60-72 aylık çocuklara uygulanan sorgulama tabanlı problem çözme etkinlerinin çocukların problem çözme becerisine etkisinin incelenmesi
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Date
2019
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Open Access Color
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Abstract
Bu çalışmada, sorgulama tabanlı öğretim yaklaşımı kullanılarak hazırlanan problem çözme etkinliklerinin 60-72 aylık çocukların problem çözme becerileri üzerindeki etkisi incelenmiştir. Araştırmanın örneklemini 2016-2017 eğitim öğretim yılı içerisinde İstanbul ili Milli Eğitim Müdürlüğü'ne bağlı bağımsız anaokullarından kolay ulaşılabilirlik ilkesi ile seçilmiştir. Anaokulundan eğitim-öğretim görmekte olan 60-72 aylık çocukların yer aldığı iki şube örnekleme alınmıştır. Yapılan analizler sonucunda seçilen iki şube arasında anlamlı bir fark olmadığı saptanmıştır. Random olarak bir grup deney grubu, diğer grup kontrol grubu olarak atanmıştır. Araştırma nicel araştırma yönteminden öntest, sontest, kontrol gruplu deneysel desen ile yürütülmüştür. Çalışma grubunda 13 çocuk deney grubunu, 13 çocuk kontrol grubunu oluşturmuştur. Deney grubuna dahil edilen çocuklara araştırmacı tarafından geliştirilen ve 10 hafta süren toplam 30 oturumluk Sorgulama Tabanlı Problem Çözme Etkinlikleri uygulanmıştır. Kontrol grubuna dahil edilen çocuklara MEB müfredatı uygulanmaya devam edilmiştir. Araştırmada veri toplama aracı olarak Oğuz ve Köksal Akyol (2012) tarafından geliştirilen Çocuklar İçin Problem Çözme Becerisi Ölçeği (PÇBÖ) kullanılmıştır. Sosyo-demografik bilgileri öğrenmek için ise araştırmacı tarafından hazırlanan 'Genel Bilgi Formu' kullanılmıştır. Araştırma bulgularına göre; sorgulama tabanlı problem çözme etkinliklerine katılan deney grubu çocuklarının problem çözme beceri toplam puanları ile kontrol grubuna dahil edilen çocukların problem çözme beceri toplam puanları karşılaştırıldığında; deney grubunun lehine anlamlı derecede bir farklılaşmaya rastlanmıştır. Araştırmada dört hafta sonunda yapılan kalıcılık testi sonuçları da deney grubu lehine bir sonuç ortaya koymuştur.
THE EFFECTS OF INQUIRY-BASED PROBLEM SOLVING ACTIVITIES ON 60-72 MONTHS CHILDREN'S PROBLEM SOLVING SKILLS The aim of this study is to understand the effects of inquiry based problem solving activities on 60-72 months children's problem solving skills. The sample of the study was selected by the group sampling from the independent schools of the Istanbul Education Directorate during the 2016-2017 academic year. Two branches with 60-72 months old children were included in the selected institution. One group was randomized as experimental group and the other group as control group. The study was performed by pretest, final test and control group experimental pattern method which comes from quantitative approach. A total of 26 children were included in the study group, 13 were experimental groups and 13 were control group. In experimental group children were provided by questioning based problem solving skill activities which have been developed by the researcher, which takes 10 weeks and which consist of 30 sessions. The control group continued to apply the normal curriculum to children. In this research Problem Solving Skill Scale (PSSS), developed by Oğuz with Köksal Akyol in 2012 was used as information gathering tool. General Information Form that was prepared by researcher, has been used in order to learn socio-demographic information. According to research findings, the students in control group and the students in experimental group were compared in terms of skill scores; it has been found out that the students in experimental group had been more positive and benifical situation than the students in control group. The permanency test which was given to students 4 weeks after the experiment, also supported the positive achivement of the experimantal group.
THE EFFECTS OF INQUIRY-BASED PROBLEM SOLVING ACTIVITIES ON 60-72 MONTHS CHILDREN'S PROBLEM SOLVING SKILLS The aim of this study is to understand the effects of inquiry based problem solving activities on 60-72 months children's problem solving skills. The sample of the study was selected by the group sampling from the independent schools of the Istanbul Education Directorate during the 2016-2017 academic year. Two branches with 60-72 months old children were included in the selected institution. One group was randomized as experimental group and the other group as control group. The study was performed by pretest, final test and control group experimental pattern method which comes from quantitative approach. A total of 26 children were included in the study group, 13 were experimental groups and 13 were control group. In experimental group children were provided by questioning based problem solving skill activities which have been developed by the researcher, which takes 10 weeks and which consist of 30 sessions. The control group continued to apply the normal curriculum to children. In this research Problem Solving Skill Scale (PSSS), developed by Oğuz with Köksal Akyol in 2012 was used as information gathering tool. General Information Form that was prepared by researcher, has been used in order to learn socio-demographic information. According to research findings, the students in control group and the students in experimental group were compared in terms of skill scores; it has been found out that the students in experimental group had been more positive and benifical situation than the students in control group. The permanency test which was given to students 4 weeks after the experiment, also supported the positive achivement of the experimantal group.
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Eğitim ve Öğretim, Okul öncesi eğitim, Problem çözme, Education and Training, Çocuk-okul öncesi, Preschool education, Çocuklar, Problem solving, Children, Öğrenme yöntemleri, Learning methods