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

Zemzem Ceylan; Ahsen Seda Bulut

Makale detayları

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

Yazarlar:

Zemzem Ceylan | Ahsen Seda Bulut

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç) | Alan Eğitimleri (Diğer)

Dergi:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.5 Issue Özel Sayı, pp.359-386

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001302274

pISSN:

2687-1831

Anahtar kelimeler:

Özet:

 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.

 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.

 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.

 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, Türkiyede 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.

Makale detayları

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

Yazarlar: Zemzem Ceylan | Ahsen Seda Bulut

Yayıncı: Necmettin Erbakan University

Ana Başlıklar: Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç) | Alan Eğitimleri (Diğer)

Dergi: Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.5 Issue Özel Sayı, pp.359-386

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001302274

pISSN: 2687-1831

spatial thinking skills

real life problems

eight grade studentsuzamsal düşünme becerileri

gerçek yaşam problemleri

sekizinci sınıf öğrencileri

Sayı

Yazarlar:

Zemzem Ceylan | Ahsen Seda Bulut

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç) | Alan Eğitimleri (Diğer)

Dergi:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.5 Issue Özel Sayı, pp.359-386

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001302274

pISSN:

2687-1831