An examination of the effect of technology integrated teaching of solids on 10th grade students' perceptions, spatial thinking and learning

This research was conducted to examine the effects of technology integrated teaching of solids on 10th grade students' perceptions, spatial thinking and learning of solids. The participants of the study were 20 10th grade students who were educated in İzmir Buca Mehmet Akif Ersoy Social Science High School. The research was designed using case study which is one of the qualitative research patterns. The data of the study were gathered through the pre-test, measurement and evaluation questions, measurement and evaluation questions II, post-test, post-test II, technology-supported lesson plans prepared by the researchers, observation notes held by the researcher and semi-structured interviews that were conducted with 5 volunteer students. While the data obtained from the pre-test, measurement and evaluation questions I, measurement and evaluation questions II, post- test, post-test II and observation notes held by the researcher were analyzed by descriptive analysis method; the data obtained from the answers given by the students to the interview questions were analyzed by content analysis method. At the end of the research, it was revealed that all students were developed their perceptual and spatial thinking about solids and dimension concepts. It has been seen that the perceptions and spatial thinking skills of the students on the concepts of dimension and solids are limited before technology-assisted instruction was given. After the technology-supported instruction were given to the students, it has been found out that the students were able to approach these concepts more mathematically, and accurately determine the dimensions of objects such as point, line, rectangle, and cube, and they were able to give more accurate examples of 2D and 3D objects and answers to the questions that require the use of spatial thinking skills. The impact of technology-assisted instruction of solids on the learning of 10th grade students was assessed in the Kirkpatrick Education Assessment Model. As a result of this evaluation, it was seen that while all of the students provided the conditions for the reaction, learning and behavior phases of the model, and some of the students provided conditions for the result phase, some of them provided slightly, and some of them couldn't at all. Keywords: Solids, Dimension, Perception of Solids, Perception of Dimension, Spatial Thinking, Learning, Technology Assisted Instruction.