Research Article
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İlkokul Öğrencilerinin Okuduğunu Anlama ve Muhakeme Becerileri Üzerine Bir Eylem Araştırması

Year 2024, Volume: 8 Issue: 1, 123 - 148, 31.03.2024

Abstract

Bu çalışmada, IMPROVE ve Fermi problemlerinin ilkokul öğrencilerinin okuduğunu anlama becerilerinin ve akıl yürütme becerilerinin gelişimine etkisi araştırılmıştır. Okuduğunu anlama becerilerini geliştirmek için derinlemesine okuma stratejisi tercih edilmiş ve PIRLS sınav metinlerinden bilgilendirici ve öyküleyici metinler seçilerek kullanılmıştır. Matematiksel akıl yürütme becerilerini geliştirmek için ise IMPROVE öğretim yöntemi tercih edilmiş ve TIMMS sınav soruları seçilerek Fermi problemleri ve akıl yürütmede kullanılmıştır. Araştırmanın çalışma grubunu 2020-2021 eğitim-öğretim yılı ikinci döneminde Bingöl il merkezinde bir ilkokulda öğrenim gören toplam 17 öğrenci oluşturmaktadır. Çalışma nitel araştırma yöntemlerinden biri olan eylem araştırması ile desenlenmiştir. Toplanan veriler nitel araştırmanın doküman analizi yöntemi ve nicel araştırmanın istatistiksel yöntemi kullanılarak analiz edilmiştir. Araştırma bulgularına göre, ilkokul öğrencilerinin okuduğunu anlama becerilerinin geliştirilmesi için uygulanan derinlemesine okuma stratejisinin ve akıl yürütme becerilerinin geliştirilmesi için uygulanan IMPROVE ve Fermi problemlerinin öğrencilerin okuduğunu anlama ve akıl yürütme becerileri üzerinde olumlu etkisi olduğu sonucuna ulaşılmıştır. Okuduğunu anlama ve matematiksel akıl yürütme stratejilerinin öğretmenlere öğretilmesi önerilmektedir.

References

  • Abay, S., & Gökbulut, Y. (2017). Sınıf öğretmeni adaylarının matematiksel modelleme becerileri: Fermi problemleri uygulamaları [Mathematical modelling skills of prospective primary school teachers: Applications of Fermi problems]. International Journal of Turkish Educational Sciences, 2017(9), 65-83.
  • Akay, H. (2006). Problem kurma yaklaşımı ile yapılan matematik öğretiminin öğrencilerin akademik başarısı, problem çözme becerisi ve yaratıcılığı üzerindeki etkisinin incelenmesi [Investigation of the effect of mathematics teaching with problem posing approach on students' academic achievement, problem solving skills and creativity]. (Publication No. 190950) [Doctoral dissertation, Gazi University]. National Thesis Center.
  • Block, C. C. (2004). Teaching comprehension: The comprehension process approach. Allyn & Bacon.
  • Burke, B. (2014). A close look at close reading: National board certified teachers. ASCD.
  • Cifarelli, V. V., & Cai, J. (2005). The evolution of mathematical explorations in openended problem-solving situations. The Journal of Mathematical Behavior, 24(3), 302-324.
  • Çoban, H. (2019). Farklılaştırılmış öğretim tasarımının öğrencilerin matematiksel muhakeme becerilerine, bilişötesi öğrenme stratejilerini kullanma düzeylerine ve problem çözme becerilerine etkisi [The effect of differentiated instructional design on students' mathematical reasoning skills, level of using metacognitive learning strategies and problem solving skills]. [Unpublished master thesis]. Balıkesir University.
  • Çoban, H. (2010). Öğretmen adaylarının matematiksel muhakeme becerileri ile bilişötesi öğrenme stratejilerini kullanma düzeyleri arasındaki ilişki [The relationship between prospective teachers' permanent reasoning skills and the level of using metacognitive learning strategies]. (Publication No. 258052) [Master thesis, Gaziosmanpaşa University]. National Thesis Center.
  • Dost, Ş., Sağlam, Y., & Uğur, A. A. (2011). Üniversitede matematik öğretiminde Bilgisayar Cebiri Sistemleri’nin kullanımı: Bir öğretim deneyi [The use of Computer Algebra Systems in university mathematics teaching: A teaching experiment]. Hacettepe University Journal of Faculty of Education, 40, 140-151.
  • Ekiz, D. (2009). Bilimsel araştırma yöntemleri [Scientific research methods] Anı.
  • Ensley, A., & Rodriguez, S. (2019). Annotation and agency: teaching close reading in the primary grades. The Reading Teacher. 73, 223-229. https://doi.org/10.1002/trtr.1812
  • Erarslan, A. (2012). İlköğretim matematik öğretmen adaylarının model oluşturma etkinlikleri üzerinde düşünme süreçleri [Thinking processes of pre-service elementary mathematics teachers on model building activities]. Journal of Educational Sciences in Theory and Practice, 12(4), 2953-2970.
  • Erdem, E. (2011). İlköğretim 7. sınıf öğrencilerinin matematiksel ve olasılıksal muhakeme becerilerinin incelenmesi [Investigation of mathematical and probabilistic reasoning skills of 7th grade primary school students]. (Publication No. 301094) [Master thesis, Adıyaman University]. National Thesis Center.
  • Erdem, E., & Gürbüz, R. (2015). An analysis of seventh-grade students’ mathematical reasoning. Çukurova University Faculty of Education Journal, 45(1), 123-142.
  • Erdem, E. (2015). Zenginleştirilmiş öğrenme ortamının matematiksel muhakemeye ve tutuma etkisi [The effect of enriched learning environment on mathematical reasoning and attitude]. (Publication No. 381651) [Doctoral dissertation, Atatürk University]. National Thesis Center.
  • Fisher, D., & Frey, N. (2012). Close reading in elementary schools. The Reading Teacher, 66(3), 179–188. https://doi.org/10.1002/TRTR.01117
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw Hill.
  • Göktaş, Ö. (2010). Okuduğunu anlama becerisinin ilköğretim ikinci kademe matematik dersindeki akademik başarıya etkisi [The effect of reading comprehension skills on academic achievement in mathematics course at the second level of primary education]. (Publication No. 270788) [Master thesis, İnönü University]. National Thesis Center.
  • Güneş, F. (2000). Okuma yazma öğretimi ve beyin teknolojisi [Literacy teaching and brain technology]. Ocak.
  • Gürbüz, R., & Erdem, E. (2014). Matematiksel ve olasılıksal muhakeme arasındaki ilişkinin incelenmesi: 7. sınıf örneği [Investigation of the relationship between mathematical and probabilistic reasoning: 7th grade example]. Journal of Adıyaman University Graduate School of Social Sciences, 16, 205-230. https://doi.org/10.14520/adyusbd.748
  • Kosonen, P. O. (1992). Effects of teaching statistical laws on reasoning about problems. Thesis submitted in partial fullfilment of the requirements for the degree of doctor of philosophy. [Master thesis, Simon Fraser University]. Simon Fraser University Institutional Repository.
  • Kramarski, B., & Hirsch, C. (2003). Effect of computer algebra system (CAS) with metacognitive training on mathematical reasoning. Educational Media International, 40(3-4), 249-257. https://doi.org/10.1080/0952398032000113167
  • Lithner, J. (2008). A research framework for creative and imitative reasoning. Educational Studies in Mathematics, 67, 255-276. https://doi.org/10.1007/s10649-007-9104-2
  • Mevarech, Z. R., & Kramarski, B. (2003). Enhancing mathematical reasoning in the classroom: The effect of cooperative learning and metacognitive training. American Educational Research Journal. 40(1), 281-310. https://eric.ed.gov/?id=EJ677680
  • Ministry of National Education (MoNE). (2016). PİSA 2015 Uluslararası öğrenci değerlendirme projesi [PISA 2015 international student assessment project] National Report. General Directorate of Measurement, Evaluation and Examination Services Publications.
  • Ministry of National Education (MoNE). (2018). Matematik dersi öğretim programı (1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). [Mathematics curriculum (grades 1, 2, 3, 4, 5, 6, 7 and 8)]. Ankara.
  • Mullis, I., Martin, M., & Sainsbury, M. (2016). PIRLS 2016 reading framework. Lynch school of education. Collage.
  • National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. The Council. Özkan, U. B. (2019). Eğitim bilimleri araştırmaları için döküman inceleme yöntemi [Document review method for educational sciences research]. Pegem Akademi.
  • Özyılmaz, G. (2010). İlköğretim 7. sınıf öğrencilerine okuduğunu anlama stratejilerinin öğretiminin okuduğunu anlama başarısı üzerine etkisi [The effect of teaching reading comprehension strategies to primary school 7th grade students on reading comprehension achievement]. (Publication No. 262112) [Master thesis, Yıldız Technical University]. National Thesis Center.
  • Pilten, P. (2008). Üstbiliş stratejileri öğretimin ilköğretim beşinci sınıf öğrencilerinin matematiksel muhakeme becerilerine etkisi [The effect of teaching metacognitive strategies on mathematical reasoning skills of primary school fifth grade students]. (Publication Number. 214521) [Doctoral dissertation, Gazi University]. National Thesis Center.
  • Rawlinson, D., & Little, M. (2004). Improving student learning through classroom action research. Florida Department of Education.
  • Reidel, J., Tomaszewski, T., & Weaver, D. (2003). Improving student academic reading achievement through the use of multiple intelligence teaching strategies (ED 479 204). ERIC. https://eric.ed.gov/?id=ED479914
  • Rose, D. S., Parks, M., Androes, K., & McMahon, S. D. (2000). Imagery-based learning: Improving elementary students' reading comprehension with drama techniques. The Journal of Educational Research, 94(1), 55-63. https://doi.org/10.1080/00220670009598742
  • Schliemann, A. D., & Carraher, D. W. (2002). The evolution of mathematical reasoning: Everyday versus idealized understandings. Developmental Review, 22(2), 242-266. https://doi.org/10.1006/drev.2002.0547
  • Suzuki, K. (1997). Cognitive constructs measured in word problems: A comparison of students’ responses in performance-based tasks and multiple-choice tasks for reasoning. Annual Meeting of the American Educational Research Association.
  • Şimşek, A. (2012). Sosyal bilimlerde araştırma yöntemleri. Evren ve örneklem [Research methods in social sciences. Universe and sampling]. A. Şimşek (Ed.), Anadolu University.
  • Tabachnick B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Allyn ve Bacon. Inc.
  • Taşova, H. İ., & Delice, A. (2012, June 27-30). Modelleme etkinliği sürecine düşünme yapılarının etkisi; kaset problemi [The effect of thinking structures on modelling activity process; cassette problem]. [Conference session]. X. National Science and Mathematics Education Congress. Niğde, Turkey.
  • Trends in International Mathematics and Science Study (TIMSS). (2019). International study lynch school of education. College.
  • Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Seçkin.

An Action Research on Primary School Students’ Reading Comprehension and Reasoning Skills

Year 2024, Volume: 8 Issue: 1, 123 - 148, 31.03.2024

Abstract

In this study, the effects of IMPROVE and Fermi problems on the development of reading comprehension skills and reasoning skills of primary school students were investigated in order to improve reading comprehension skills, deep reading strategy was preferred and informative and narrative texts were selected and used from the PIRLS exam texts. In order to develop mathematical reasoning skills, IMPROVE teaching method was preferred and TIMSS exam questions were selected and used in Fermi problems and reasoning. The study group of the research included a total of 17 students in a primary school in Bingöl city center in the second semester of the 2020-2021 academic year. The study was designed with action research, one of the qualitative research methods. The collected data were analyzed using the document analysis method of qualitative research and the statistical method of quantitative research. According to the research findings, it was concluded that the deep reading strategy applied for the development of reading comprehension skills of primary school students and IMPROVE and Fermi problems applied for the development of reasoning skills had a positive effect on students' reading comprehension and reasoning skills. It is suggested that reading comprehension and mathematical reasoning strategies should be taught to teachers.

References

  • Abay, S., & Gökbulut, Y. (2017). Sınıf öğretmeni adaylarının matematiksel modelleme becerileri: Fermi problemleri uygulamaları [Mathematical modelling skills of prospective primary school teachers: Applications of Fermi problems]. International Journal of Turkish Educational Sciences, 2017(9), 65-83.
  • Akay, H. (2006). Problem kurma yaklaşımı ile yapılan matematik öğretiminin öğrencilerin akademik başarısı, problem çözme becerisi ve yaratıcılığı üzerindeki etkisinin incelenmesi [Investigation of the effect of mathematics teaching with problem posing approach on students' academic achievement, problem solving skills and creativity]. (Publication No. 190950) [Doctoral dissertation, Gazi University]. National Thesis Center.
  • Block, C. C. (2004). Teaching comprehension: The comprehension process approach. Allyn & Bacon.
  • Burke, B. (2014). A close look at close reading: National board certified teachers. ASCD.
  • Cifarelli, V. V., & Cai, J. (2005). The evolution of mathematical explorations in openended problem-solving situations. The Journal of Mathematical Behavior, 24(3), 302-324.
  • Çoban, H. (2019). Farklılaştırılmış öğretim tasarımının öğrencilerin matematiksel muhakeme becerilerine, bilişötesi öğrenme stratejilerini kullanma düzeylerine ve problem çözme becerilerine etkisi [The effect of differentiated instructional design on students' mathematical reasoning skills, level of using metacognitive learning strategies and problem solving skills]. [Unpublished master thesis]. Balıkesir University.
  • Çoban, H. (2010). Öğretmen adaylarının matematiksel muhakeme becerileri ile bilişötesi öğrenme stratejilerini kullanma düzeyleri arasındaki ilişki [The relationship between prospective teachers' permanent reasoning skills and the level of using metacognitive learning strategies]. (Publication No. 258052) [Master thesis, Gaziosmanpaşa University]. National Thesis Center.
  • Dost, Ş., Sağlam, Y., & Uğur, A. A. (2011). Üniversitede matematik öğretiminde Bilgisayar Cebiri Sistemleri’nin kullanımı: Bir öğretim deneyi [The use of Computer Algebra Systems in university mathematics teaching: A teaching experiment]. Hacettepe University Journal of Faculty of Education, 40, 140-151.
  • Ekiz, D. (2009). Bilimsel araştırma yöntemleri [Scientific research methods] Anı.
  • Ensley, A., & Rodriguez, S. (2019). Annotation and agency: teaching close reading in the primary grades. The Reading Teacher. 73, 223-229. https://doi.org/10.1002/trtr.1812
  • Erarslan, A. (2012). İlköğretim matematik öğretmen adaylarının model oluşturma etkinlikleri üzerinde düşünme süreçleri [Thinking processes of pre-service elementary mathematics teachers on model building activities]. Journal of Educational Sciences in Theory and Practice, 12(4), 2953-2970.
  • Erdem, E. (2011). İlköğretim 7. sınıf öğrencilerinin matematiksel ve olasılıksal muhakeme becerilerinin incelenmesi [Investigation of mathematical and probabilistic reasoning skills of 7th grade primary school students]. (Publication No. 301094) [Master thesis, Adıyaman University]. National Thesis Center.
  • Erdem, E., & Gürbüz, R. (2015). An analysis of seventh-grade students’ mathematical reasoning. Çukurova University Faculty of Education Journal, 45(1), 123-142.
  • Erdem, E. (2015). Zenginleştirilmiş öğrenme ortamının matematiksel muhakemeye ve tutuma etkisi [The effect of enriched learning environment on mathematical reasoning and attitude]. (Publication No. 381651) [Doctoral dissertation, Atatürk University]. National Thesis Center.
  • Fisher, D., & Frey, N. (2012). Close reading in elementary schools. The Reading Teacher, 66(3), 179–188. https://doi.org/10.1002/TRTR.01117
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw Hill.
  • Göktaş, Ö. (2010). Okuduğunu anlama becerisinin ilköğretim ikinci kademe matematik dersindeki akademik başarıya etkisi [The effect of reading comprehension skills on academic achievement in mathematics course at the second level of primary education]. (Publication No. 270788) [Master thesis, İnönü University]. National Thesis Center.
  • Güneş, F. (2000). Okuma yazma öğretimi ve beyin teknolojisi [Literacy teaching and brain technology]. Ocak.
  • Gürbüz, R., & Erdem, E. (2014). Matematiksel ve olasılıksal muhakeme arasındaki ilişkinin incelenmesi: 7. sınıf örneği [Investigation of the relationship between mathematical and probabilistic reasoning: 7th grade example]. Journal of Adıyaman University Graduate School of Social Sciences, 16, 205-230. https://doi.org/10.14520/adyusbd.748
  • Kosonen, P. O. (1992). Effects of teaching statistical laws on reasoning about problems. Thesis submitted in partial fullfilment of the requirements for the degree of doctor of philosophy. [Master thesis, Simon Fraser University]. Simon Fraser University Institutional Repository.
  • Kramarski, B., & Hirsch, C. (2003). Effect of computer algebra system (CAS) with metacognitive training on mathematical reasoning. Educational Media International, 40(3-4), 249-257. https://doi.org/10.1080/0952398032000113167
  • Lithner, J. (2008). A research framework for creative and imitative reasoning. Educational Studies in Mathematics, 67, 255-276. https://doi.org/10.1007/s10649-007-9104-2
  • Mevarech, Z. R., & Kramarski, B. (2003). Enhancing mathematical reasoning in the classroom: The effect of cooperative learning and metacognitive training. American Educational Research Journal. 40(1), 281-310. https://eric.ed.gov/?id=EJ677680
  • Ministry of National Education (MoNE). (2016). PİSA 2015 Uluslararası öğrenci değerlendirme projesi [PISA 2015 international student assessment project] National Report. General Directorate of Measurement, Evaluation and Examination Services Publications.
  • Ministry of National Education (MoNE). (2018). Matematik dersi öğretim programı (1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). [Mathematics curriculum (grades 1, 2, 3, 4, 5, 6, 7 and 8)]. Ankara.
  • Mullis, I., Martin, M., & Sainsbury, M. (2016). PIRLS 2016 reading framework. Lynch school of education. Collage.
  • National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. The Council. Özkan, U. B. (2019). Eğitim bilimleri araştırmaları için döküman inceleme yöntemi [Document review method for educational sciences research]. Pegem Akademi.
  • Özyılmaz, G. (2010). İlköğretim 7. sınıf öğrencilerine okuduğunu anlama stratejilerinin öğretiminin okuduğunu anlama başarısı üzerine etkisi [The effect of teaching reading comprehension strategies to primary school 7th grade students on reading comprehension achievement]. (Publication No. 262112) [Master thesis, Yıldız Technical University]. National Thesis Center.
  • Pilten, P. (2008). Üstbiliş stratejileri öğretimin ilköğretim beşinci sınıf öğrencilerinin matematiksel muhakeme becerilerine etkisi [The effect of teaching metacognitive strategies on mathematical reasoning skills of primary school fifth grade students]. (Publication Number. 214521) [Doctoral dissertation, Gazi University]. National Thesis Center.
  • Rawlinson, D., & Little, M. (2004). Improving student learning through classroom action research. Florida Department of Education.
  • Reidel, J., Tomaszewski, T., & Weaver, D. (2003). Improving student academic reading achievement through the use of multiple intelligence teaching strategies (ED 479 204). ERIC. https://eric.ed.gov/?id=ED479914
  • Rose, D. S., Parks, M., Androes, K., & McMahon, S. D. (2000). Imagery-based learning: Improving elementary students' reading comprehension with drama techniques. The Journal of Educational Research, 94(1), 55-63. https://doi.org/10.1080/00220670009598742
  • Schliemann, A. D., & Carraher, D. W. (2002). The evolution of mathematical reasoning: Everyday versus idealized understandings. Developmental Review, 22(2), 242-266. https://doi.org/10.1006/drev.2002.0547
  • Suzuki, K. (1997). Cognitive constructs measured in word problems: A comparison of students’ responses in performance-based tasks and multiple-choice tasks for reasoning. Annual Meeting of the American Educational Research Association.
  • Şimşek, A. (2012). Sosyal bilimlerde araştırma yöntemleri. Evren ve örneklem [Research methods in social sciences. Universe and sampling]. A. Şimşek (Ed.), Anadolu University.
  • Tabachnick B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Allyn ve Bacon. Inc.
  • Taşova, H. İ., & Delice, A. (2012, June 27-30). Modelleme etkinliği sürecine düşünme yapılarının etkisi; kaset problemi [The effect of thinking structures on modelling activity process; cassette problem]. [Conference session]. X. National Science and Mathematics Education Congress. Niğde, Turkey.
  • Trends in International Mathematics and Science Study (TIMSS). (2019). International study lynch school of education. College.
  • Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Seçkin.
There are 39 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Yasin Gökbulut 0000-0001-8554-1102

Ferhat Alpağu 0000-0003-0682-330X

Early Pub Date March 30, 2024
Publication Date March 31, 2024
Published in Issue Year 2024 Volume: 8 Issue: 1

Cite

APA Gökbulut, Y., & Alpağu, F. (2024). An Action Research on Primary School Students’ Reading Comprehension and Reasoning Skills. Türk Akademik Yayınlar Dergisi (TAY Journal), 8(1), 123-148.

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