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Journals / MANAS Sosyal Araştırmalar Dergisi / 2010 / Cilt: 12 - Sayı: 24

THE SELF-EFFICACY PERCEPTIONS OF TEACHERS AS REGARDES PROBLEM-BASED LEARNING APPROACH IN PRIMARY MATHEMATICS TEACHING

İLKÖĞRETİM MATEMATİK ÖĞRETİMİNDE PROBLEME DAYALI ÖĞRENME YAKLAŞIMINA İLİŞKİN ÖĞRETMENLERİN ÖZ-YETERLİK ALGILARI

Kemal ÖZGEN
Cahit PESEN
Pages
115–135
Publication Date
2010-10-01
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

According to the results of the study, self-efficacy perceptions of teachers towards to problem-based learning approach was positive and high level

📌 3 Key Takeaways

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Objective & Hypothesis:The aim of this research is to describe the self-efficacy perceptions of primary and mathematics teachers as regardes problem-based learning approach in mathematics lesson, and to investigate tecahers’ perceptions according to sex, branch and seniority variables.
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Key Findings & Data:This study took place in Diyarbakır center and 154 primary and mathematics tecahers attended the study. “Problem-Based Learning Self-Efficacy Scale” was developed for using in this research.
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Conclusion & Impact:According to the results of the study, self-efficacy perceptions of teachers towards to problem-based learning approach was positive and high level
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Probleme Dayalı Öğrenme · İlköğretim Matematik · Problem-Based Learning

Abstract

The aim of this research is to describe the self-efficacy perceptions of primary and mathematics teachers as regardes problem-based learning approach in mathematics lesson, and to investigate tecahers’ perceptions according to sex, branch and seniority variables. This study took place in Diyarbakır center and 154 primary and mathematics tecahers attended the study. “Problem-Based Learning Self-Efficacy Scale” was developed for using in this research. Developed scale was instituted three factors. As; cognitive guidance, motivation and anxiety. Data have been analyzed and commented by means, percentages, t-test and variance analyze. According to the results of the study, self-efficacy perceptions of teachers towards to problem-based learning approach was positive and high level

Özet

Bu çalışmanın amacı, sınıf ve ilköğretim matematik öğretmenlerinin matematik dersinde probleme dayalı öğrenme yaklaşımına ilişkin öz-yeterlik algılarını betimlemek, ayrıca cinsiyet, branş ve kıdem değişkenlerine göre algılarını incelemektir. Araştırma Diyarbakır Merkez İlköğretim okullarında çalışan toplam 154 sınıf ve ilköğretim matematik öğretmenleri üzerinde gerçekleştirilmiştir. Araştırmada kullanılmak üzere “Probleme Dayalı Öğrenme Öz-Yeterlik Ölçeği” geliştirilmiştir. Geliştirilen ölçek bilişsel rehberlik, motivasyon ve kaygı alt faktörlerinden oluşmuştur. Elde edilen veriler ortalamalar, yüzde, t-testi ve varyans analizinden yararlanarak yorumlanmıştır. Araştırma sonucunda, matematik dersinde probleme dayalı öğrenme yaklaşımına ilişkin öğretmenlerin öz-yeterlik algılarının olumlu ve yüksek düzeyde olduğu belirlenmiştir

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Cite This Article

ÖZGEN, K., PESEN, C. (2010). THE SELF-EFFICACY PERCEPTIONS OF TEACHERS AS REGARDES PROBLEM-BASED LEARNING APPROACH IN PRIMARY MATHEMATICS TEACHING. MANAS Sosyal Araştırmalar Dergisi, Cilt: 12 - Sayı: 24, 115–135. https://ajindex.com/articles/3407

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