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İlköğretim Okulu Öğrencileri Kötü Yapılandırılmış Problemleri Nasıl Çözüyor?

How do Elementary School Students Solve Ill- Structured Problems?

Journal Name:

  • Gazi Eğitim Fakültesi Dergisi

Publication Year:

  • 2005

Key Words:

Keywords (Original Language):

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Abstract (2. Language): 
This paper is based on research that evaluated strategies used by elementary school students (K-5) for solutions to “diagnosis-solution” problems and “design” problems, mainly categorized as ill-structured problems. The differences in the applications of these strategies by students in different grades were analyzed. The research was based on face-to-face interviews. The analysis of the responses of K-3 students showed that most of them did not apply the general steps of problem-solving such as identification of the problem, data collection, generating possible solutions and evaluation steps. Instead, they immediately skipped to the step of selecting the best solution after the problems were posed to them. Some of the students in the 4 th and 5 th grades mentioned that it was important to define the problem first and then solve the problem. This group was also able to identify multiple resources for data collection, whereas the younger students were more limited in their choices for data collection. Some of the older students thought that in case the solution failed, it is important to evaluate the results and seek another solution to the problem. The general conclusion of this research paper is that students, for the most part, are not aware of the fact that a major portion of a problem-solving undertaking involves identification of the problem. Most students jump to the step of selecting the best solution without a clear identification of the problem.
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Abstract (Original Language): 
Bu çalışma, anaokulundan altıncısınıfa kadar olan öğrencilerin, kötü yapılandırılmış olarak kategorize edilen tasarım ve teşhis et- çöz problemlerini çözerken, kullandıkları stratejilerin belirlenmesi ve değerlendirilmesine dayalıdır. İlkokullarda, farklısınıf düzeylerindeki öğrenciler tarafından kullanılan bu stratejilerin uygulanmasındaki farklılıklar analiz edildi. Bu araştırmada veriler yüz yüze yapılan görüşmelerden elde edildi. Veri analizleri, anaokulu, birinci, ikinci ve üçüncü sınıf öğrencilerinin çoğunluğunun, genel problem çözmenin adımlarıolan, problemi tanımlama, veri toplama, çözümler üretme ve değerlendirme basmağını uygulamadıklarınıgösterdi. Onun yerine, öğrenciler, onlara sorulan problemlerden sonra hiç düşünmeksizin en iyi çözümü seçme basamağına atladılar. Dördüncü ve beşinci sınıflardaki bazıöğrenciler ise, problemin çözümünde, ilk olarak problemi tanımlamanın önemli olduğunu açıkladılar. Ayrıca bu grup, küçük sınıflardaki öğrencileri sınırlıveri toplama kaynağıbelirtmelerinin aksine, daha farklıveri toplama kaynaklarıbelittiler. Bazıdördüncü ve beşinci sınıf öğrencileri çözüm başarısız olduğunda, çözümün değerlendirilmesinin ve yeni bir çözümün bulunmasının önemli olduğunu açıkladılar. Bu çalışmanın genel sonucu, öğrencilerin büyük çoğunluğu verilen problemleri tanımlama sürecinden haberdar görünmüyorlar. Öğrencilerin önemli bir bölümü, problemi net bir şekilde anlamadan, tanımadan en iyi çözüm basamağına geçiyorlar.
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