The Modelling Strategies Used by the Pre-service Teachers in Fermi Problems: The Task of Automatic Irrigation System

Zeynep Çakmak Gürel

Makale detayları

The Modelling Strategies Used by the Pre-service Teachers in Fermi Problems: The Task of Automatic Irrigation System

Yazarlar:

Zeynep Çakmak Gürel

Yayıncı:

Inonu University

Dergi:

İnönü Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.980-1003

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001298274

pISSN:

1300-2899

Anahtar kelimeler:

Özet:

 This study aims to explore pre-service teachers solution spaces and model strategies in the mathematical modelling tasks involving estimations. A case study method was employed in the research. 119 pre-service teachers participated in the study. The data were collected in two weeks. The pre-service teachers created groups consisting of four or five individuals according to their wishes. Thus, 26 different groups emerged. The modelling problem was designed by the researcher by considering containing the reality, authenticity, closeness, openness, and modelling competencies criteria. The data collection tools consisted of the worksheets and presentation records of the pre-service teachers. The deduction and induction analysis methods were used together in the data analysis. According to the obtained findings, it was determined that the pre-service teachers used five different modelling strategies. In the problem given within the scope of the number of elements that could fit in a surface, the reference point was used most; on the other hand, the concentration measures were used least. It is found that taking the area covered by a sprinkler model as a reference rather than the area occupied by sprinklers in the solution spaces produces more realistic results. The solutions spaces created within these strategies was used to detail the modelling process. It is significant for teachers who will apply a similar modelling problem to know the created different modelling strategies and solution spaces. It is thought that the solution spaces will provide a source for teachers to keep track of the information related to their students.

 This study aims to explore pre-service teachers solution spaces and model strategies in the mathematical modelling tasks involving estimations. A case study method was employed in the research. 119 pre-service teachers participated in the study. The data were collected in two weeks. The pre-service teachers created groups consisting of four or five individuals according to their wishes. Thus, 26 different groups emerged. The modelling problem was designed by the researcher by considering containing the reality, authenticity, closeness, openness, and modelling competencies criteria. The data collection tools consisted of the worksheets and presentation records of the pre-service teachers. The deduction and induction analysis methods were used together in the data analysis. According to the obtained findings, it was determined that the pre-service teachers used five different modelling strategies. In the problem given within the scope of the number of elements that could fit in a surface, the reference point was used most; on the other hand, the concentration measures were used least. It is found that taking the area covered by a sprinkler model as a reference rather than the area occupied by sprinklers in the solution spaces produces more realistic results. The solutions spaces created within these strategies was used to detail the modelling process. It is significant for teachers who will apply a similar modelling problem to know the created different modelling strategies and solution spaces. It is thought that the solution spaces will provide a source for teachers to keep track of the information related to their students.

 This study aims to explore pre-service teachers solution spaces and model strategies in the mathematical modelling tasks involving estimations. A case study method was employed in the research. 119 pre-service teachers participated in the study. The data were collected in two weeks. The pre-service teachers created groups consisting of four or five individuals according to their wishes. Thus, 26 different groups emerged. The modelling problem was designed by the researcher by considering containing the reality, authenticity, closeness, openness, and modelling competencies criteria. The data collection tools consisted of the worksheets and presentation records of the pre-service teachers. The deduction and induction analysis methods were used together in the data analysis. According to the obtained findings, it was determined that the pre-service teachers used five different modelling strategies. In the problem given within the scope of the number of elements that could fit in a surface, the reference point was used most; on the other hand, the concentration measures were used least. It is found that taking the area covered by a sprinkler model as a reference rather than the area occupied by sprinklers in the solution spaces produces more realistic results. The solutions spaces created within these strategies was used to detail the modelling process. It is significant for teachers who will apply a similar modelling problem to know the created different modelling strategies and solution spaces. It is thought that the solution spaces will provide a source for teachers to keep track of the information related to their students.

 Bu çalışmanın amacı öğretmen adaylarının matematiksel modelleme etkinlikleri sırasında ortaya çıkan model stratejilerinin incelenmesidir. Araştırmada durum çalışması yöntemi kullanılmıştır. Çalışmaya 119 dördüncü sınıf öğretmen adayı katılmıştır. Veriler iki haftada toplanmıştır. Öğretmen adayları kendi isteklerine göre dört ya da beş kişilik olacak şekilde gruplar oluşturmuşlardır. Böylece toplamda 26 farklı grup bulunmaktadır. Modelleme problemi, gerçeklik, özgünlük, yakınlık, açıklık ve modelleme yeterliklerine hitap etme kriterleri dikkate alınarak araştırmacı tarafından tasarlanmıştır. Veri toplama araçlarını öğretmen adaylarının çalışma kağıtları ve sunum yaptıkları kayıtlar oluşturmaktadır. Verilerin analizinde ise tümdengelim ve tümevarım analiz yöntemleri birlikte kullanılmıştır. Elde edilen bulgulara göre, öğretmen adaylarının beş farklı modelleme stratejisi kullandıkları belirlenmiştir. Kapalı olmayan bir yüzeye sığabilecek eleman sayısı bağlamında verilen problemde en fazla referans noktası en az konsantrasyon ölçümü stratejisi kullanılmıştır. Çözüm uzaylarında fıskiyelerin kapladığı alan yerine bir fıskiye modelinin kapladığı alanın referans alınmasının daha gerçekçi sonuçlar verdiği görülmüştür. Bu stratejiler bağlamında oluşturulan çözüm uzayları modelleme sürecini ayrıntılandırmaktadır. Benzer bir modelleme problemi uygulayacak olan öğretmenlerin oluşan farklı modelleme stratejilerini ve çözüm uzaylarını önceden bilmesi, öğrencilere destek olması açısından önem arz etmektedir. Çözüm uzaylarının öğretmenlere öğrencilerinin bilgilerini takip etmede bir kaynak sağlayacağı düşünülmektedir.

Makale detayları

The Modelling Strategies Used by the Pre-service Teachers in Fermi Problems: The Task of Automatic Irrigation System

Yazarlar:

Zeynep Çakmak Gürel

Yayıncı:

Inonu University

Dergi:

İnönü Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.980-1003

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001298274

pISSN:

1300-2899

Fermi problem

mathematical modelling

model strategies

solution spacesçözüm uzayları

Fermi problemi

matematiksel modelleme

model stratejileri

Sayı

Makale detayları

Yazarlar: Zeynep Çakmak Gürel

Yayıncı: Inonu University

Dergi: İnönü Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.980-1003

Belge Tipi: Makale

Yayın Tarihi: 9/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001298274

pISSN: 1300-2899

Sayı

Yazarlar:

Zeynep Çakmak Gürel

Yayıncı:

Inonu University

Dergi:

İnönü Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.980-1003

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001298274

pISSN:

1300-2899