Effect of Different Learning Environments on 7th Grade Students’ Geometric Thinking Levels

Abstract

In this study, it was aimed to design, implement and evaluate different learning environments in order to increase the geometric thinking levels of 7th grade students. In this study, semi-experimental method were used. Two of the three branches, consisting of seventh grade students, formed experimental group students and the third branch formed control group students. In the first experimental group (Computer Group), the lectures were carried out in a computer-aided learning environment using dynamic mathematics and geometry software GeoGebra, accompanied by worksheets suitable for constructivist approach in the computer laboratory. In the second experimental group (Manipulative Group), lessons were studied using concrete materials with worksheets in the traditional classroom environment. In the control group (Traditional Group), no intervention was made, it was ensured that the teacher routinely conducted the lessons. In all three groups, the lessons were processed by the same teacher. In this study, “Van Hiele Geometrical Thinking Test” developed by Usiskin (1982) and clinical interviews were used to support the data obtained from the test in order to determine the students ' level of geometric thinking. Data obtained from the study were analyzed using qualitative and quantitative data analysis methods. As a result of the study, it was determined that there was a significant increase in geometric thinking levels in all three groups, but the greatest increase was seen in the computer group.