Matematik Öğretiminde Okul Dışı Öğrenme Ortamları Dersinin Öğretmen Adaylarının Düşüncelerine Etkisi

Abstract

In this study, it was aimed to determine the self-efficacy beliefs of pre-service elementary mathematics teachers towards out-of-school learning (OoSL) activities and their thoughts about out-of-school learning environments (OoSLE) before and after the out-of-school learning environments in mathematics teaching course. In line with this purpose, the effect of out-of-school learning environments course in mathematics teaching taught at undergraduate level was examined. In the study, a mixed research method model was adopted. The participants of the study consisted of 59 elementary mathematics teachers candidates studying in the 4th grade at a state university in Türkiye. "Teacher Self-Efficacy Beliefs Scale for Out-of-School Learning Activities" and six open-ended questions about out-of-school learning environments were used as data collection tools. It was concluded that the out-of-school learning environments course in mathematics education had a positive effect on pre-service teachers' self-efficacy and their thoughts about out-of-school learning.