Students' Learning Experiences When Using a Dynamic Geometry Software Tool in a Geometry Lesson at Secondary School in Ethiopia

Autor/in	Denbel, Dejene Girma
Titel	Students' Learning Experiences When Using a Dynamic Geometry Software Tool in a Geometry Lesson at Secondary School in Ethiopia
Quelle	In: Journal of Education and Practice, 6 (2015) 1, S.23-38 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; Learning Experience; Geometry; Computer Software; Secondary School Mathematics; Secondary School Students; Worksheets; Classroom Observation Techniques; Pretests Posttests; Questionnaires; Interviews; Learning Motivation; Interaction; Student Participation; Discussion (Teaching Technique); Student Centered Learning; Geographic Concepts; Problem Solving; Research Design; Scores; Statistical Analysis; Qualitative Research; Intervention; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Lernerfahrung; Geometrie; Sekundarschüler; Fragebogen; Interviewing; Interviewtechnik; Motivation for studies; Lernmotivation; Interaktion; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Problemlösen; Forschungsdesign; Statistische Analyse; Qualitative Forschung; Äthiopien
Abstract	Students learning experiences were investigated in geometry lesson when using Dynamic Geometry Software (DGS) tool in geometry learning in 25 Ethiopian secondary students. The research data were drawn from the used worksheets, classroom observations, results of pre- and post-test, a questionnaire and interview responses. I used GeoGebra as a DGS tool with research questions relating to the aspects of (1) motivation, (2) interactions and discussions, (3) student-centered learning, (4) conceptual understanding, and (5) Problem-solving strategies. The questions were embedded in an instructional research intervention. The intervention comprised the use of worksheets and applets we developed through GeoGebra. The results showed that the use of a DGS tool with the presence of other factors, such as group work and the use of worksheets brought about certain changes in students "learning experiences" of the geometrical concepts. Students were well motivated, but discussion and interaction were limited (due to time limitations) and results on students' "conceptual understanding" and problem-solving strategies were only partly satisfactory, but improved during the intervention. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01