A Case Study for the Use of Technology Supported Graphical Organizers in Preschool Children’s Problem Solving

Ekmel Çetin; Doç. Dr. Selçuk Özdemir

doi:10.18009/jcer.935791

Araştırma Makalesi

A Case Study for the Use of Technology Supported Graphical Organizers in Preschool Children’s Problem Solving

Yıl 2021, Cilt: 9 Sayı: 18, 771 - 794, 21.12.2021

Ekmel Çetin , Doç. Dr. Selçuk Özdemir

https://doi.org/10.18009/jcer.935791

Öz

The purpose of this study is to integrate preschool children into problem-solving activities, which include graphical organizers such as fishbone diagram, brainstorming and flowchart as cognitive tools in an information technology supported environment. Accordingly, a specific software that prepared based on problem-solving and algorithmic thinking in preschool education was used. Case study method was employed in order to state children’s use of graphical organizers, their participation to the classroom interaction and their problem-solving cases. 28 preschool children participated in this study from a public school in Ankara/Turkey. Classroom interaction video records, and flowcharts prepared by children are data collection tools. The results revealed that, problem-solving activities prepared with graphical organizers and ICT-supported environment are appropriate for preschool children. Children actively participated to the activities of understanding the problem, examining the cause-effect relations, producing alternative solutions to problem activities, and they expressed their thoughts.

Anahtar Kelimeler

Graphical organizers, problem solving, ICT in preschool, preschool education

Kaynakça

Alkhayat, L., Ernest, J. & LaChenaye, J. (2020). Exploring kuwaiti preservice early childhood teachers’ beliefs about using web 2.0 technologies. Early Childhood Education Journal, 48, 715–725. https://doi.org/10.1007/s10643-020-01036-6
Allan, N. P., Hume, L. E., Allan, D. M., Farrington, A. L., & Lonigan, C. J. (2014). Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A meta-analysis. Developmental Psychology, 50(10), 2368-2379.
Alnıak, Ş., & Dinçer, Ç. (2005). Farklı eğitim yaklaşımları uygulayan okul öncesi eğitim kurumlarına devam eden çocukların kişiler arası problem çözme becerilerinin değerlendirilmesi [Evaluation of children’s interpersonal problem solving skills who attend preschool education institutions that apply different educational approaches]. Ankara University Faculty of Educational Sciences Journal, 38(1), 149-166.
Angeli, C., & Valanides, N. (2004). Examining the effects of text-only and text-and-visual instructional materials on the achievement of field-dependent and field-independent learners during problem-solving with modeling software. Educational Technology Research and Development, 52(4), 23-36.
Baralt, A. C. (2013). Ways digital scaffolds are used during collaborative problem solving in the preschool classroom (Unpublished Doctoral dissertation), University of Florida.
Birbili, M. (2006). Mapping knowledge: concept maps in early childhood education. Early Childhood Research & Practice, 8(2), 1-10.
Bodrova, E., & Leong, D. J. (1996). Tools of the mind: The Vygotskian approach to early childhood education. New Jersey, USA: Prentice-Hall.
Brooks, C. F. (2008). Exploring face-to-face and online classroom discourse: A case study of social roles as performed in a college course. (Unpublished PhD Thesis). University of California.
Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
Cohen, L., Manion, L., & Morrison, K. (2005). Research methods in education (5th ed). London: Routledge Falmer.
Cook-Cottone, C. P. (2004). Using Piaget's theory of cognitive development to understand the construction of healing narratives. Journal of College Counseling, 7(1), 177-186.
Cviko, A., McKenney, S., & Voogt, J. (2014). Teacher roles in designing technology-rich learning activities for early literacy: A cross-case analysis. Computers & Education, 72, 68-79.
Çepni, S. (2005). Araştırma ve proje çalışmalarına giriş [Introduction to research and project studies] (2nd ed). Trabzon: Derya.
Davidson, J. E. (2003). Insights about insightful problem solving. In J. E. Davidson & R. J. Sternberg (Ed.), The psychology of problem solving (pp. 149-175). New York: Cambridge
Dexter, D. D., & Hughes, C. A. (2011). Graphic organizers and students with learning disabilities: A meta-analysis. Learning Disability Quarterly, 34, 51-72.
Dong, C. (2018). Preschool teachers’ perceptions and pedagogical practices: Young children’s use of ICT. Early Child Development and Care, 188(6), 635-650.
Dong, C., & Newman, L. (2016). Ready, steady… pause: integrating ICT into Shanghai preschools. International Journal of Early Years Education, 24(2), 224-237.
Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5-6 years old kindergarten children in a computer programming environment: A case study. Computers & Education, 63, 87-97.
Getzels, J. W. (1982). The problem of the problem. In R. Hogarth (Ed.), New directions for methodology of social and behavioral science: Question framing and response consistency (vol.11). San Francisco: Jossey-Bass.
Hartman, H. J. (2002). Developing students' metacognitive knowledge and skills. In H. J. Hartman (Ed.), Metacognition in learning and instruction. Dordrecht: Kluwer Academic.
Haywood, H. C. (2020). Cognitive early education. In Oxford Research Encyclopedia of Education.
Hong, S.B., Broderick, J.T. & McAuliffe, C.M. (2021). Drawing to learn: A classroom case study. Early Childhood Education Journal, 49, 15–25.
Howes, C., Unger, O. A., & Matheson, C. C. (1992). The collaborative construction of pretend: Social pretend play functions. Albany: State University of New York.
Hsin, C.-T., Li, M.-C., & Tsai, C.-C. (2014). The influence of young children's use of technology on their learning: A review. Educational Technology & Society, 17(4), 85-99.
Ishikawa, K. (1968). Guide to quality control. Tokyo: JUSE.
Johnson, N. O. (2013). Kindergarten students solving mathematical word problems. (Unpublished PhD Thesis), Florida State University, Tallahassee, FL.
Johnstone, B. (2003). Discourse analysis. Malden, MA: Blackwell.
Jones, B. F., Pierce, J., & Hunter, B. (1988/89). Teaching students to construct graphic representations. Educational Leadership, December/January, 27-31.
Keren, G., & Fridin, M. (2014). Kindergarten Social Assistive Robot (KindSAR) for children's geometric thinking and metacognitive development in preschool education: A pilot study. Computers in Human Behavior, 35, 400-412.
Kinnucan, C. J. E. (2012). Developmental trends in preschoolers' use of prompted self-explanations to facilitate problem solving. (Unpublished PhD Thesis). Saint Louis University, Madrid.
Köklü, N., Büyüköztürk, Ş., & Çokluk, Ö. (2007). Sosyal bilimler için istatistik [Statistics for social sciences] (2nd ed). Ankara: Pegem.
Lin, C.-H. (2012). Application of a model for the integration of technology in kindergarten: An empirical investigation in Taiwan. Early Childhood Education Journal, 40(1), 5-17.
Liu, E. Z.-F., Lin, C.-H., Liou, P.-Y., Feng, H.-C., & Hou, H.-T. (2013). An analysis of teacher-student interaction patterns in a robotic course for kindergarten children: A pilot study. The Turkish Online Journal of Educational Technology, 12(1), 9-18.
Lu, S., Huang, C., & Rios, J. (2017). Mindfulness and academic performance: An example of migrant children in China. Children and Youth Services Review, 82, 53-59.
Maryam, B., Sören, H. & Gunilla, L. (2020). Putting scaffolding into action: Preschool teachers’ actions using interactive whiteboard. Early Childhood Education Journal, 48, 79–92. https://doi.org/10.1007/s10643-019-00971-3
McDonald, D., & Vines, R. (2019). Flipping advanced organizers ınto an ındividualized meaning-making learning process through sketching. Teaching Artist Journal, 17(1-2), 51-61.
Ministry of National Education [MoNE] (2013). Milli eğitim bakanlığı, öğretim programlarını izleme ve değerlendirme sistemi. Okul öncesi eğitim programı. [Online: Retrieved from https://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=652].
Neville, H. F. (2007). Is this a phase? Child development & parent strategies, birth to 6 years. Seattle, USA: Parenting.
Nikolopoulou, K. (2020). Preschool teachers’ practices of ICT-supported early language and mathematics. Creative Education, 11(10), 2038-2052.
Özbey, S. & Köyceğiz, M. (2020). A study on the effect of the social skill education on the academic self respect and problem solving skills of the pre-school children. International e-Journal of Educational Studies, 4(8), 176-189. DOI: 10.31458/iejes.727590
Öztürk, A. (2009). Kalite yönetimi ve planlaması [Quality Management and Planning]. Bursa: Ekin.
Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Ed.), Dimensions of thinking and cognitive instruction. Hillsdale, NJ: Lawrence Erlbaum.
Pretz, J. E., Naples, A. J., & Sternberg, R. J. (2003). Recognizing, defining and representing problems. In J. E. Davidson & R. J. Sternberg (Ed.), The psychology of problem solving (pp. 3-30). Cambridge, United Kingdom: Cambridge University.
Ramani, G. B. (2005). Cooperative play and problem solving in preschool children. (Unpublished PhD Thesis). University of Pittsburgh, Pittsburgh.
Rogoff, B. (1998). Cognition as a collaborative process. In D. Kuhn & R. S. Siegler (Ed.), Handbook of child psychology: Cognition, perception and language. NY: J. Wiley.
Ryoo, J. H., Molfese, V. J., & Brown, E. T. (2018). Strategies to encourage mathematics learning in early childhood: Discussions and brainstorming promote stronger performance. Early Education and Development, 29(4), 603-617.
Schunk, D. H. (2011). Öğrenme Teorileri [Learning Theories]. Ankara: Nobel.
Schewebel, M., & Raph, J. (1973). Piaget in the classroom. NY: Basic Books.
Sevocab. (2016). Software and systems engineering vocabulary. [Online: Retrieved from https://pascal.computer.org/sev_display/search.action]
Sezgin, E., & Ulus, L. (2020). An examination of self-regulation and higher-order cognitive skills as predictors of preschool children's early academic skills. International Education Studies, 13(7), 65-87.
Shaughnessy, J. J., Zechmeister, E. B., & Zechmeister, J. S. (2008). Research methods in psychology (8th ed). New York: McGraw-Hill.
Sweller, J. (1999). Instructional design in technical areas. Camberwell, Australia: ACER.
Tonga, F., & Tantekin-Erden, F. (2020). Mindfulness: Views of Turkish pre-service early childhood teachers. International e-Journal of Educational Studies, 4 (8), 122-137.
Topçu-Bilir, Z. (2019). Yaşam becerileri eğitim programının beş yaş çocuklarının yaşam becerileri, benlik algıları ve sosyal duygusal uyum düzeylerine etkisi. (Yayımlanmamış Doktora Tezi). Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
Umay, U. H. (2019). 60-72 aylık çocukların sosyal becerilerinin problem çözme becerilerini yordama gücü. (Yayımlanmamış Yüksek Lisans Tezi). Akdeniz Üniversitesi, Eğitim Bilimleri Enstitüsü, Antalya.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University.
Vygotsky, L. S., & Luria, A. R. (1994). Tool and symbol in child development. In R. V. d. Veer & J. Valsiner (Ed.), The Vygotsky Reader (pp. 99-174). Oxford: Blackwell.
Wakil, K., Khdir, S., Sabir, L., & Nawzad, L. (2019). Student ability for learning computer programming languages in primary schools. International e-Journal of Educational Studies, 3(6), 109-115. DOI: 10.31458/iejes.591938
Walshatri, S.H.H., Wakil, K., & Bakhtyar, R. (2019). The difficulties of theoretical and applied learning for mathematics subject in primary schools. International e-Journal of Educational Studies (IEJES), 3(6), 141-149. DOI: 10.31458/iejes.591997
Willis, J. W. (2008). Qualitative research methods in education and educational technology. Charlotte, NC: Information Age.
Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Ankara: Seçkin.
Yin, R. (1984). Case study research. Beverly Hills: Sage Publication.
Zollman, A. (2009). Students use graphic organizers to improve mathematical problem-solving communications. Middle School Journal, 41(2), 4-12.

A Case Study for the Use of Technology Supported Graphical Organizers in Preschool Children’s Problem Solving

Yıl 2021, Cilt: 9 Sayı: 18, 771 - 794, 21.12.2021

Ekmel Çetin , Doç. Dr. Selçuk Özdemir

https://doi.org/10.18009/jcer.935791

Öz

Anahtar Kelimeler

graphical organizers, problem solving, ICT in preschool, preschool education

Kaynakça

Alkhayat, L., Ernest, J. & LaChenaye, J. (2020). Exploring kuwaiti preservice early childhood teachers’ beliefs about using web 2.0 technologies. Early Childhood Education Journal, 48, 715–725. https://doi.org/10.1007/s10643-020-01036-6
Allan, N. P., Hume, L. E., Allan, D. M., Farrington, A. L., & Lonigan, C. J. (2014). Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A meta-analysis. Developmental Psychology, 50(10), 2368-2379.
Alnıak, Ş., & Dinçer, Ç. (2005). Farklı eğitim yaklaşımları uygulayan okul öncesi eğitim kurumlarına devam eden çocukların kişiler arası problem çözme becerilerinin değerlendirilmesi [Evaluation of children’s interpersonal problem solving skills who attend preschool education institutions that apply different educational approaches]. Ankara University Faculty of Educational Sciences Journal, 38(1), 149-166.
Angeli, C., & Valanides, N. (2004). Examining the effects of text-only and text-and-visual instructional materials on the achievement of field-dependent and field-independent learners during problem-solving with modeling software. Educational Technology Research and Development, 52(4), 23-36.
Baralt, A. C. (2013). Ways digital scaffolds are used during collaborative problem solving in the preschool classroom (Unpublished Doctoral dissertation), University of Florida.
Birbili, M. (2006). Mapping knowledge: concept maps in early childhood education. Early Childhood Research & Practice, 8(2), 1-10.
Bodrova, E., & Leong, D. J. (1996). Tools of the mind: The Vygotskian approach to early childhood education. New Jersey, USA: Prentice-Hall.
Brooks, C. F. (2008). Exploring face-to-face and online classroom discourse: A case study of social roles as performed in a college course. (Unpublished PhD Thesis). University of California.
Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
Cohen, L., Manion, L., & Morrison, K. (2005). Research methods in education (5th ed). London: Routledge Falmer.
Cook-Cottone, C. P. (2004). Using Piaget's theory of cognitive development to understand the construction of healing narratives. Journal of College Counseling, 7(1), 177-186.
Cviko, A., McKenney, S., & Voogt, J. (2014). Teacher roles in designing technology-rich learning activities for early literacy: A cross-case analysis. Computers & Education, 72, 68-79.
Çepni, S. (2005). Araştırma ve proje çalışmalarına giriş [Introduction to research and project studies] (2nd ed). Trabzon: Derya.
Davidson, J. E. (2003). Insights about insightful problem solving. In J. E. Davidson & R. J. Sternberg (Ed.), The psychology of problem solving (pp. 149-175). New York: Cambridge
Dexter, D. D., & Hughes, C. A. (2011). Graphic organizers and students with learning disabilities: A meta-analysis. Learning Disability Quarterly, 34, 51-72.
Dong, C. (2018). Preschool teachers’ perceptions and pedagogical practices: Young children’s use of ICT. Early Child Development and Care, 188(6), 635-650.
Dong, C., & Newman, L. (2016). Ready, steady… pause: integrating ICT into Shanghai preschools. International Journal of Early Years Education, 24(2), 224-237.
Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5-6 years old kindergarten children in a computer programming environment: A case study. Computers & Education, 63, 87-97.
Getzels, J. W. (1982). The problem of the problem. In R. Hogarth (Ed.), New directions for methodology of social and behavioral science: Question framing and response consistency (vol.11). San Francisco: Jossey-Bass.
Hartman, H. J. (2002). Developing students' metacognitive knowledge and skills. In H. J. Hartman (Ed.), Metacognition in learning and instruction. Dordrecht: Kluwer Academic.
Haywood, H. C. (2020). Cognitive early education. In Oxford Research Encyclopedia of Education.
Hong, S.B., Broderick, J.T. & McAuliffe, C.M. (2021). Drawing to learn: A classroom case study. Early Childhood Education Journal, 49, 15–25.
Howes, C., Unger, O. A., & Matheson, C. C. (1992). The collaborative construction of pretend: Social pretend play functions. Albany: State University of New York.
Hsin, C.-T., Li, M.-C., & Tsai, C.-C. (2014). The influence of young children's use of technology on their learning: A review. Educational Technology & Society, 17(4), 85-99.
Ishikawa, K. (1968). Guide to quality control. Tokyo: JUSE.
Johnson, N. O. (2013). Kindergarten students solving mathematical word problems. (Unpublished PhD Thesis), Florida State University, Tallahassee, FL.
Johnstone, B. (2003). Discourse analysis. Malden, MA: Blackwell.
Jones, B. F., Pierce, J., & Hunter, B. (1988/89). Teaching students to construct graphic representations. Educational Leadership, December/January, 27-31.
Keren, G., & Fridin, M. (2014). Kindergarten Social Assistive Robot (KindSAR) for children's geometric thinking and metacognitive development in preschool education: A pilot study. Computers in Human Behavior, 35, 400-412.
Kinnucan, C. J. E. (2012). Developmental trends in preschoolers' use of prompted self-explanations to facilitate problem solving. (Unpublished PhD Thesis). Saint Louis University, Madrid.
Köklü, N., Büyüköztürk, Ş., & Çokluk, Ö. (2007). Sosyal bilimler için istatistik [Statistics for social sciences] (2nd ed). Ankara: Pegem.
Lin, C.-H. (2012). Application of a model for the integration of technology in kindergarten: An empirical investigation in Taiwan. Early Childhood Education Journal, 40(1), 5-17.
Liu, E. Z.-F., Lin, C.-H., Liou, P.-Y., Feng, H.-C., & Hou, H.-T. (2013). An analysis of teacher-student interaction patterns in a robotic course for kindergarten children: A pilot study. The Turkish Online Journal of Educational Technology, 12(1), 9-18.
Lu, S., Huang, C., & Rios, J. (2017). Mindfulness and academic performance: An example of migrant children in China. Children and Youth Services Review, 82, 53-59.
Maryam, B., Sören, H. & Gunilla, L. (2020). Putting scaffolding into action: Preschool teachers’ actions using interactive whiteboard. Early Childhood Education Journal, 48, 79–92. https://doi.org/10.1007/s10643-019-00971-3
McDonald, D., & Vines, R. (2019). Flipping advanced organizers ınto an ındividualized meaning-making learning process through sketching. Teaching Artist Journal, 17(1-2), 51-61.
Ministry of National Education [MoNE] (2013). Milli eğitim bakanlığı, öğretim programlarını izleme ve değerlendirme sistemi. Okul öncesi eğitim programı. [Online: Retrieved from https://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=652].
Neville, H. F. (2007). Is this a phase? Child development & parent strategies, birth to 6 years. Seattle, USA: Parenting.
Nikolopoulou, K. (2020). Preschool teachers’ practices of ICT-supported early language and mathematics. Creative Education, 11(10), 2038-2052.
Özbey, S. & Köyceğiz, M. (2020). A study on the effect of the social skill education on the academic self respect and problem solving skills of the pre-school children. International e-Journal of Educational Studies, 4(8), 176-189. DOI: 10.31458/iejes.727590
Öztürk, A. (2009). Kalite yönetimi ve planlaması [Quality Management and Planning]. Bursa: Ekin.
Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Ed.), Dimensions of thinking and cognitive instruction. Hillsdale, NJ: Lawrence Erlbaum.
Pretz, J. E., Naples, A. J., & Sternberg, R. J. (2003). Recognizing, defining and representing problems. In J. E. Davidson & R. J. Sternberg (Ed.), The psychology of problem solving (pp. 3-30). Cambridge, United Kingdom: Cambridge University.
Ramani, G. B. (2005). Cooperative play and problem solving in preschool children. (Unpublished PhD Thesis). University of Pittsburgh, Pittsburgh.
Rogoff, B. (1998). Cognition as a collaborative process. In D. Kuhn & R. S. Siegler (Ed.), Handbook of child psychology: Cognition, perception and language. NY: J. Wiley.
Ryoo, J. H., Molfese, V. J., & Brown, E. T. (2018). Strategies to encourage mathematics learning in early childhood: Discussions and brainstorming promote stronger performance. Early Education and Development, 29(4), 603-617.
Schunk, D. H. (2011). Öğrenme Teorileri [Learning Theories]. Ankara: Nobel.
Schewebel, M., & Raph, J. (1973). Piaget in the classroom. NY: Basic Books.
Sevocab. (2016). Software and systems engineering vocabulary. [Online: Retrieved from https://pascal.computer.org/sev_display/search.action]
Sezgin, E., & Ulus, L. (2020). An examination of self-regulation and higher-order cognitive skills as predictors of preschool children's early academic skills. International Education Studies, 13(7), 65-87.
Shaughnessy, J. J., Zechmeister, E. B., & Zechmeister, J. S. (2008). Research methods in psychology (8th ed). New York: McGraw-Hill.
Sweller, J. (1999). Instructional design in technical areas. Camberwell, Australia: ACER.
Tonga, F., & Tantekin-Erden, F. (2020). Mindfulness: Views of Turkish pre-service early childhood teachers. International e-Journal of Educational Studies, 4 (8), 122-137.
Topçu-Bilir, Z. (2019). Yaşam becerileri eğitim programının beş yaş çocuklarının yaşam becerileri, benlik algıları ve sosyal duygusal uyum düzeylerine etkisi. (Yayımlanmamış Doktora Tezi). Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
Umay, U. H. (2019). 60-72 aylık çocukların sosyal becerilerinin problem çözme becerilerini yordama gücü. (Yayımlanmamış Yüksek Lisans Tezi). Akdeniz Üniversitesi, Eğitim Bilimleri Enstitüsü, Antalya.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University.
Vygotsky, L. S., & Luria, A. R. (1994). Tool and symbol in child development. In R. V. d. Veer & J. Valsiner (Ed.), The Vygotsky Reader (pp. 99-174). Oxford: Blackwell.
Wakil, K., Khdir, S., Sabir, L., & Nawzad, L. (2019). Student ability for learning computer programming languages in primary schools. International e-Journal of Educational Studies, 3(6), 109-115. DOI: 10.31458/iejes.591938
Walshatri, S.H.H., Wakil, K., & Bakhtyar, R. (2019). The difficulties of theoretical and applied learning for mathematics subject in primary schools. International e-Journal of Educational Studies (IEJES), 3(6), 141-149. DOI: 10.31458/iejes.591997
Willis, J. W. (2008). Qualitative research methods in education and educational technology. Charlotte, NC: Information Age.
Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Ankara: Seçkin.
Yin, R. (1984). Case study research. Beverly Hills: Sage Publication.
Zollman, A. (2009). Students use graphic organizers to improve mathematical problem-solving communications. Middle School Journal, 41(2), 4-12.

Toplam 63 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	İngilizce
Konular	Alan Eğitimleri
Bölüm	Araştırma Makalesi
Yazarlar	Ekmel Çetin 0000-0002-1076-8887 Doç. Dr. Selçuk Özdemir 0000-0003-4682-7209
Yayımlanma Tarihi	21 Aralık 2021
Gönderilme Tarihi	10 Mayıs 2021
Kabul Tarihi	25 Ağustos 2021
Yayımlandığı Sayı	Yıl 2021 Cilt: 9 Sayı: 18

Kaynak Göster

APA	Çetin, E., & Özdemir, D. D. S. (2021). A Case Study for the Use of Technology Supported Graphical Organizers in Preschool Children’s Problem Solving. Journal of Computer and Education Research, 9(18), 771-794. https://doi.org/10.18009/jcer.935791

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