Araştırma Makalesi
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Yıl 2022, Cilt 6, Sayı 2, 127 - 139, 31.12.2022

Öz

Kaynakça

  • Alqahtani, M. M., & Powell, A. B. (2016). Instrumental appropriation of a collaborative, dynamic-geometry environment and geometrical understanding. International Journal of Education in Mathematics, Science and Technology, 4(2), 72-83. doi: 10.18404/ijemst.38054
  • Bilgin, A. K., Demircioğlu Yürükel, F. N., & Yiğit, N. (2017). The effect of a developed REACT strategy on the conceptual understanding of students: "Particulate nature of matter". Journal of Turkish Science Education, 14(2), 65-81. https://www.tused.org/index.php/tused/article/view/155/110
  • Can, M., & Ültay, N. (2020). The effect of context based learning approach enriched with different conceptual change strategies on eliminating alternative conceptions of preschool teacher candidates. International Social Sciences Studies Journal, 6(73), 4998-5013. doi: 10.26449/sssj.2740
  • CORD, (1999). Teaching science contextually. Waco, Texas, USA: CORD Communications, Inc.
  • Crawford, M. L. (2001). Teaching contextually: Research, rationale, and techniques for improving student motivation and achievement in mathematics and science. Waco, Texas, USA: CCI Publishing.
  • Gunhan, B. C. (2014). A case study on the investigation of reasoning skills in geometry. South African Journal of Education, 34(2), 1-19. https://files.eric.ed.gov/fulltext/EJ1137327.pdf
  • Günter, T. (2018). The effect of the REACT strategy on students’ achievements with regard to solubility equilibrium: Using chemistry in contexts. Chemistry Education Research and Practice, 19(4), 1287-1306. doi: 10.1039/C8RP00087E
  • Ingram, S. J. (2003). The effects of contextual learning instruction on science achievement male and female tenth grade students. PhD diss., Alabama University.
  • Jelatu, S., Sariyasa, & Ardana, I. M. (2018). Effect of geogebra-aided REACT strategy on understanding of geometry concepts. International Journal of Instruction, 11(4), 325-336. https://www.e-iji.net/dosyalar/iji_2018_4_21.pdf
  • Kesicioğlu, O. S. (2015). The effects of an undergraduate programme of preschool teaching on preservice teachers' attitudes towards early mathematics education in Turkey: A longitudinal study. Early Child Development and Care, 185(1), 84-99. doi: 10.1080/03004430.2014.908863
  • Navarra, A. (2006). Achieving pedagogical equity in the classroom. Waco, Texas, USA: CORD Communications, Inc.
  • Sari, D. P., & Darhim. (2020). Implementation of REACT strategy to develop mathematical representation, reasoning, and disposition ability. Journal on Mathematics Education, 11(1), 145-156. doi: 10.22342/jme.11.1.7806.145-156
  • Schreiner, C., & Sjøberg, S. (2007). Science education and youth's identity construction - two incompatible projects? In The re-emergence of values in the science curriculum, ed. D. Corrigan, J. Dillon and R. Gunstone. Rotterdam: Sense Publishers.
  • URL-1. (2019). https://youtu.be/Ft59g4CU07I [Access date: 10 March 2020].
  • Ültay, E., Ültay, N., & Dönmez Usta, N. (2018). Examination of the lesson plans according to the 5E learning model and REACT strategies for “simple electric circuits” prepared by the classroom teacher candidates. Kastamonu Education Journal, 26(3), 855-864. doi: 10.24106/kefdergi.413382
  • Ültay, N., Durukan, Ü. G., & Ültay, E. (2015). Evaluation of the effectiveness of conceptual change texts in the REACT strategy. Chemistry Education: Research and Practice, 16(1), 22-38. doi: 10.1039/C4RP00182F
  • Widada, W., Herawaty, D., Mundana, P., Agustina, M., Putri, F. R., & Anggoro, A. F. D. (2019). The REACT strategy and discovery learning to improve mathematical problem solving ability. Journal of Physics: Conference Series, 1318, 012081. doi: 10.1088/1742-6596/1318/1/012081

The REACT strategy in early childhood education: Teaching geometric shapes by “Pastry Kuki”

Yıl 2022, Cilt 6, Sayı 2, 127 - 139, 31.12.2022

Öz

The REACT strategy is a strategy that enables the context-based approach to be used in learning environments and consists of Relating, Experiencing, Applying, Cooperating, and Transferring stages. In this study, it was aimed at teaching geometric shapes via the REACT strategy by “Pastry Kuki” in early childhood. The research was carried out in a public kindergarten on Turkey's northern east coast during the spring semester of 2019-2020. The implementation lasted for 90 minutes (in three separate parts). During all the stages of the REACT strategy, the children seemed interested, and they liked the context of “Pastry Kuki.” The REACT strategy is frequently used in secondary school and upper grades and in scientific topics. Therefore, this study is important and valuable because it is implemented in early childhood education and in geometry. It is suggested that more studies be carried out with children.

Kaynakça

  • Alqahtani, M. M., & Powell, A. B. (2016). Instrumental appropriation of a collaborative, dynamic-geometry environment and geometrical understanding. International Journal of Education in Mathematics, Science and Technology, 4(2), 72-83. doi: 10.18404/ijemst.38054
  • Bilgin, A. K., Demircioğlu Yürükel, F. N., & Yiğit, N. (2017). The effect of a developed REACT strategy on the conceptual understanding of students: "Particulate nature of matter". Journal of Turkish Science Education, 14(2), 65-81. https://www.tused.org/index.php/tused/article/view/155/110
  • Can, M., & Ültay, N. (2020). The effect of context based learning approach enriched with different conceptual change strategies on eliminating alternative conceptions of preschool teacher candidates. International Social Sciences Studies Journal, 6(73), 4998-5013. doi: 10.26449/sssj.2740
  • CORD, (1999). Teaching science contextually. Waco, Texas, USA: CORD Communications, Inc.
  • Crawford, M. L. (2001). Teaching contextually: Research, rationale, and techniques for improving student motivation and achievement in mathematics and science. Waco, Texas, USA: CCI Publishing.
  • Gunhan, B. C. (2014). A case study on the investigation of reasoning skills in geometry. South African Journal of Education, 34(2), 1-19. https://files.eric.ed.gov/fulltext/EJ1137327.pdf
  • Günter, T. (2018). The effect of the REACT strategy on students’ achievements with regard to solubility equilibrium: Using chemistry in contexts. Chemistry Education Research and Practice, 19(4), 1287-1306. doi: 10.1039/C8RP00087E
  • Ingram, S. J. (2003). The effects of contextual learning instruction on science achievement male and female tenth grade students. PhD diss., Alabama University.
  • Jelatu, S., Sariyasa, & Ardana, I. M. (2018). Effect of geogebra-aided REACT strategy on understanding of geometry concepts. International Journal of Instruction, 11(4), 325-336. https://www.e-iji.net/dosyalar/iji_2018_4_21.pdf
  • Kesicioğlu, O. S. (2015). The effects of an undergraduate programme of preschool teaching on preservice teachers' attitudes towards early mathematics education in Turkey: A longitudinal study. Early Child Development and Care, 185(1), 84-99. doi: 10.1080/03004430.2014.908863
  • Navarra, A. (2006). Achieving pedagogical equity in the classroom. Waco, Texas, USA: CORD Communications, Inc.
  • Sari, D. P., & Darhim. (2020). Implementation of REACT strategy to develop mathematical representation, reasoning, and disposition ability. Journal on Mathematics Education, 11(1), 145-156. doi: 10.22342/jme.11.1.7806.145-156
  • Schreiner, C., & Sjøberg, S. (2007). Science education and youth's identity construction - two incompatible projects? In The re-emergence of values in the science curriculum, ed. D. Corrigan, J. Dillon and R. Gunstone. Rotterdam: Sense Publishers.
  • URL-1. (2019). https://youtu.be/Ft59g4CU07I [Access date: 10 March 2020].
  • Ültay, E., Ültay, N., & Dönmez Usta, N. (2018). Examination of the lesson plans according to the 5E learning model and REACT strategies for “simple electric circuits” prepared by the classroom teacher candidates. Kastamonu Education Journal, 26(3), 855-864. doi: 10.24106/kefdergi.413382
  • Ültay, N., Durukan, Ü. G., & Ültay, E. (2015). Evaluation of the effectiveness of conceptual change texts in the REACT strategy. Chemistry Education: Research and Practice, 16(1), 22-38. doi: 10.1039/C4RP00182F
  • Widada, W., Herawaty, D., Mundana, P., Agustina, M., Putri, F. R., & Anggoro, A. F. D. (2019). The REACT strategy and discovery learning to improve mathematical problem solving ability. Journal of Physics: Conference Series, 1318, 012081. doi: 10.1088/1742-6596/1318/1/012081

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Bilimsel Disiplinler
Bölüm Research Articles
Yazarlar

Eser ÜLTAY>
GIRESUN UNIVERSITY, FACULTY OF EDUCATION
0000-0001-6839-6361
Türkiye


Neslihan ÜLTAY> (Sorumlu Yazar)
Giresun University Faculty of Education
0000-0002-9783-0486
Türkiye

Erken Görünüm Tarihi 28 Aralık 2022
Yayımlanma Tarihi 31 Aralık 2022
Yayınlandığı Sayı Yıl 2022, Cilt 6, Sayı 2

Kaynak Göster

APA Ültay, E. & Ültay, N. (2022). The REACT strategy in early childhood education: Teaching geometric shapes by “Pastry Kuki” . Studies in Educational Research and Development , 6 (2) , 127-139 . Retrieved from http://serd.artvin.edu.tr/tr/pub/issue/74367/1192880

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