students in learning trigonometry at mathematics lessons on their academic achievements and problem solving skills. The implementation started at the first week of April during the second school term of 2008-2009 and lasted for nearly five weeks. As the implementation school, a public school in Izmir is determined. In the study conducted with a control group and an experiment group selected from the 10th class students, the trigonometry subjects which take place in the secondary education mathematics learning program are taken up by using GCM in the experiment group and in the control group without using GCM. The pattern of the research is designed as semi-experimental pattern and the final test control group-model is used in the study..

(27) xviii. In the research, both quantitative and qualitative data are collected. The data gathering instruments used in the research are: problems aimed at measuring the SUREOHP VROYLQJ VNLOOV RI WKH VWXGHQWV ZLWK WKH ³$FDGHPLF $FKLHYHPHQW 7HVW For Learning Trigonometr\´GHYHORSHGE\WKHUHVHDUFKHU the form of student meetings and the form of teacher meetings. The quantitative data obtained during the research are analyzed with encoding according to the categories determined by the researcher via certain data analysis techniques by using SPSS program. The statistical analysis techniques used for the qualitative data analysis are t-test and correlation. Contents analysis is used for the qualitative data analysis obtained from the meetings. It is found out that there is no significant difference (p=0.17) among the academic achievements displayed in learning trigonometry at the mathematics lessons by the experiment and control group students who participated in the research. Furthermore, it is ascertained that the averages of the experiment group students ( X =15.44) are some higher than the averages of the control group students ( X =13.05). It is put forth that there is a meaningful difference (p=0.001) among the problem solving skills of the students in the classes where GCM is used and not used. Moreover, the results show that there is no significant difference (p=0.61) according to the gender of the students in the classes which use GCM in learning trigonometry at the mathematics lessons when their problem solving skills are concerned. In the light of the obtained data, there is a positive and meaningful relation (r=0.60) between the total points taken by the experiment group students from their academic achievement scores and measurement-purpose problems. According to the meetings, the benefits of the GCM utilization at mathematics on the learning-teaching process are as follows: It provides permanence of the knowledge, realizes rapid data transfer, helps in solving the problem by enabling cross-checks, ensures the materialization of the concepts in brains with its visuality, gives the opportunity for timesaving, facilitates learning and prevents the abstraction of interest and attention. It is stated that GCM utilization has no negative dimensions in general. It is noted that especially some difficulties are experienced at the first days of GCM utilization, however it is observed that opinions change after.

(28) xix. the utilization is learned. The meeting results demonstrate that trigonometric function drawing and the formulas of the triangle with the sinus and co sinus theorems are learned in the best way by using GCM in trigonometry. The individuals who DWWHQGHG WKH PHHWLQJ GHFODUHG WKDW WKH\ KDYHQ¶W WDNHQ DGYDQWDJH RI *&0 LQ understanding the problem among the problem solving levels and they mostly used GCM at the selected strategy implementation and solution evaluation levels. The changes formed by the GCM utilization in learning trigonometry at mathematics lessons in the atmosphere of the classrooms are as follows: It increases the studentstudent and teacher-student inter-action and the interest in lessons since it is a product of a visual technology, it provides the assistance among the students, it enriches and differentiates the learning/teaching process. Most of the teachers and students said that their academic achievements would increase due to the GCM utilization in learning trigonometry. It is thought that the results which are obtained from the research -the usage of a graphing calculator and the development of problem solving abilities using this technology in mathematics teaching- are going to contribute to the educators in mathematics education field.. Keywords: Trigonometry Learning Area, Graphic Calculating Machine, Academic Achievement, Problem Solving Skills.

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