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İSTATİSTİK ÖĞRETİMİNDE YENİ YAKLAŞIMLARIN İSTATİSTİKSEL OKURYAZARLIĞA ETKİSİ: PROJE TABANLI ÖĞRENME

THE EFFECT OF NEW APPROACHS ON STATISTICAL LITERACY: PROJECT BASED LEARNING

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Abstract (2. Language): 
In this study, it was aimed to investigate the effect of project based learning approach on students’ statistical literacy levels towards change. With this aim, a performance test was developed related change concept This test is include 10 open-ended question. Quasi-experimental research design was used in the study. At intervention group statistics is given for four weeks according to project based learning approach. The sample consisted of total of 70 students studying at two different 8th grade classes of a middle school in 2011–2012 academic year in Trabzon The data were analysed with Rasch (1980) model. All raw scores transformed lineer score by Winsteps 3.72 to obtain equal interval scale. Lineer scores were used in ANCOVA analysis. According to gained between the achievements of intevention group and control group there is a substantial difference statistically in favor of intevention group. The results of the study revealed that the project based learning increased students’ statistical literacy levels towards change concept in the intervention group. Students' statistical literacy levels were displayed before aplication and after application by person item maps. Besides study was supported by the qualitative data.
Abstract (Original Language): 
Bu çalışmanın amacı proje tabanlı öğrenme yaklaşımının öğrencilerinin değişim kavramına yönelik istatistiksel okuryazarlık seviyelerine etkisini belirlemektir. Bu amaçla uzman görüşleri doğrultusunda değişim kavramına yönelik 10 sorudan oluşan bir test geliştirilmiştir. Testteki sorular değişim kavramının anlamı, farklı türdeki grafiklerde değişimin değerlendirilmesi, deneysel olasılık içeren bir olayda değişimin değerlendirilmesi, standart sapma, dağılım ve açıklık ile birlikte değişimin değerlendirilmesi ile ilgili bilgileri ölçmeye yöneliktir. Geliştirilen ölçme aracı 35’i deney grubu, 35’i kontrol grubu olmak üzere toplam 70 ortaokul 8. sınıf öğrencisine ön-test son-test olmak üzere iki kez uygulanmıştır. Elde edilen ham puanlar Winsteps 3.72 modelleme programı ile lineer puanlara dönüştürülmüştür. Lineer puanlar ile Ancova analizi yapılmıştır. Elde edilen nicel bulgulara göre proje tabanlı öğrenme yaklaşımının öğrencilerin değişim kavramına yönelik istatistiksel okuryazarlık seviyelerini arttırdığı sonucuna varılmıştır. Öğrencilerin uygulama öncesi ve uygulama sonrası istatistiksel okuryazarlık seviyeleri kişi madde haritaları ile ortaya konmuştur. Proje tabanlı öğrenme öncesi ve sonrası öğrencilerden elde edilen nitel verilerle de uygulamanın etkisi ortaya konulmaya çalışılmıştır.
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