Problem çözme stratejileri öğretiminin ilköğretim matematik öğretmen adaylarının kavramsal/işlemsel çözüm tercihlerine ve problem çözme performansına etkisi
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Tarih
2017
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
Sinan OLKUN
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Bu çalışmada problem çözme stratejileri öğretiminin ilköğretim matematik öğretmen adaylarının problem çözerken kavramsal ve işlemsel çözüm tercihlerine ve problem çözme performanslarına olan etkisi incelenmiştir. Çalışmada yarı deneysel desen kullanılarak, daha önceden bir problem çözme eğitimi almamış olan iki grupla çalışılmıştır. Gruplara iki farklı problem çözme eğitimi verilmiştir. Bunlardan biri strateji temelli problem çözme eğitimi iken, diğeri strateji temelli olmayan problem çözme eğitimidir. Araştırma sonucunda, strateji temelli problem çözme eğitimi alan grubun işlemsel çözüm yollarını, strateji temelli olmayan problem çözme eğitimi alan grubun ise kavramsal çözüm yollarını tercih ettikleri görülmüştür. Araştırmanın başka bir bulgusu ise eğitim süreci sonunda her iki grubun performanslarında da aynı ölçüde artış olması ancak diğer grubun tersine, strateji eğitimi yapılmayan grup için bu artışın kalıcı olmasıdır.
The effect of problem solving strategies instruction on conceptual and procedural solution preferences and problem solving performances of preservice elementary mathematics teachers is investigated in this study. Quasi experimental design was used and research was conducted with two groups who did not study problem solving strategies course before. Two different instruction approaches about problem solving were implemented in the groups. One of them was strategy based problem solving instruction, while the other was problem solving instruction without strategy based. At the end of the research, it was seen that the group with strategy based problem solving instruction preferred procedural solutions, whereas the group with problem solving instruction without strategy based preferred conceptual solutions. Another important result was the problem solving performances of both groups increased after the instructions, but unlike for the other group, this increase was permanent in the long term for the group who took problem solving instruction without strategy based.
The effect of problem solving strategies instruction on conceptual and procedural solution preferences and problem solving performances of preservice elementary mathematics teachers is investigated in this study. Quasi experimental design was used and research was conducted with two groups who did not study problem solving strategies course before. Two different instruction approaches about problem solving were implemented in the groups. One of them was strategy based problem solving instruction, while the other was problem solving instruction without strategy based. At the end of the research, it was seen that the group with strategy based problem solving instruction preferred procedural solutions, whereas the group with problem solving instruction without strategy based preferred conceptual solutions. Another important result was the problem solving performances of both groups increased after the instructions, but unlike for the other group, this increase was permanent in the long term for the group who took problem solving instruction without strategy based.
Açıklama
Anahtar Kelimeler
Kavramsal Bilgi, İşlemsel Bilgi, Problem Çözme Stratejisi, Conceptual Knowledge, Procedural Knowledge, Problem Solving Strategy
Kaynak
İlköğretim Online
WoS Q Değeri
Scopus Q Değeri
N/A
Cilt
16
Sayı
2
