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İlköğretim İkinci Kademe Öğretmenlerinin TIMSS Hakkındaki Görüşleri

Middle School Mathematics Teachers' Perspective on TIMSS

Journal Name:

  • Pamukkale Üniversitesi Eğitim Fakültesi Dergisi

Publication Year:

  • 2013
DOI: 
http://dx.doi.org/10.9779/PUJE455

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
A survey research design was utilized and conducted on 200 of the 250 middle school mathematics teachers whose students would represent Turkey in TIMSS 2011. Data revealed that statistically meaningful differences exist between the mathematics success expected on application-, reasoning-level questions and school's residential location. This difference was in favor of students in larger settlements. Statistically meaningful differences also exist between expected success on application-, reasoning-level questions and the experience of teachers. This difference is in favor of students having more experienced teachers. 76.5% of the teachers consider textbooks unsatisfactory/partially unsatisfactory in preparing students for TIMSS. 75.5% of the teachers claimed to use constructivist pedagogy; however, 65% do one or fewer activities per week, using the textbook. To elevate Turkey's ranking in TIMSS, teachers recommend cutting down on the mathematics program, increasing question variety in the textbooks. Teachers' indicate a need for in-service workshops focusing on the ability to motivate students and write questions promoting higher-level thinking skills.
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Abstract (Original Language): 
Bu çalışma, şubeleri Türkiye'yi TIMSS 2011'de temsil edecek olan, 250 ilköğretim ikinci kademe matematik öğretmeninin 200'üne verilen bir anket kullanılarak gerçekleştirilmiştir. Veri analizleri sonunda, TIMSS uygulama ve sonuç çıkarma sorularında öğretmenlerin başarı beklentileri ile yerleşim bölgeleri arasında anlamlı farklılıklar olduğu bulunmuştur. Bu farklar büyük yerleşim bölgelerindeki öğrencilerin lehinedir. Uygulama ve sonuç çıkarma sorularındaki başarı beklentileri ile öğretmen tecrübesi arasında da anlamlı bir farklılık görülmüştür ve bu fark tecrübeli öğretmenleri olan öğrencilerin lehinedir. Öğretmenlerin %76,5'inin ders kitaplarının öğrencileri TIMSS'e hazırlamaya katkısından memnun olmadığı saptanmıştır. Öğretmenlerin %75,5'i yapılandırmacı yaklaşımı kullandıklarını söylerken, %65'inin kitaptan haftada bir veya daha az etkinlik yaptığı bulunmuştur. Gelecekte, Türkiye'nin TIMSS'de daha başarılı olması için alınan öğretmen görüşleri matematik programındaki konu sayısının azaltılması, kitaplardaki soru çeşitliliğinin, özellikle uygulama ve sonuç çıkarma sorularının arttırılması yönündedir. Öğretmenler öğrencilerin motivasyonunu arttırabilmek ve üst düzey düşünme becerilerini geliştirebilmek için, hizmetiçi eğitime ihtiyaç duyduklarını ifade etmektedirler.
FULL TEXT (PDF): 
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  • 33
11-29
  • Turkish

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