Farklılaştırılmış problem çözme öğretiminin üstün yetenekli öğrencilerin problem çözme ve yaratıcı düşünme becerisine etkisi
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Dosyalar
Tarih
2018
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info:eu-repo/semantics/openAccess
Özet
Çalışmada, farklılaştırılmış problem çözme öğretiminin üstün zekâlı ve yetenekli öğrencilerin matematik problemlerini çözme başarısı ve yaratıcı düşünmeye yönelik etkisinin belirlenmesi amaçlanmıştır. Çalışmada araştırma deseni olarak ön test-son test kontrol gruplu desen kullanılmıştır. Araştırma, Düzce Bilim ve Sanat Merkezi’nde öğrenim gören 7’si deney, 8’i kontrol grubu olmak üzere 15 öğrenciyle yürütülmüştür. Deney grubundaki öğrencilere araştırmacı tarafından farklılaştırılmış problem çözme öğretimi uygulanırken, kontrol grubundaki öğrencilere müdahale edilmeyen öğretim yöntemiyle problem çözme öğretimi uygulanmıştır. Veri toplama araçları olarak Torrance Yaratıcı Düşünme Testi ve araştırmacı tarafından geliştirilen Problem Çözme Başarı Testi kullanılmıştır. Veri toplama araçları uygulamanın başında ve sonunda deney ve kontrol grubuna uygulanmıştır. Araştırmada öğretim uygulamalarının etkililiğini sınamak için verilerin analizi için Mann Whitney-U Testi ve Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Farklılaştırılmış problem çözme öğretimi yapılan deney grubunun problem çözme başarı testi ve yaratıcı düşünme testi ön test son test puanları arasında son test lehine anlamlı farklılıklar sağladığı bulunmuştur. Farklılaştırılmış problem çözme öğretimi yapılan deney grubu ile kontrol grubu arasında problem çözme başarı testi, yaratıcı düşünme testi son test puanlarına göre deney grubu lehine anlamlı farklılık bulunmuştur
The aim of this study is to define the effects of differentiated problem solving instruction on mathematical problem solving performances and creative thinking of gifted learners. A pretest-posttest design was used in the experimental process of the study. The study was conducted in Duzce Science and Art Center on a total of 15 students; 7 students from the experiment group and 8 students from control group making up the population of the study. While the experiment group was provided with problem solving instruction which was differentiated by the researcher, traditional problem solving instruction was carried out in the control group. As the data collection tools, Torrance Creative Thinking Test and Problem Solving Achievement Scale developed by the researcher himself were administered. Data collection tools were administered on experiment and control groups both at the beginning and end of the study. Mann Whitney-U Test and Wilcoxon Signed Rank Test were used to analyze the data collected to test the effectiveness of educational processes in the study. There are significant differences between the pretest and posttest scores of the students in the experiment group instructed by differentiated problem solving in favor of the posttest in problem solving achievement test and creative thinking test. There are significant differences between the experiment group instructed by differentiated problem solving instruction and the control group in favor of the experiment group in the posttest scores of problem solving achievement test and creative thinking test
The aim of this study is to define the effects of differentiated problem solving instruction on mathematical problem solving performances and creative thinking of gifted learners. A pretest-posttest design was used in the experimental process of the study. The study was conducted in Duzce Science and Art Center on a total of 15 students; 7 students from the experiment group and 8 students from control group making up the population of the study. While the experiment group was provided with problem solving instruction which was differentiated by the researcher, traditional problem solving instruction was carried out in the control group. As the data collection tools, Torrance Creative Thinking Test and Problem Solving Achievement Scale developed by the researcher himself were administered. Data collection tools were administered on experiment and control groups both at the beginning and end of the study. Mann Whitney-U Test and Wilcoxon Signed Rank Test were used to analyze the data collected to test the effectiveness of educational processes in the study. There are significant differences between the pretest and posttest scores of the students in the experiment group instructed by differentiated problem solving in favor of the posttest in problem solving achievement test and creative thinking test. There are significant differences between the experiment group instructed by differentiated problem solving instruction and the control group in favor of the experiment group in the posttest scores of problem solving achievement test and creative thinking test
Açıklama
Anahtar Kelimeler
Farklılaştırılmış Öğretim, Üstün Yetenek, Problem Çözme, Yaratıcı Düşünme, Differentiated Instruction, Gifted, Problem Solving, Creative Thinking
Kaynak
Milli Eğitim
WoS Q Değeri
Scopus Q Değeri
Cilt
47
Sayı
1
