11. Sınıf Öğrencilerinin STEM Ortamında Kavram Oluşum Süreçleri
Uluslararası ESEP Eğitim Bilimleri ve Etkili Uygulamalar Kongresi, Eskişehir, Türkiye, 14 - 18 Ekim 2026, ss.399-400, (Özet Bildiri)
- Yayın Türü: Bildiri / Özet Bildiri
- Basıldığı Şehir: Eskişehir
- Basıldığı Ülke: Türkiye
- Sayfa Sayıları: ss.399-400
- Anadolu Üniversitesi Adresli: Evet
Özet
Concept Formation Processes Among Year 11 Students in a STEM
EnvironmentYeşim Yanardağ 1,* & Tangül Kabael 2AbstractAt the heart of conceptual understanding lies the ability to establish connections between different
mathematical ideas. Students are expected to understand these concepts and to be able to switch between
their geometric and algebraic representations. When considering the secondary school curriculum, the
importance of learning the concept of the quadratic equation (parabola)—which forms the basis for
understanding the transformations of exponential and trigonometric functions—is particularly evident.
For this reason, this study examined the processes by which Year 11 pupils develop an understanding
of the concept of the parabola within a STEM environment. Participants were selected through purposive
sampling. The participants consisted of eight Year 11 pupils attending an Anatolian high school in the
province of Kilis, who possessed varying levels of reasoning ability. Two different STEM activities
related to the concept of the parabola were carried out with all participants through group collaboration.
The implementation process was video-recorded, and worksheets detailing the solutions were collected.
All video transcripts and worksheets were analyzed using a qualitative analysis method based on content
analysis. The categories and themes derived from the findings were compared with the researchers’
different analysis results, and the most appropriate ones were identified.The research revealed that, in the first activity, general information regarding the concept of a
parabola—such as the vertex and points of intersection—was approached by rote, and participants
immediately proceeded to the procedural flow using memorized formulas. However, in cases involving
translation and symmetry, the geometric representation of the parabola was considered as a whole, and
both geometric and algebraic manipulations were carried out. Furthermore, it was observed that there
were some gaps in conceptual understanding regarding the algebraic and geometric representations of
the parabola. In the second activity, it was expected that the geometric meaning of the parabola would
be utilized first. However, although the participants attempted to obtain the geometric representation of
the parabola by identifying its points one by one, they were initially unable to treat this representation
as an object. In fact, when the algebraic and geometric meanings of the parabola were addressed, the
participants were able to organize their own conceptual gaps regarding the concept of the parabola.
However, it became apparent that they struggled more during the geometric manipulation processes
compared to the first activity. This situation indicated that a STEM environment could be an effective
way of helping pupils recognize and overcome the difficulties they experience regarding the algebraic
and geometric meanings of the parabola