Examination of the Mathematics Activities in Pre-School Education  Activity Books in terms of Promoting Critical Thinking

Seda Türkmen Dural; Gökhan Duman

Makale detayları

Examination of the Mathematics Activities in Pre-School Education Activity Books in terms of Promoting Critical Thinking

Yazarlar:

Seda Türkmen Dural | Gökhan Duman

Yayıncı:

Gazi University

Ana Başlıklar:

Okul Öncesi Eğitim | Matematik Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 1, pp.726-744

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001315546

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 The aim of this study is to examine the mathematics activities in preschool education activity books in terms of supporting critical thinking. This research is a document analysis study conducted with a qualitative research design. In this study, where a purposeful sampling model was adopted, 180 mathematics activities published by the Ministry of National Education MEB and implemented in pre-school education were scanned. 50 of them constitute the study group of the research. Within the scope of the research, Critical Thinking Standards developed by Nosich 2012 were adopted, and the data of the study were evaluated in terms of six standards clarity, accuracy, importancerelevance, adequacy, depthbreadth, precision. According to the important findings of the study, it was determined that the mathematics activities in preschool education activity books included all dimensions of critical thinking standards. When analyzed in terms of dimensions, it was found that the standards of importancerelevance, clarity, and accuracy were the most common, while the standards of certainty and adequacy were relatively less common, and the depthwidth standard was the least common. As a result of this research, it is thought that clearly expressing the mathematics activities in preschool education activity books in terms of time duration and enriching them in terms of cause-effect relationships will contribute to supporting critical thinking skills.

 The aim of this study is to examine the mathematics activities in preschool education activity books in terms of supporting critical thinking. This research is a document analysis study conducted with a qualitative research design. In this study, where a purposeful sampling model was adopted, 180 mathematics activities published by the Ministry of National Education MEB and implemented in pre-school education were scanned. 50 of them constitute the study group of the research. Within the scope of the research, Critical Thinking Standards developed by Nosich 2012 were adopted, and the data of the study were evaluated in terms of six standards clarity, accuracy, importancerelevance, adequacy, depthbreadth, precision. According to the important findings of the study, it was determined that the mathematics activities in preschool education activity books included all dimensions of critical thinking standards. When analyzed in terms of dimensions, it was found that the standards of importancerelevance, clarity, and accuracy were the most common, while the standards of certainty and adequacy were relatively less common, and the depthwidth standard was the least common. As a result of this research, it is thought that clearly expressing the mathematics activities in preschool education activity books in terms of time duration and enriching them in terms of cause-effect relationships will contribute to supporting critical thinking skills.

 The aim of this study is to examine the mathematics activities in preschool education activity books in terms of supporting critical thinking. This research is a document analysis study conducted with a qualitative research design. In this study, where a purposeful sampling model was adopted, 180 mathematics activities published by the Ministry of National Education MEB and implemented in pre-school education were scanned. 50 of them constitute the study group of the research. Within the scope of the research, Critical Thinking Standards developed by Nosich 2012 were adopted, and the data of the study were evaluated in terms of six standards clarity, accuracy, importancerelevance, adequacy, depthbreadth, precision. According to the important findings of the study, it was determined that the mathematics activities in preschool education activity books included all dimensions of critical thinking standards. When analyzed in terms of dimensions, it was found that the standards of importancerelevance, clarity, and accuracy were the most common, while the standards of certainty and adequacy were relatively less common, and the depthwidth standard was the least common. As a result of this research, it is thought that clearly expressing the mathematics activities in preschool education activity books in terms of time duration and enriching them in terms of cause-effect relationships will contribute to supporting critical thinking skills.

 Bu araştırmanın amacı, okul öncesi eğitim etkinlik kitaplarında yer alan matematik etkinliklerinin eleştirel düşünmeyi desteklemesi açısından incelenmesidir. Bu araştırma, nitel araştırma desenlerinden doküman analiziyle yürütülen bir çalışmadır. Amaçlı örnekleme modeli benimsenen bu çalışmada; Millî Eğitim Bakanlığı MEB tarafından yayımlanan ve okul öncesi eğitim etkinlik kitaplarında yer alan 180 adet matematik etkinliği taranmıştır. Bunların 50 tanesi araştırmanın çalışma grubunu oluşturmaktadır. Araştırma kapsamında Nosich 2012 tarafından geliştirilen Eleştirel Düşünme Standartları benimsenmiş olup; araştırmanın verileri altı standart açıklık, doğruluk, önemalaka, yeterlilik, derinlikgenişlik, kesinlik açısından detaylıca analiz edilmiştir. Araştırmanın önemli bulgularına göre, okul öncesi eğitim etkinlik kitaplarında yer alan matematik etkinliklerinin eleştirel düşünme standartlarının tüm boyutlarını içerdiği tespit edilmiştir. Boyutlar açısından incelendiğinde ise en çok önemalaka, açıklık, doğruluk standartlarına yer verilirken; nispeten daha az miktarda kesinlik, yeterlilik standardının sağlandığı ve en az ise derinlikgenişlik standardına yer verildiği tespit edilmiştir. Bu araştırma sonucunda okul öncesi eğitim etkinlik kitaplarında yer alan matematik etkinliklerinin, zaman süre bakımından açıkça ifade edilmesinin ve sebep-sonuç ilişkisi açısından da zenginleştirilmesinin eleştirel düşünme becerisinin desteklenmesine katkı sağlayacağı düşünülmektedir.

Makale detayları

Examination of the Mathematics Activities in Pre-School Education Activity Books in terms of Promoting Critical Thinking

Yazarlar:

Seda Türkmen Dural | Gökhan Duman

Yayıncı:

Gazi University

Ana Başlıklar:

Okul Öncesi Eğitim | Matematik Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 1, pp.726-744

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001315546

pISSN:

2459-1912

Preschool education

Critical thinking

Mathematics activitiesOkul öncesi eğitim

Eleştirel düşünme

Matematik etkinlikleri

Sayı

Makale detayları

Examination of the Mathematics Activities in Pre-School Education Activity Books in terms of Promoting Critical Thinking

Yazarlar: Seda Türkmen Dural | Gökhan Duman

Yayıncı: Gazi University

Ana Başlıklar: Okul Öncesi Eğitim | Matematik Eğitimi

Dergi: Türk Eğitim Bilimleri Dergisi Vol.22 Issue 1, pp.726-744

Belge Tipi: Makale

Yayın Tarihi: 4/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001315546

pISSN: 2459-1912

Preschool education

Critical thinking

Mathematics activitiesOkul öncesi eğitim

Eleştirel düşünme

Matematik etkinlikleri

Sayı

Yazarlar:

Seda Türkmen Dural | Gökhan Duman

Yayıncı:

Gazi University

Ana Başlıklar:

Okul Öncesi Eğitim | Matematik Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 1, pp.726-744

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001315546

pISSN:

2459-1912