İLKÖĞRETİM 6.SINIF ÖĞRENCİLERİNİN TÜRKİYE’NİN MATEMATİK KONUMUNU ANLAMA DÜZEYLERİ VE YANLIŞ ANLAMALARI / 6th Grade Primary School Students’ Understanding Levels and Their Misunderstandings of Turkey’s Mathematic Location

Abstract

Ozet Arastirmanin amaci, ilkogretim 6. sinif ogrencilerinin Turkiye'nin matematik konumunu anlama seviyelerini ve bu konu ile ilgili yanilgilarini ortaya cikarmaktir. Trabzon il merkezi ve Akcaabat ilcesinde bulunan bes ilkogretim okulundaki toplam 160 ogrenci arastirmanin orneklemini olusturmustur. 11-12 yas gurubunda ait olan bu ogrencilerin dusuncelerini ortaya cikarmak icin yazili test ve mulakat teknikleri kullanilmistir. Arastirma sonucunda ogrencilerin Turkiye'nin matematik konumunu yeterli duzeyde anlayamadiklari ve bununla ilgili pek cok yanilgilara sahip olduklari tespit edilmistir. Konunun ogretiminde ogretmenlere ve program gelistiricilerine cesitli onerilerde bulunulmustur. Anahtar Kelimeler: Sosyal bilgiler, Matematik konum, Anlama duzeyi, Yanlis anlama. Summary The aim of this study is to explore students’ understanding levels and their misconceptions regarding Turkey’s mathematic location. The sample was chosen from five secondary schools in the city of Trabzon, and its administrative district, Ak c abaat. A total number of 160 students attending 6 th grade (aged 11-12) was included the study. A questionnaire was developed after a pilot study with an aim to ascertain the students’ understanding levels of the Turkey’s mathematic location. In addition to the questionnaire, a semi-structured interview with 10 students was utilised to explore their understandings. The study revealed that the students did not posses enough scientific understandings about the chosen topic and had many misconceptions about it. At the end of the study, several suggestions were made to teachers and curriculum developers concerning how to teach this topic. Key words : Social studies, Mathematic location, Understanding level, Misunderstanding .