Burcak Boz Yaman
An enthusiastic teacher, nonstop student, a math lover, a cat woman but mostly a scientist...
Phone: +902522111823
Address: Mugla Sitki Kocman University
Faculty of Education
Phone: +902522111823
Address: Mugla Sitki Kocman University
Faculty of Education
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ABSTRACT: The positive outcomes of the 5E learning cycle have been known for many years. However, one of the reasons why teachers do not choose this learning cycle in their courses very often is that they do not know the 5E learning cycle. Therefore, it is necessary for the researchers to make studies on sample lesson plans and the conducting these plans. Therefore, a sample 5E learning cycle was planned, implemented and evaluated in this study. The aim of this research is to reveal the opinions of the participants on the 5E learning cycle mathematics lessons. For this purpose, 6 class-hours lessons were examined through perspectives of mathematics teacher, 5 students and researchers. The lessons were prepared for 11th grade students. The students who were interviewed before and after the lessons stated that paper folding was a popular topic in the geometry exams' questions, the course being taught is very enjoyable, and it requires an exploration, sharing with peers in the group. The mathematics teacher who observed course was interviewed and he said that the designed lessons involved similar topics of geometry exam questions and in those lessons students could understand how mathematics helps in daily life. However, he admitted that such lessons were not possible to prepare for him because of his lack of knowledge of folding, and time limitations. According to the researchers, it was necessary to make arrangements for the application of classroom management and levels of 5E learning cycles.
achieve in-depth information about students’ reflections on online calculus sessions. Findings opened the floor for discussion about must-have characteristics of online learners, orientation of on-campus students to online learning environment, challenging nature of mathematics as a discipline to be taught online, and the necessity of considering human and instructional perspectives in online learning rather than following a mere technological path.
ABSTRACT: The positive outcomes of the 5E learning cycle have been known for many years. However, one of the reasons why teachers do not choose this learning cycle in their courses very often is that they do not know the 5E learning cycle. Therefore, it is necessary for the researchers to make studies on sample lesson plans and the conducting these plans. Therefore, a sample 5E learning cycle was planned, implemented and evaluated in this study. The aim of this research is to reveal the opinions of the participants on the 5E learning cycle mathematics lessons. For this purpose, 6 class-hours lessons were examined through perspectives of mathematics teacher, 5 students and researchers. The lessons were prepared for 11th grade students. The students who were interviewed before and after the lessons stated that paper folding was a popular topic in the geometry exams' questions, the course being taught is very enjoyable, and it requires an exploration, sharing with peers in the group. The mathematics teacher who observed course was interviewed and he said that the designed lessons involved similar topics of geometry exam questions and in those lessons students could understand how mathematics helps in daily life. However, he admitted that such lessons were not possible to prepare for him because of his lack of knowledge of folding, and time limitations. According to the researchers, it was necessary to make arrangements for the application of classroom management and levels of 5E learning cycles.
achieve in-depth information about students’ reflections on online calculus sessions. Findings opened the floor for discussion about must-have characteristics of online learners, orientation of on-campus students to online learning environment, challenging nature of mathematics as a discipline to be taught online, and the necessity of considering human and instructional perspectives in online learning rather than following a mere technological path.