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Journals / Erzincan Üniversitesi Eğitim Fakültesi Dergisi / 2019 / Cilt: 21 - Sayı: 2

Classroom Reflections of Model-Based Instruction: Ace Teaching Cycle

Model Temelli Öğretimin Sınıf İçi Yansımaları: Ace Öğretim Döngüsü

Elif KILIÇOĞLU
Abdullah KAPLAN
Pages
191–211
Publication Date
2022-10-18
DOI
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AI Summary & Key Takeaways

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

Consequently, it was revealed from the classroom reflections that the students could express their ideas easily, they could question their incorrect or incomplete ideas without hesitation, they learnt how to act with reference to these incomplete ideas, they perceived that incorrect ideas are as important as the correct ones, different approaches were precious and different approaches could emerge for all circumstances.

📌 3 Key Takeaways

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Objective & Hypothesis:Aim of this study was to reveal reflections of the instruction process based on ACE (Activity, Class Discussion, Exercises) teaching cycle.
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Key Findings & Data:The study was carried out with 7th graders in a public middle school on equations in 2014-2015 academic year.
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Conclusion & Impact:Consequently, it was revealed from the classroom reflections that the students could express their ideas easily, they could question their incorrect or incomplete ideas without hesitation, they learnt how to act with reference to these incomplete ideas, they perceived that incorrect ideas are as important as the correct ones, different approaches were precious and different approaches could emerge for all circumstances.
🔬Design:Research Article
📍Scope:2014-2015 Verileri
⚙️Variables:Matematiksel soyutlama · APOS Teorisi · ACE Öğretim Döngüsü

Abstract

Aim of this study was to reveal reflections of the instruction process based on ACE (Activity, Class Discussion, Exercises) teaching cycle. The study was carried out with 7th graders in a public middle school on equations in 2014-2015 academic year. This quasi-experimental study lasted for 20 hours in total. The whole implementation process was videotaped, and the records were transcribed by the researcher and was written as a document. The obtained documents were analyzed through content analysis. Consequently, it was revealed from the classroom reflections that the students could express their ideas easily, they could question their incorrect or incomplete ideas without hesitation, they learnt how to act with reference to these incomplete ideas, they perceived that incorrect ideas are as important as the correct ones, different approaches were precious and different approaches could emerge for all circumstances.

Özet

Bu çalışmanın amacı matematiksel soyutlama temelli geliştirilen ACE (Activity, Class Discussion, Exercises) öğretim modeline göre uygulanan öğretim sürecinin yansımalarını sunmaktır. Uygulama 2014-2015 eğitim-öğretim yılında Erzurum iline bağlı bir devlet ortaokulunun 7. sınıfında denklem alt öğrenme alanında gerçekleştirilmiştir. Yarı deneysel yönteme göre şekillendirilen bu çalışma, toplamda 20 saat süren bir uygulama sürecini kapsamaktadır. Uygulamanın tamamı video ile kayıt altına alınmış, daha sonra bu kayıtlar araştırmacı tarafından transkript edilerek yazılı dokumanlar haline getirilmiştir. Elde edilen dokumanlar içerik analizine tabi tutulmuştur. Araştırma sonunda sınıf içi yansımalardan; öğrencilerin düşüncelerini rahatlıkla ifade edebildikleri, yanlış düşüncelerinin ya da eksik düşüncelerinin çekinilmeden sorgulayabildikleri, eksik düşüncelerden hareket etmeyi öğrendikleri, yanlış düşüncelerin en az doğru düşünceler kadar değerli olduğunu algıladıkları, farklı yaklaşımların değerli olduğu ve tüm durumlar için farklı yaklaşımların olabileceği gibi bazı çıkarımlar elde edilmiştir.

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Cite This Article

KILIÇOĞLU, E., KAPLAN, A. (2022). Classroom Reflections of Model-Based Instruction: Ace Teaching Cycle. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 21 - Sayı: 2, 191–211. https://ajindex.com/articles/504994

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