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Matematik Öğretmenlerinin Yanlış Cevaplara Verdikleri Dönütlerin Öğrenci Özsaygıları Üzerindeki Rolü

Yıl 2016, Cilt: 36 Sayı: 3, 0 - 0, 30.12.2016

Mustafa Çevikbaş Ziya Argün

Öz

Bu araştırmanın amacı matematik öğretmenlerinin yanlış cevaplara verdikleri dönütlerin öğrenci özsaygıları üzerinde ne gibi bir rol oynadığının belirlenmesidir. Nitel bir araştırma olan bu çalışma fenomenolojik desene uygun olarak tasarlanmıştır. Amaçlı örnekleme yöntemi ile belirlenen katılımcılar bir devlet lisesinde öğrenim gören yedi dokuzuncu sınıf öğrencisi ve altı matematik öğretmeninden oluşmaktadır. Araştırmanın veri toplama araçlarını görüşme, gözlem ve alan notları oluşturmaktadır. Nitel verilerin betimsel analizi ile elde edilen bulgulara göre matematik öğretmenlerinin kullandıkları belirlenen altı dönüt türünden kolaylaştırıcı ve teşvik edici dönütün öğrenci özsaygısını olumlu; düzeltici ve cezalandırıcı dönütün olumsuz yönde etkilediği belirlenmiştir. Açıklayıcı ve sorgulayıcı dönütün ise kullanım biçimlerine göre özsaygı üzerinde hem olumlu hem de olumsuz etkilerinin bulunduğu belirlenmiştir.

Kaynakça

  • Bahar, M. ve Çakıroğlu, J. (2008). Özel Alan Yeterlikleri. Biyoloji Komisyonu 1. Dönem Raporu. MEB Öğretmen Yetiştirme ve Eğitimi Genel Müdürlüğü.
  • Bandiera, O., Larcinese, V. ve Rasul, I. (2015). Blissful Ignorance? A Natural Experiment on the Effect of Feedback on Students' Performance. Labour Economics, 13.
  • Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York: Freeman.
  • Barry, C. T., Chaplin, W. F. ve Grafeman, S. J. (2006). Aggression Following Performance Feedback: The Influences of Self-Esteem, Narcissism, Feedback Valence, and Comparative Standard. Personality and Individual Differences, 41, 177-187.
  • Bartram, M. ve Walton, R. (1991). Correction-Mistake Management: A Positive Approach for Language Teachers. Brighton: The British Council Library.
  • Bear, G. G. (2005). Developing Selfdiscipline and Preventing and Correcting Misbehavior. Boston: Allyn & Bacon.
  • Biggs, J. B. (2003). Teaching For Quality Learning at University: What the Student Does. Maidenhead, UK: Society for Research into Higher Education & Open University Press.
  • Bleiler, S. K., Thompson, D. R. ve Krajcevski, M. (2014). Providing Written Feedback on Students' Mathematical Arguments: Proof Validations of Prospective Secondary Mathematics Teachers. Journal of Mathematics Teacher Education, (2), 105.
  • Booth, M. Z. ve Gerard J. M. (2011). Self-esteem and academic achievement: a comparative study of adolescent students in England and the United States. Compare: A Journal of Comparative and International Education, 41(5), 629–648.
  • Brookhart, S. M. (2008). How to Give Effective Feedback to Your Students. ASCD: Alexandria, VA.
  • Butler, M., Pyzdrowski, L., Goodykoontz, A. ve Walker, V. (2008). The Effects of Feedback on Online Quizzes. International Journal for Technology in Mathematics Education, 15(4), 131-136.
  • Chan, J. C. Y. ve Lam, S. F. (2010). Effects of Different Evaluative Feedback on Students’ Self-Efficacy in Learning, Instructional Science, 38(1), 37-58.
  • Chen, J., Mak, R. ve Fujita, S. (2015). The Effect of Combination of Video Feedback and Audience Feedback on Social Anxiety: Preliminary findings. Behavior Modification, 39(5), 721-739
  • Coulter, G. A. ve Grossen, B. (1997). The Effectiveness of In-Class Instructive Feedback Versus After-Class Instructive Feedback for Teachers Learning Direct Instruction Teaching Behaviors. Effect School Pract, 16, 21–35.
  • Creswell, J. W. (2008). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (3rd edition). Upper Saddle River, NJ: Pearson Education.
  • Çimer, S. O., Bütüner, S. Ö. ve Yiğit, N. (2010). Öğretmenlerin Öğrencilerine Verdikleri Dönütlerin Tiplerinin ve Niteliklerinin İncelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 23(2), 517-538.
  • Delmolino, L., Hansford, A., Bamond, M., Fiske, K. ve Larue, R. (2013). The Use of Instructive Feedback for Teaching Language Skills to Children with Autism. Research in Autism Spectrum Disorders, 7(6), 648-661.
  • Denscombe, M. (2007). The Good Research Guide: For Small Scale Social Research Projects. Berkshire: Open University Press McGraw Hill.
  • Dysthe, O. (2007). How a Reform Affects Writing in Higher Education. Studies in Higher Education, 32(2), 237-253.
  • Duhon, G., House, S., Hastings, K., Poncy, B. ve Solomon, B. (2015). Adding Immediate Feedback to Explicit Timing: An Option for Enhancing Treatment Intensity to Improve Mathematics Fluency. Journal of Behavioral Education, 24(1), 74-87.
  • Edge, J. (1989). Mistakes and Correction. London: Pearson Education, Longman
  • Ekşi, G. (2012). Mikroöğretimde Daha Etkili Bir Geribildirim İçin Gözlem ve Dönüt Formunun Uygulanması. Eğitim ve Bilim, 37(164).
  • Ellis, R., Sheen, Y., Murakami, M. ve Takashima, H. (2008). The Effects of Focused and Unfocused Written Corrective Feedback in an English as a Foreign Language Context. System, 36, 353-371.
  • Fredenburg, K. B., Lee, A. M. ve Solmon, M. (2001). The Effects of Augmented Feedback on Students' Perceptions and Performance. Research Quarterly for Exercices and Sports, 72(3), 232-242.
  • Fyfe E. (2012). The Effects of Feedback During Exploratory Mathematics Problem Solving: Prior Knowledge Matters. [serial online]. n.d.; Available from: Networked Digital Library of Theses & Dissertations, Ipswich, MA. 14 Eylül 2015 de ulaşılmıştır.
  • Govindarajan, K. (2013). A study on self-esteem and achievement in mathematics of secondary school students. International Journal of Current Research 5(9), 2563-2565.
  • Hattie, J. ve Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77, 1, 81–112.
  • Hawk, T. F. ve Shah, A. J. (2008). A Revised Feedback Model for Task and Self-Regulated Learning. The Coastal Business Journal, 7(1), 66-81.
  • Huxham, M. (2007). Fast and Effective Feedback: Are Model Answers the Answer? Assessment and Evaluation in Higher Education, 32(6), 601-611.
  • Husserl, E. (2003). Fenomenoloji Üzerine Beş Ders (Çev: H. Tepe) Ankara: Bilim ve Sanat Yayınevi.
  • James, W. (1890). The Principles of Psychology. NY: Holt. Retrieved from: http://ebooks.adelaide.edu.au/j/james/william/principles/complete.html.
  • Joyce, B., Weil, M. ve Calhoun, E. (2000). Models of Teaching (6th edition), Allyn & Bacon, 2000. ISBN 0205389279.
  • Kangalgil, M. (2013). Beden Eğitimi ve Spor Derslerinde Dönüt Kullanımının Öğretmen Boyutuyla Değerlendirilmesi. Eğitim ve Bilim, 38(170), 384-400.
  • Ko, H. (2014). The Effects of Peer Feedback on Second and Foreign Language Writing Development. Master Thesis, The University of Texas at Austin.
  • Labuhn, A. S., Zimmerman, B. J., ve Hasselhorn, M. (2010). Enhancing Students' Self-Regulation and Mathematics Performance: The Influence of Feedback and Self-Evaluative Standards. Metacognition and Learning, (2), 173.
  • Lincoln, Y. S. ve Guba, E. G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage.
  • Lyster, R. ve Ranta, L. (1997). Corrective Feedback and Learner Uptake: Negotiation of Form in Communicative Classrooms. Studies in Second Language, Acquisition, 37-66.
  • Mason, J. (2005). Qualitative Researching (2nd edition). London: Sage.
  • MEB, (2010). Ortaöğretim Matematik Dersi Öğretim Programı, T.C. Milli Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı. http://ttkb.meb.gov.tr/www/guncellenen-ogretim-programlari-ve-kurul-kararlari/icerik/150 adresinden edinilmiştir.
  • Miles, M. B. ve Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. (2nd Edition). California: SAGE Publications.
  • Nakata, T. (2015). Effects of Feedback Timing on Second Language Vocabulary Learning: Does Delaying Feedback İncrease Learning?, Language Teaching Research, 19(4), 416-434.
  • Naroth C. (2010). Constructive Teacher Feedback for Enhancing Learner Performance in Mathematics. [serial online]. n.d.; Available from: Networked Digital Library of Theses & Dissertations, Ipswich, MA. 14 Eylül 2015 de ulaşılmıştır.
  • Nelson, M. M. ve Schunn, C. D. (2009). The Nature of Feedback: How Different Types of Peer Feedback Affect Writing Performance. Instructional Science, 37(4), 375-401.
  • Nicol, D. J. ve Macfarlane-Dick, D. (2006). Formative Assessment and Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice. Studies in Higher Education, 31(2), 199–218.
  • Núñez, J., Suárez, N., Vallejo, G., Cerezo, R, Rosário, P. ve Valle, A. (2015). Teachers' Feedback on Homework, Homework-Related Behaviors, and Academic Achievement. Journal of Educational Research, 108(3), 204-216.
  • Oral, B. (2000). Öğretmen Adaylarının Algılarına Göre İlköğretim Sınıf Öğretmenlerinin Dönüt ve Düzeltme Davranışları, Eğitim Araştırmaları, 2, 59-64.
  • O’Reilly, D. (1994). Negotiated Study and Learning Contracts Part 6 Teaching and Learning in Practice. Nursing Times, 90(9), 2-8.
  • Öztürk, A. (2006). Bilgisayar Destekli Öğretimde Geribildirim Türü ve Zamanlamasının Öğrenci Başarısı ve Öğrenmede Kalıcılık Üzerindeki Etkisi. Yüksek Lisans Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Pişkin, M. (1996). Self-Esteem and Locus of Control of Secondary School Both in England and Turkey. Yayımlanmamış Doktora Tezi, University of Leicester, England.
  • Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G., Penuel, B., Nussbaum, M. ve Claro, S. (2010). Scaffolding Group Explanation and Feedback with Handheld Technology: Impact on Students' Mathematics Learning. Educational Technology Research and Development, (4). 399.
  • Santagata, R. (2002). When Student Make Mistake: Socialization Practices in Italy and the United States. Doctoral Dissertation, Los Angeles: University of California, Philosophy in Psychology.
  • Senemoğlu, N. (2005). Gelişim, Öğrenme ve Öğretim: Kuramdan Uygulamaya (12. baskı), Ankara: Gazi Kitabevi.
  • Scheeler, M. C., Ruhl, K. L. ve McAfee, J. K. (2004). Providing Performance Feedback to Teachers: A Review. Teacher Education and Special Education, 27. 396–407.
  • Schmuck, A. R. ve Schmuck, A. P. (2001). Group Processes in the Classroom. By the McGraw-Hill Company, USA.
  • Schuster, J. W. ve Stevens, K. B. (1991). Supervising Practicum Students: A Difficult Job. Teacher Education and Special Education, 14, 169-176.
  • Scott, S. (2008). Improving Student Satisfaction with Feedback: Report on a Project Undertaken in the Faculties of Arts & Social Sciences and of Law at UNSW.
  • Siu, M. (1999). New roles for design teachers. Education Today. 49(1), 25-30.
  • Skipper, Y. ve Douglas, K. (2015). The Influence of Teacher Feedback on Children's Perceptions of Student-Teacher Relationships. British Journal of Educational Psychology, 85(3), 276-288.
  • Smith, P. L. ve Ragan, T. J. (2005). Instructional Design (3rd edition). Hoboken, NJ: John Wiley & Sons.
  • Sternberg, R. J. ve Williams, W. M. (2002). Educational Psychology. Boston: Allyn-Bacon.
  • Tekin-İftar, E. ve Kırcaali-İftar, G. (2006). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. (3. baskı) Ankara: Nobel Yayın Dağıtım.
  • Titchen, A. ve Hobson, D. (2005). Phenomenology. In Somekh, Bridget and Cathy Lewin (eds.), Research methods in the social sciences, (pp: 121-130). New Delhi: Sage.
  • Toro-Zambrana, W. (1996). An Evaluation of Supervision in a Field-Based Practicum Experience in Severe Disabilities. Doctoral Dissertation. Purdue University, USA.
  • Tunstall, P. ve Gipps, C. (1996). Teacher Feedback to Young Children in Formative Assessment: A Typology. British Educational Research Journal, 22(4), 389-404.
  • Türkdoğan, A. (2011). Yanlışın Anatomisi: İlköğretim Matematik Sınıflarında Öğrencilerin Yaptıkları Yanlışlar ve Öğretmenlerin Dönütlerinin Analitik İncelenmesi. Doktora Tezi. Karadeniz Teknik Üniversitesi, Eğitim Bilimleri Enstitüsü, Trabzon.
  • Tzetzis, G., Votsis, E. ve Kourtessis, T. (2008). The Effect of Different Corrective Feedback Methods on The Outcome and Self-Confidence of Young Athletes. Journal of Sports Science and Medicine, 7, 371-378.
  • Vincent, R. (2006). An Analysis of Primary Grade Teacher Feedback as A Context for the Development of Students' Self-Esteem. Doctoral Dissertation, Texas Woman's University, College of Professional Education, Texas.
  • Westman, A. M. (2006). How Positive and Negative Feedback Affect Future Intended Behavioral Responses as A Function of Self-Esteem and How Credibility and Accuracy of the Appraiser Moderates That Relationship. Beaumont: Lamar University.
  • Wigfield, A., Eccles, J. S., MacIver, D., Reuman, D. A., Midgley, C. (1991). Transitions during early adolescence: Changes in children’s domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology. 27( 4), 552–565.
  • Winn, W. (1991). The Assumptions of Constructivism and Instructional Design. Educational Technology, 31(9), 38–40.
  • Woolfolk, A. (2013). Educational Psychology (13th edition). Boston, MA: Allyn & Bacon.
  • Yıldırım, A. ve Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (9. baskı) Ankara: Seçkin Yayınevi.

Yıl 2016, Cilt: 36 Sayı: 3, 0 - 0, 30.12.2016

Mustafa Çevikbaş Ziya Argün

Öz

Kaynakça

  • Bahar, M. ve Çakıroğlu, J. (2008). Özel Alan Yeterlikleri. Biyoloji Komisyonu 1. Dönem Raporu. MEB Öğretmen Yetiştirme ve Eğitimi Genel Müdürlüğü.
  • Bandiera, O., Larcinese, V. ve Rasul, I. (2015). Blissful Ignorance? A Natural Experiment on the Effect of Feedback on Students' Performance. Labour Economics, 13.
  • Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York: Freeman.
  • Barry, C. T., Chaplin, W. F. ve Grafeman, S. J. (2006). Aggression Following Performance Feedback: The Influences of Self-Esteem, Narcissism, Feedback Valence, and Comparative Standard. Personality and Individual Differences, 41, 177-187.
  • Bartram, M. ve Walton, R. (1991). Correction-Mistake Management: A Positive Approach for Language Teachers. Brighton: The British Council Library.
  • Bear, G. G. (2005). Developing Selfdiscipline and Preventing and Correcting Misbehavior. Boston: Allyn & Bacon.
  • Biggs, J. B. (2003). Teaching For Quality Learning at University: What the Student Does. Maidenhead, UK: Society for Research into Higher Education & Open University Press.
  • Bleiler, S. K., Thompson, D. R. ve Krajcevski, M. (2014). Providing Written Feedback on Students' Mathematical Arguments: Proof Validations of Prospective Secondary Mathematics Teachers. Journal of Mathematics Teacher Education, (2), 105.
  • Booth, M. Z. ve Gerard J. M. (2011). Self-esteem and academic achievement: a comparative study of adolescent students in England and the United States. Compare: A Journal of Comparative and International Education, 41(5), 629–648.
  • Brookhart, S. M. (2008). How to Give Effective Feedback to Your Students. ASCD: Alexandria, VA.
  • Butler, M., Pyzdrowski, L., Goodykoontz, A. ve Walker, V. (2008). The Effects of Feedback on Online Quizzes. International Journal for Technology in Mathematics Education, 15(4), 131-136.
  • Chan, J. C. Y. ve Lam, S. F. (2010). Effects of Different Evaluative Feedback on Students’ Self-Efficacy in Learning, Instructional Science, 38(1), 37-58.
  • Chen, J., Mak, R. ve Fujita, S. (2015). The Effect of Combination of Video Feedback and Audience Feedback on Social Anxiety: Preliminary findings. Behavior Modification, 39(5), 721-739
  • Coulter, G. A. ve Grossen, B. (1997). The Effectiveness of In-Class Instructive Feedback Versus After-Class Instructive Feedback for Teachers Learning Direct Instruction Teaching Behaviors. Effect School Pract, 16, 21–35.
  • Creswell, J. W. (2008). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (3rd edition). Upper Saddle River, NJ: Pearson Education.
  • Çimer, S. O., Bütüner, S. Ö. ve Yiğit, N. (2010). Öğretmenlerin Öğrencilerine Verdikleri Dönütlerin Tiplerinin ve Niteliklerinin İncelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 23(2), 517-538.
  • Delmolino, L., Hansford, A., Bamond, M., Fiske, K. ve Larue, R. (2013). The Use of Instructive Feedback for Teaching Language Skills to Children with Autism. Research in Autism Spectrum Disorders, 7(6), 648-661.
  • Denscombe, M. (2007). The Good Research Guide: For Small Scale Social Research Projects. Berkshire: Open University Press McGraw Hill.
  • Dysthe, O. (2007). How a Reform Affects Writing in Higher Education. Studies in Higher Education, 32(2), 237-253.
  • Duhon, G., House, S., Hastings, K., Poncy, B. ve Solomon, B. (2015). Adding Immediate Feedback to Explicit Timing: An Option for Enhancing Treatment Intensity to Improve Mathematics Fluency. Journal of Behavioral Education, 24(1), 74-87.
  • Edge, J. (1989). Mistakes and Correction. London: Pearson Education, Longman
  • Ekşi, G. (2012). Mikroöğretimde Daha Etkili Bir Geribildirim İçin Gözlem ve Dönüt Formunun Uygulanması. Eğitim ve Bilim, 37(164).
  • Ellis, R., Sheen, Y., Murakami, M. ve Takashima, H. (2008). The Effects of Focused and Unfocused Written Corrective Feedback in an English as a Foreign Language Context. System, 36, 353-371.
  • Fredenburg, K. B., Lee, A. M. ve Solmon, M. (2001). The Effects of Augmented Feedback on Students' Perceptions and Performance. Research Quarterly for Exercices and Sports, 72(3), 232-242.
  • Fyfe E. (2012). The Effects of Feedback During Exploratory Mathematics Problem Solving: Prior Knowledge Matters. [serial online]. n.d.; Available from: Networked Digital Library of Theses & Dissertations, Ipswich, MA. 14 Eylül 2015 de ulaşılmıştır.
  • Govindarajan, K. (2013). A study on self-esteem and achievement in mathematics of secondary school students. International Journal of Current Research 5(9), 2563-2565.
  • Hattie, J. ve Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77, 1, 81–112.
  • Hawk, T. F. ve Shah, A. J. (2008). A Revised Feedback Model for Task and Self-Regulated Learning. The Coastal Business Journal, 7(1), 66-81.
  • Huxham, M. (2007). Fast and Effective Feedback: Are Model Answers the Answer? Assessment and Evaluation in Higher Education, 32(6), 601-611.
  • Husserl, E. (2003). Fenomenoloji Üzerine Beş Ders (Çev: H. Tepe) Ankara: Bilim ve Sanat Yayınevi.
  • James, W. (1890). The Principles of Psychology. NY: Holt. Retrieved from: http://ebooks.adelaide.edu.au/j/james/william/principles/complete.html.
  • Joyce, B., Weil, M. ve Calhoun, E. (2000). Models of Teaching (6th edition), Allyn & Bacon, 2000. ISBN 0205389279.
  • Kangalgil, M. (2013). Beden Eğitimi ve Spor Derslerinde Dönüt Kullanımının Öğretmen Boyutuyla Değerlendirilmesi. Eğitim ve Bilim, 38(170), 384-400.
  • Ko, H. (2014). The Effects of Peer Feedback on Second and Foreign Language Writing Development. Master Thesis, The University of Texas at Austin.
  • Labuhn, A. S., Zimmerman, B. J., ve Hasselhorn, M. (2010). Enhancing Students' Self-Regulation and Mathematics Performance: The Influence of Feedback and Self-Evaluative Standards. Metacognition and Learning, (2), 173.
  • Lincoln, Y. S. ve Guba, E. G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage.
  • Lyster, R. ve Ranta, L. (1997). Corrective Feedback and Learner Uptake: Negotiation of Form in Communicative Classrooms. Studies in Second Language, Acquisition, 37-66.
  • Mason, J. (2005). Qualitative Researching (2nd edition). London: Sage.
  • MEB, (2010). Ortaöğretim Matematik Dersi Öğretim Programı, T.C. Milli Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı. http://ttkb.meb.gov.tr/www/guncellenen-ogretim-programlari-ve-kurul-kararlari/icerik/150 adresinden edinilmiştir.
  • Miles, M. B. ve Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. (2nd Edition). California: SAGE Publications.
  • Nakata, T. (2015). Effects of Feedback Timing on Second Language Vocabulary Learning: Does Delaying Feedback İncrease Learning?, Language Teaching Research, 19(4), 416-434.
  • Naroth C. (2010). Constructive Teacher Feedback for Enhancing Learner Performance in Mathematics. [serial online]. n.d.; Available from: Networked Digital Library of Theses & Dissertations, Ipswich, MA. 14 Eylül 2015 de ulaşılmıştır.
  • Nelson, M. M. ve Schunn, C. D. (2009). The Nature of Feedback: How Different Types of Peer Feedback Affect Writing Performance. Instructional Science, 37(4), 375-401.
  • Nicol, D. J. ve Macfarlane-Dick, D. (2006). Formative Assessment and Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice. Studies in Higher Education, 31(2), 199–218.
  • Núñez, J., Suárez, N., Vallejo, G., Cerezo, R, Rosário, P. ve Valle, A. (2015). Teachers' Feedback on Homework, Homework-Related Behaviors, and Academic Achievement. Journal of Educational Research, 108(3), 204-216.
  • Oral, B. (2000). Öğretmen Adaylarının Algılarına Göre İlköğretim Sınıf Öğretmenlerinin Dönüt ve Düzeltme Davranışları, Eğitim Araştırmaları, 2, 59-64.
  • O’Reilly, D. (1994). Negotiated Study and Learning Contracts Part 6 Teaching and Learning in Practice. Nursing Times, 90(9), 2-8.
  • Öztürk, A. (2006). Bilgisayar Destekli Öğretimde Geribildirim Türü ve Zamanlamasının Öğrenci Başarısı ve Öğrenmede Kalıcılık Üzerindeki Etkisi. Yüksek Lisans Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Pişkin, M. (1996). Self-Esteem and Locus of Control of Secondary School Both in England and Turkey. Yayımlanmamış Doktora Tezi, University of Leicester, England.
  • Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G., Penuel, B., Nussbaum, M. ve Claro, S. (2010). Scaffolding Group Explanation and Feedback with Handheld Technology: Impact on Students' Mathematics Learning. Educational Technology Research and Development, (4). 399.
  • Santagata, R. (2002). When Student Make Mistake: Socialization Practices in Italy and the United States. Doctoral Dissertation, Los Angeles: University of California, Philosophy in Psychology.
  • Senemoğlu, N. (2005). Gelişim, Öğrenme ve Öğretim: Kuramdan Uygulamaya (12. baskı), Ankara: Gazi Kitabevi.
  • Scheeler, M. C., Ruhl, K. L. ve McAfee, J. K. (2004). Providing Performance Feedback to Teachers: A Review. Teacher Education and Special Education, 27. 396–407.
  • Schmuck, A. R. ve Schmuck, A. P. (2001). Group Processes in the Classroom. By the McGraw-Hill Company, USA.
  • Schuster, J. W. ve Stevens, K. B. (1991). Supervising Practicum Students: A Difficult Job. Teacher Education and Special Education, 14, 169-176.
  • Scott, S. (2008). Improving Student Satisfaction with Feedback: Report on a Project Undertaken in the Faculties of Arts & Social Sciences and of Law at UNSW.
  • Siu, M. (1999). New roles for design teachers. Education Today. 49(1), 25-30.
  • Skipper, Y. ve Douglas, K. (2015). The Influence of Teacher Feedback on Children's Perceptions of Student-Teacher Relationships. British Journal of Educational Psychology, 85(3), 276-288.
  • Smith, P. L. ve Ragan, T. J. (2005). Instructional Design (3rd edition). Hoboken, NJ: John Wiley & Sons.
  • Sternberg, R. J. ve Williams, W. M. (2002). Educational Psychology. Boston: Allyn-Bacon.
  • Tekin-İftar, E. ve Kırcaali-İftar, G. (2006). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. (3. baskı) Ankara: Nobel Yayın Dağıtım.
  • Titchen, A. ve Hobson, D. (2005). Phenomenology. In Somekh, Bridget and Cathy Lewin (eds.), Research methods in the social sciences, (pp: 121-130). New Delhi: Sage.
  • Toro-Zambrana, W. (1996). An Evaluation of Supervision in a Field-Based Practicum Experience in Severe Disabilities. Doctoral Dissertation. Purdue University, USA.
  • Tunstall, P. ve Gipps, C. (1996). Teacher Feedback to Young Children in Formative Assessment: A Typology. British Educational Research Journal, 22(4), 389-404.
  • Türkdoğan, A. (2011). Yanlışın Anatomisi: İlköğretim Matematik Sınıflarında Öğrencilerin Yaptıkları Yanlışlar ve Öğretmenlerin Dönütlerinin Analitik İncelenmesi. Doktora Tezi. Karadeniz Teknik Üniversitesi, Eğitim Bilimleri Enstitüsü, Trabzon.
  • Tzetzis, G., Votsis, E. ve Kourtessis, T. (2008). The Effect of Different Corrective Feedback Methods on The Outcome and Self-Confidence of Young Athletes. Journal of Sports Science and Medicine, 7, 371-378.
  • Vincent, R. (2006). An Analysis of Primary Grade Teacher Feedback as A Context for the Development of Students' Self-Esteem. Doctoral Dissertation, Texas Woman's University, College of Professional Education, Texas.
  • Westman, A. M. (2006). How Positive and Negative Feedback Affect Future Intended Behavioral Responses as A Function of Self-Esteem and How Credibility and Accuracy of the Appraiser Moderates That Relationship. Beaumont: Lamar University.
  • Wigfield, A., Eccles, J. S., MacIver, D., Reuman, D. A., Midgley, C. (1991). Transitions during early adolescence: Changes in children’s domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology. 27( 4), 552–565.
  • Winn, W. (1991). The Assumptions of Constructivism and Instructional Design. Educational Technology, 31(9), 38–40.
  • Woolfolk, A. (2013). Educational Psychology (13th edition). Boston, MA: Allyn & Bacon.
  • Yıldırım, A. ve Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (9. baskı) Ankara: Seçkin Yayınevi.
Toplam 72 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Mustafa Çevikbaş

Ziya Argün

Yayımlanma Tarihi 30 Aralık 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 36 Sayı: 3

Kaynak Göster

APA Çevikbaş, M., & Argün, Z. (2016). Matematik Öğretmenlerinin Yanlış Cevaplara Verdikleri Dönütlerin Öğrenci Özsaygıları Üzerindeki Rolü. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 36(3).
AMA Çevikbaş M, Argün Z. Matematik Öğretmenlerinin Yanlış Cevaplara Verdikleri Dönütlerin Öğrenci Özsaygıları Üzerindeki Rolü. GEFAD. Aralık 2016;36(3).
Chicago Çevikbaş, Mustafa, ve Ziya Argün. “Matematik Öğretmenlerinin Yanlış Cevaplara Verdikleri Dönütlerin Öğrenci Özsaygıları Üzerindeki Rolü”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 36, sy. 3 (Aralık 2016).
EndNote Çevikbaş M, Argün Z (01 Aralık 2016) Matematik Öğretmenlerinin Yanlış Cevaplara Verdikleri Dönütlerin Öğrenci Özsaygıları Üzerindeki Rolü. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 36 3
IEEE M. Çevikbaş ve Z. Argün, “Matematik Öğretmenlerinin Yanlış Cevaplara Verdikleri Dönütlerin Öğrenci Özsaygıları Üzerindeki Rolü”, GEFAD, c. 36, sy. 3, 2016.
ISNAD Çevikbaş, Mustafa - Argün, Ziya. “Matematik Öğretmenlerinin Yanlış Cevaplara Verdikleri Dönütlerin Öğrenci Özsaygıları Üzerindeki Rolü”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 36/3 (Aralık 2016).
JAMA Çevikbaş M, Argün Z. Matematik Öğretmenlerinin Yanlış Cevaplara Verdikleri Dönütlerin Öğrenci Özsaygıları Üzerindeki Rolü. GEFAD. 2016;36.
MLA Çevikbaş, Mustafa ve Ziya Argün. “Matematik Öğretmenlerinin Yanlış Cevaplara Verdikleri Dönütlerin Öğrenci Özsaygıları Üzerindeki Rolü”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, c. 36, sy. 3, 2016.
Vancouver Çevikbaş M, Argün Z. Matematik Öğretmenlerinin Yanlış Cevaplara Verdikleri Dönütlerin Öğrenci Özsaygıları Üzerindeki Rolü. GEFAD. 2016;36(3).