期刊名称：Turkish Journal of Computer and Mathematics Education (TURCOMAT)
印刷版ISSN：1309-4653
出版年度：2009
卷号：1
期号：1
DOI：10.16949/turcomat.07034
出版社：Türkbilmat Eğitim Hizmetleri
摘要：Bu çalışma matematik öğretimi için yüze yakın ÖN içeren bir ÖN ambarı tasarlandıktan sonra, bu ambardaki ÖN'lerin sınıf içi kullanımından önce teknolojik ve pedagojik açıdan değerlendirilerek, geçerli ve kullanılabilir bir ÖN ambarı tasarımının gerçekleştirilmesini hedeflemiştir. Tasarlanan ortamın değerlendirilmesi için veri toplamak amacıyla 2 farklı anket kullanılmıştır. Bu anketler kullanılarak, ÖN ambarını inceleyen 64 eğitimci ve matematik öğretmeni tarafından pedagojik ve içerik açısından, 46 materyal tasarımı uzmanı ve web tasarım uzmanı tarafından ara yüz, tasarım, teknoloji ve güvenlik açısından değerlendirilmesi sağlanmıştır. Çalışmada; pedagojik açıdan; nesnelerin sayı olarak yeterli olduğu, içerik geliştirme sisteminin detaylarından arındırılması gerektiği, ÖN'lerin yeterince etkileşim unsuruna sahip olduğu, matematiksel ilişkilerin keşfedilmesine katkı sağlayabileceği, duyuşsal öğrenmelerine yönelik etkinliklere daha fazla yer verilmesi gerektiği, heyecan verici ve eğlenceli bir öğrenme ortamı oluşabileceği gibi sonuçlara ulaşılmıştır. Bunun yanında tasarım uzmanlarının cevaplarından; tasarlanan ortamın sade ve kolay kullanımlı bir ortam olarak değerlendirildiği anlaşılmaktadır. Bu değerlendirmeler ışığı altında güncellenecek olan ÖN ambarının sınıf ortamında kullanılması sağlanacaktır.
其他摘要：Learning Objects (LOs) are web based learning resources presented by Learning Object Repositories (LOR). For recent years LOs have begun to take place on web and it is suggested that appropriate design of LOs can make positive impact on learning. In order to support learning, research studies recommends LOs should have been evaluated pedagogically and technologically, and the content design created by using LOs should have been designed through appropriate instructional models. Since the use of LOs have recently begun, an exact pedagogical model about efficient use of LOs has not been developed. In this study a LOR is designed in order to be used in mathematics education. The LOs in this LOR have been evaluated pedagogically and technologically by mathematics teachers and field experts. In order to evaluate the designed LO based environment, two different questionnaires have been used. These questionnaires are developed by using the related literature about web based learning environments evaluation criteria and also the items are discussed with the field experts for providing the validity. The reliability of the questionnaires is calculated cronbach alpha = 0.715 for the design properties evaluation survey and cronbach alpha =0.726 for pedagogic evaluation. Both of two questionnaires are five point Likert type. The first questionnaire has the items about “Learning Support of LOs, Competency of LOR, The importance of LOs in mathematics education, the usability of LOs by students”. “The activities on LOs are related to outcomes of subjects, there are activities for students have different learning styles. There are activities for wondering students.” are examples for items about learning support of LOs. “System helps for exploration of mathematical relations”, “I think teaching mathematics with this system will be enjoyable.” are example items for importance of LOs in mathematics education. In the competency of LOR title, “System can be used in problem design about daily life.”, “Using systems can take much time for teachers” and in the title Students‟ using of LOR, “System is not appropriate for collaboration”, “The learning environment can help communication between students.” are the example items. In the technological dimension, the title design principles consist of items like; “The text and tables on the LOs are readable. The design of the menus makes the system usable. , The design is original.” In technological consistency title “LOs can be found by search options.”, “The tools are used for users to continue on the system.” , “Many kinds of files can be uploaded in to the system.” and in security title, the questionnaire has items like; the upload and download systems do not have problems, the user control system works confident. By using these surveys 64 educators in the field and mathematics teacher evaluated the LOR in pedagogy and content dimensions, and 46 material design expert and web expert evaluated LOR in design, technology and security dimensions. As a result of pedagogical and content evaluation, the participants revealed positive views about the LO based learning environment. In pedagogical dimension; it is found that the number of LOs is enough, the content design system must be eliminated from the details, the LOs have enough interaction, LOs can help exploring mathematical relations, and the activities related affective domain must be increased and by using of LOs an exciting and funny learning environment may be designed. In addition; according to the design experts, the learning environment is basic and useful, also most of them agreed on the system that it is complied with design criteria. Besides experts evaluated the security options are feasible. By the results of this study, the LOR will be updated and revised to a form a web based learning environment for mathematics education and the real impact of LO based mathematics learning environment will be investigated in future studies.
