Van Hiele Düzey Numaralandırmaları ve Düzey İsimlendirmelerine Eleştirel Bir Bakış

Year 2022, Volume: 23 Issue: Özel Sayı, 287 - 329, 26.03.2022

Gül Kaleli Yılmaz , Hülya Sert Çelik

Abstract

Yaygın olarak kullanılan ve geometri eğitimini yönlendiren van Hiele teorisini, 1957 yılında Dina van Hiele ve Pierre van Hiele çifti ortaya koymuştur. Van Hiele çiftine göre geometrik düşünme düzeyleri hiyerarşik ve sıralı olan beş düzeyden oluşmaktadır. Alanyazında mevcut olan çalışmalar incelendiğinde, bu düzeyler için farklı numaralandırma ve isimlendirmelerin kullanıldığı görülmektedir. Bu araştırmada, Türkçe ve İngilizce alanyazında yer alan çalışmalarda kullanılan van Hiele düzey numaralandırmalarını ve düzeylere verilen isimlendirmelerdeki benzerlik ve farklılıkların ortaya çıkarılması amaçlanmıştır. Bu kapsamda Türkçe (80) ve İngilizce (46) alanyazında toplam 126 çalışma belirlenmiştir. Araştırmada elde edilen veriler sonucunda Türkçe çalışmaların büyük bir kısmının 1-5; İngilizce çalışmaların ise 0-4 şeklinde numaralandırıldığı tespit edilmiştir. Aynı zamanda düzeylere verilen isimlerde de çok fazla farklılık görülmüştür. En sık kullanılan düzey adlarının; Türkçe isimlendirmelerde sırasıyla “Görsel Dönem”, “Analiz”, “Yaşantıya Bağlı Çıkarım”, “Çıkarım” ve “En İleri Dönem” iken; İngilizce isimlendirmelerde “Visualization”, “Analysis”, “Informal Deduction”, “Deduction” ve 5. Düzey için “Rigor” şeklinde olduğu görülmektedir. Bu araştırmanın, van Hiele geometrik düşünme düzeylerine verilecek Türkçe isimlendirmeler için bir standart oluşturulması yolunda önemli katkılar sağlayacağı düşünülmektedir.

Keywords

Geometrik Düşünme, Van Hiele, Doküman Analizi

A Critical Overview of Van Hiele Level Numberings and Level Nomenclatures

Abstract

The widely used van Hiele theory, which guides geometry education, was introduced by Dina van Hiele and Pierre van Hiele in 1957. According to the Van Hiele couple, geometric thinking levels consist of five levels that are hierarchical and sequential. When the studies available in the literature are examined, it is seen that different numbering and naming are used for these levels. In this study, it was aimed to reveal the similarities and differences in the van Hiele level numbering and the naming given to the levels used in the studies in Turkish and English literature. In this context, 126 studies were identified in Turkish (80) and English (46) literature. As a result of the research data, most of the Turkish studies are 1-5; It was determined that English studies are numbered 0-4. There was also a lot of difference in the names given to the levels. The most preferred level names in Turkish for the 5th level are "Görsel Dönem", "Analiz", "Yaşantıya Bağlı Çıkarım", "Çıkarım" and "En İleri Dönem", on the other hand, it is seen that the names in English are "Visualization", "Analysis", "Informal Deduction", "Deduction" and "Rigor". It is thought that this research will make a significant contribution to the creation of a standard for the Turkish nomenclature to be given to van Hiele's geometric thinking levels.

Keywords

Geometric Thinking, van Hiele, Document Analysis

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