İlköğretim Matematik Öğretmenliği Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1932

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  • Book Part
    Citation - Scopus: 3
    Promoting Active Learning in Mathematics Teacher Education: the Flipped Classroom Method and Use of Video Content
    (IGI Global, 2017) Taylan, Rukiye Didem
    Teacher educators have a responsibility to help prospective teachers in their professional growth. It is important that teacher educators not only teach prospective teachers about benefits of active learning in student learning, but that they also prepare future teachers in using pedagogical methods aligned with active learning principles. This manuscript provides examples of how mathematics teacher educators can promote prospective teachers’ active learning and professional growth by bringing together the Flipped Classroom method with video content on teaching and learning as well as workplace learning opportunities in a pedagogy course. The professional learning of prospective teachers is framed accord- ing to the components of the Pedagogical Content Knowledge (Park & Olive, 2008; Shulman, 1986). Implications for future trends in teacher education are provided.
  • Article
    Awareness of Misconceptions in Science and Mathematics Education: Perceptions and Experiences of Pre-Service Teachers
    (Ahi Evran Üniversitesi, 2017) Birgili, Bengi; Mesutoğlu, Canan
    This study aimed to reveal elementary science and mathematics pre-service teachers’ perceptions and experiences on misconceptions. To what extent pre-service teachers are aware of students’ misconceptions, and what they experienced about identifying and working with misconceptions were of interest for this study. Semi-structured interviews were conducted with 11 pre-service teachers from elementary science education and mathematics education programs. The results revealed that pre-service teachers had awareness on nature of misconceptions while having difficulties in providing more concise definitions of misconceptions. The misconceptions were mostly realized while giving additional examples compared to students’ explanation during teaching learning process. Another finding showed pre-service teachers believed that misconceptions might lead to academic underachievement, can have impact on other topics, can create negative symptoms of psychology, and classroom management problems. The findings were further structured into a SWOT analysis framework that can help future researchers.