Okul Dışı Matematik Eğitiminin Kavramsallaştırılması
DOI:
https://doi.org/10.33308/26674874.2024381644Anahtar Kelimeler:
Okul Dışı Matematik Eğitimi- İnformal Matematik Eğitim- Okul Dışı Öğrenme- Açık Havada Eğitim- Formal Olmayan EğitimÖzet
Okul dışı matematik eğitimi, oldukça yeni ve gelişmekte olan bir alandır. Bu makale, öğretmenin de rol aldığı okul dışı matematik eğitimi ile ilgili öğrenme ortamlarını üç ana kategoride sunmaktadır: (a) gerçek yaşam ortamları (çalışma yerleri, açık hava mekanları, ev gibi günlük yaşam ortamları); (b) tasarlanmış öğrenme ortamları (müzeler, kütüphaneler, hayvanat bahçeleri vb.); (c) okullardaki sınıf dışı ortamlar (okul spor salonu, sanat atölyesi). Çalışmanın bulguları, araştırmacıların formal olmayan (non-formal) ve informal eğitim terimlerini birbiri yerine kullandığını göstermektedir. Ayrıca bu çalışma bazı informal eğitim programlarının formal yaklaşımlar kullandığı ve bu durumun informal matematik eğitiminin doğasıyla çatışabileceği konusundaki endişeleri gündeme getirmektedir. Bu bağlamda, bu çalışma mevcut okul dışı matematik eğitimi programlarını analiz etmek ve kullandıkları yaklaşımları belirlemek üzere La Belle’nin (1982) matrisini kullanmayı önermektedir. Bu çalışma, alandaki kritik konulara dikkat çekerek ve okul dışı matematik eğitiminin daha geniş bir perspektifte kavramsallaştırılmasına katkıda bulunarak gelecekteki araştırmalara ışık tutması ön görülmektedir.
İndirmeler
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Telif Hakkı (c) 1970 Yaşadıkça Eğitim
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