60-72 Aylık Çocuklara Uygulanan Sorgulama Tabanlı Problem Çözme Etkinliklerinin Çocukların Problem Çözme Becerisine Etkisinin İncelenmesi

Yıl 2021, Cilt: 5 Sayı: 3, 309 - 323, 01.08.2021

Yeliz Dal Berberoğlu , Erhan Alabay

https://doi.org/10.34056/aujef.897292

Öz

Bu araştırmanın amacı, 60-72 aylık çocuklara uygulanan sorgulama tabanlı problem çözme etkinliklerinin çocukların problem çözme becerilerine olan etkisini incelemektir. Araştırma nicel araştırma desenlerinden birisi olan öntest-sontest kontrol gruplu deneysel desen kullanılmıştır. Araştırmanın çalışma grubunu, 13 çocuk deney ve 13 çocuk kontrol grubunda olmak üzere toplam 26 okul öncesi dönem çocuğu oluşturmaktadır. Araştırmacılar tarafından hazırlanan sorgulama tabanlı problem çözme etkinlikleri 10 hafta ve haftada 3 gün olacak şekilde toplam 30 oturum deney grubuna uygulanmıştır. Veri toplama aracı olarak demografik bilgi formu ve Çocuklar için Problem Çözme Becerisi Ölçeği kullanılmıştır. Araştırma sonucunda deney grubu çocuklarının problem çözme beceri puanları, kontrol grubuna dahil edilen çocukların problem çözme beceri puanlarından istatistiksel açıdan daha yüksek bulunmuştur. Bir diğer ifade ile çocuklara uygulanan sorgulama tabanlı problem çözme etkinlikleri çocukların problem çözme becerisini olumlu olarak etkilemiştir.

Anahtar Kelimeler

Okul öncesi, problem çözme becerisi, sorgulama tabanlı öğretim

Examining the Effect of Inquiry-Based Problem-Solving Activities on the Problem-Solving Skills of 60-72 Months Old Children

Öz

The present study aims to examine the effect of inquiry-based problem-solving activities on 60-72 months old children’s problem-solving skills. In the study, the pretest-posttest control group experimental design which is among the quantitative research designs was used. The study group consists of a total of 26 pre-school children as 13 in the experimental and 13 in the control group. The inquiry-based problem-solving activities prepared by the researchers were applied to the experimental group as a total of 30 sessions for 10 weeks and three times a week. Demographic information form and Problem-Solving Skills Scale were used as data collection tools. As a result of the study, it was determined that the problem-solving skill scores of the children in the experimental group were statistically higher than the students in the control group. In other words, inquiry-based problem-solving activities positively affected the problem-solving skills of children.

Anahtar Kelimeler

preschool, problem solving skill, Inquiry-based teaching

Kaynakça

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