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Yaratıcılık Gerektiren Bir Aktivite Olarak Matematiksel Modelleme Süreci

Mathematical Modeling Process as an Activity Requiring Creativity

Deniz Kaya(NEVŞEHİR HACI BEKTAŞ VELİ ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0002-7804-1772
Tamer Kutluca(DİCLE ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0003-0730-5248
Sayfa
1–24
Yayın Tarihi
2026-04-24
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Çalışmanın bulguları, öğrencilerin matematiksel modelleme (MM) yeterliklerinin, görevlerin zorluk düzeyi ve içerik yapısına bağlı olarak değişiklik gösterdiğini ortaya koymuştur.

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Amaç & Hipotez:Bu çalışmanın amacı, yaratıcılığı modelleme yeterlik süreçlerine dahil ederek ölçülebilir ve kavramsal olarak değerlendirilebilir bir boyut olarak ele almaktır.
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Temel Bulgular & Veri:Bu amaç doğrultusunda, zenginleştirilmiş yapının değerlendirilmesi için yaratıcılık gerektiren gerçek dünya problem durumları kullanılmıştır.
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Sonuç & Katkı:Çalışmanın bulguları, öğrencilerin matematiksel modelleme (MM) yeterliklerinin, görevlerin zorluk düzeyi ve içerik yapısına bağlı olarak değişiklik gösterdiğini ortaya koymuştur.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Kavramsallaştırma · yaratıcılık · matematiksel modelleme

Özet

Bu çalışmanın amacı, yaratıcılığı modelleme yeterlik süreçlerine dahil ederek ölçülebilir ve kavramsal olarak değerlendirilebilir bir boyut olarak ele almaktır. Bu amaç doğrultusunda, zenginleştirilmiş yapının değerlendirilmesi için yaratıcılık gerektiren gerçek dünya problem durumları kullanılmıştır. Gerçek dünya problemlerin çözüm sürecindeki yaratıcılık göstergeleri olarak yararlık, akıcılık ve orijinallik dikkate alınmıştır. Çalışma, araştırma sürecinin hem nitel hem de nicel boyutları dikkate alınarak yürütülmüştür. Araştırmanın katılımcıları lisans düzeyinde matematik öğretiminde modelleme dersini alan 60 lisans öğrenciden oluşmaktadır. Ölçüt örnekleme yöntemiyle belirlenen katılımcılar, veri toplama sürecinde çalışmalarını bireysel olarak gerçekleştirmiştir. Çalışmanın bulguları, öğrencilerin matematiksel modelleme (MM) yeterliklerinin, görevlerin zorluk düzeyi ve içerik yapısına bağlı olarak değişiklik gösterdiğini ortaya koymuştur. Tüm görevlerde öğrencilerin performansları incelendiğinde, yararlık, akıcılık ve orijinallik boyutları arasında anlamlı ve tutarlı ilişkiler belirlenmiştir. Genel olarak elde edilen sonuçlar, yararlılık, akıcılık ve özgünlük gibi yaratıcılık göstergelerinin MM yeterliklerinin yapısına dahil edilmesi gerektiğini ortaya koymakta ve bu doğrultuda yapılacak modelleme araştırmaları için yeni bir alan açmaktadır.

Abstract

The aim of this study is to address creativity as a measurable and conceptually assessable dimension by incorporating it into the processes of modeling competence. For this purpose, real-world problem situations requiring creativity were employed to evaluate the enriched structure. Usefulness, fluency, and originality were indicators of creativity in solving real-world problems. The study was conducted by addressing both qualitative and quantitative dimensions of the research process. The research participants consist of 60 students taking the modeling course in mathematics teaching at the undergraduate level. The participants, selected through criterion sampling, completed their work individually during the data collection process. The findings of the study revealed that students’ mathematical modeling (MM) competencies varied depending on the difficulty level and content structure of the tasks. A significant and consistent relationship was identified among the dimensions of usefulness, fluency, and originality in students' performance across all tasks. Overall, the findings reveal that creativity indicators—such as usefulness, fluency, and originality—should be integrated into the structure of MM competencies, and they contribute to opening a new avenue for future modeling studies in this direction.

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Bu Makaleye Atıf Yap

Kaya, D., Kutluca, T. (2026). Yaratıcılık Gerektiren Bir Aktivite Olarak Matematiksel Modelleme Süreci. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 23 Sayı: 1, 1–24. https://doi.org/10.33711/yyuefd.1788468

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