Üstün yetenekli ilköğretim öğrencilerinin problem çözme stratejilerini öğrenme düzeyleri
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Date
2014-09-02
Authors
Durmaz, Burcu
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Journal ISSN
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Publisher
Uludağ Üniversitesi
Abstract
Bu araştırma, üstün yetenekli ilköğretim öğrencilerinin, rutin olmayan problemleri çözmek için kullanılan problem çözme stratejilerini öğrenme düzeylerini ortaya koymak amacıyla uygulanan deneysel öğretimin ardından matematik problemi çözme başarısı; matematiğe yönelik tutum; problem çözme beceri ve stratejileri; matematik problemi çözmeye karşı tutum; matematiksel özyeterlik; matematiksel akademik benlik ve özdüzenleme stratejileri ölçeklerinden elde edilen puanların değişimini incelemektedir. Araştırma üstün yetenekli ilköğretim öğrencilerinin problem çözme stratejilerini öğrenmelerini sağlayacak bir öğretim uygulamasına olan ihtiyacın Sistem Analizi yaklaşımıyla ortaya konması; bu öğretimin Tasarlayarak Anlama (Understanding by Design-UbD) yaklaşımından faydalanılarak geliştirilmesinin ardından öğrencilere uygulanması ve araştırma bulgularının rapor edilmesini içermektedir. Buna bağlı olarak araştırmanın modeli, tek gruplu ön test son test deneme modelidir. Araştırmanın deneysel kısmı 2013-2014 eğitim-öğretim yılında Antalya ili Konyaaltı ilçesi Bilim ve Sanat Merkezi'nde dördüncü, beşinci, altıncı ve yedinci sınıfa devam eden toplam 121 öğrenci ile yürütülmüştür. Veri toplama araçları olarak öğrencilerin problem çözme başarılarını ölçmek amacıyla her bir stratejiyi temsil edecek şekilde hazırlanan problem çözme stratejileri testleri (ön test ve son test) kullanılmıştır. Veriler, SPSS 17.0 programı kullanılarak analiz edilmiştir. Ayrıca yapılan öğretimin bazı duyuşsal değişkenlere etkisinin olup olmadığını test etmek için matematiğe yönelik tutum; problem çözme beceri ve stratejileri; matematik problemi çözmeye karşı tutum; matematiksel özyeterlik; matematiksel akademik benlik ve özdüzenleme stratejileri ölçekleri uygulanmıştır. Araştırma sonuçlarına göre; yapılan deneysel öğretimin üstün yetenekli ilköğretim öğrencilerinin problem çözme stratejilerini öğrenme düzeylerinde ve kullandıkları farklı strateji sayısında anlamlı derecede farklılık yarattığı görülmüştür. En güçlü farklılaşma sırasıyla problemi basitleştirme, diyagram çizme ve muhakeme etme stratejilerinde meydana gelmiştir. Ayrıca bazı stratejilerin kullanılma düzeyleri açısından birbirleri arasında olumlu yönde anlamlı ilişki bulunmuştur. Uygulanan ölçeklerden elde edilen sonuçlara göre problem çözme stratejileri öğretiminin öğrencilerin matematik dersine yönelik tutum, matematik özyeterlik ve özdüzenleyici öğrenme stratejileri ölçeklerinden elde ettikleri puanları olumlu yönde etkilediği ancak matematik problemi çözmeye yönelik tutum, problem çözme beceri ve stratejileri ve matematiksel akademik benlik ölçeklerinden elde ettikleri puanlara anlamlı bir etkisinin olmadığı görülmüştür. Buna ek olarak üstün yetenekli ilköğretim öğrencilerinin matematik dersine yönelik tutum ve matematik problemi çözmeye yönelik tutum; matematik problemi çözme tutum ve matematik özyeterlik; problem çözme ve becerileri ve özdüzenleyici öğrenme stratejileri; matematiksel özyeterlik ve özdüzenleyici öğrenme stratejileri ölçeklerinden elde edilen puanlar arasında pozitif yönde anlamlı ilişki bulunmuştur. Araştırmanın sonucunda, üstün yetenekli ilköğretim öğrencilerinin matematik eğitimi için öneriler getirilmiştir.
The purpose of the present study is to identify any potential changes in the scores obtained by gifted elementary school students from scales pertaining to achievement in mathematical problem solving, attitudes towards mathematics, problem solving skills and strategies, attitudes towards mathematical problem solving, mathematical self efficacy, mathematical academic self concept and self regulation strategies following experimental instruction administered to them in order to reveal the extent to which they can learn problem solving strategies used for solving nonroutine problems. The study involved the identification, through System Analysis, of the need that gifted elementary school students have for a type of instruction that will enable them to learn problem solving strategies, the development of the instruction via the UbD approach (Understanding by Design), the administration of the instruction to the students, and the documentation of study findings. Therefore, the study was based on one group pretest/posttest experimental design. The experimental process was performed on a total of 121 fourth graders, fifth graders, sixth graders and seventh graders who studied at the Science and Arts Center located in Konyaaltı, Antalya, Turkey, during the 2013-2014 academic year. The data were collected through tests on problem solving strategies (pretest and posttest), which were designed in a way that would represent each particular strategy so that the students' achievement in problem solving could be measured. The data were analyzed via SPSS 17.0. Furthermore, a number of other scales were administered to the students, namely attitudes towards mathematics, problem solving skills and strategies, attitudes towards mathematical problem solving, mathematical self efficacy, mathematical academic self concept, and self regulation strategies, in order to test whether the instruction had influences on certain affective variables. The findings suggested that the experimental instruction led to significant differences in the extent to gifted elementary school students could learn problem solving strategies and in the number of strategies they could use. The most powerful differentation respectively, simplifying the problem, drawing a diagram and reasoning strategies have been occurred. Besides, certain strategies were significantly correlated with one another in terms of the extent to which they were used. The instruction in problem solving strategies had significant influences on the students' scores in the scales pertaining to attitudes towards mathematics, mathematical self-efficacy and self regulated learning strategies whereas it did not have any significant effects on their scores in the scales associated with attitudes towards mathematical problem solving, problem solving skills and strategies, and mathematical academic self-concept. In addition to this; attitudes towards mathematics of the gifted elementary school students significantly correlated with attitude towards mathematical problem solving; mathematical problem solving and mathematical self efficacy; problem solving skills and strategies and self regulation strategies; mathematical self concept and self regulation strategies. At the end of the study, suggestions for the gifted elementary students' maths education have been made.
The purpose of the present study is to identify any potential changes in the scores obtained by gifted elementary school students from scales pertaining to achievement in mathematical problem solving, attitudes towards mathematics, problem solving skills and strategies, attitudes towards mathematical problem solving, mathematical self efficacy, mathematical academic self concept and self regulation strategies following experimental instruction administered to them in order to reveal the extent to which they can learn problem solving strategies used for solving nonroutine problems. The study involved the identification, through System Analysis, of the need that gifted elementary school students have for a type of instruction that will enable them to learn problem solving strategies, the development of the instruction via the UbD approach (Understanding by Design), the administration of the instruction to the students, and the documentation of study findings. Therefore, the study was based on one group pretest/posttest experimental design. The experimental process was performed on a total of 121 fourth graders, fifth graders, sixth graders and seventh graders who studied at the Science and Arts Center located in Konyaaltı, Antalya, Turkey, during the 2013-2014 academic year. The data were collected through tests on problem solving strategies (pretest and posttest), which were designed in a way that would represent each particular strategy so that the students' achievement in problem solving could be measured. The data were analyzed via SPSS 17.0. Furthermore, a number of other scales were administered to the students, namely attitudes towards mathematics, problem solving skills and strategies, attitudes towards mathematical problem solving, mathematical self efficacy, mathematical academic self concept, and self regulation strategies, in order to test whether the instruction had influences on certain affective variables. The findings suggested that the experimental instruction led to significant differences in the extent to gifted elementary school students could learn problem solving strategies and in the number of strategies they could use. The most powerful differentation respectively, simplifying the problem, drawing a diagram and reasoning strategies have been occurred. Besides, certain strategies were significantly correlated with one another in terms of the extent to which they were used. The instruction in problem solving strategies had significant influences on the students' scores in the scales pertaining to attitudes towards mathematics, mathematical self-efficacy and self regulated learning strategies whereas it did not have any significant effects on their scores in the scales associated with attitudes towards mathematical problem solving, problem solving skills and strategies, and mathematical academic self-concept. In addition to this; attitudes towards mathematics of the gifted elementary school students significantly correlated with attitude towards mathematical problem solving; mathematical problem solving and mathematical self efficacy; problem solving skills and strategies and self regulation strategies; mathematical self concept and self regulation strategies. At the end of the study, suggestions for the gifted elementary students' maths education have been made.
Description
Keywords
Matematik eğitimi, Problem çözme stratejileri, Üstün yeteneklilik, Giftedness, Maths education, Problem solving strategies
Citation
Durmaz, B. (2014). Üstün yetenekli ilköğretim öğrencilerinin problem çözme stratejilerini öğrenme düzeyleri. Yayınlanmamış doktora tezi. Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.