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

Year 2021, Volume: 5 Issue: 3, 309 - 323, 01.08.2021

Yeliz Dal Berberoğlu Erhan Alabay

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

Abstract

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.

Keywords

Okul öncesi problem çözme becerisi sorgulama tabanlı öğretim

References

  • Alabay, E., & Özdoğan, İ. (2018). Okulöncesi çocuklara dış alanda uygulanan sorgulama tabanlı bilim etkinliklerinin bilimsel süreç becerilerine etkisinin incelenmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 8(3), 481-496.
  • Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103, 1–18. https://doi.org/10.1037/a0021017
  • Arı E., & Yılmaz S (2016). Sorgulayıcı araştırma odaklı fen bilimleri uygulamaları: Afetten korunma ve güvenli yaşam ara disiplini, International Journal of Humanities and Education, 2(3), 100-122.
  • Branscomb, N.A., Burcham, J.G., Castle, K., Surbeck, E., Dorsey, A., & Taylor, J.B. (2014). Early childhood curriculum: A constructivist perspective. London: Routledge. https://doi.org/10.4324/9780203808849
  • Brna, P., Baker, M., Stenning, K., & Tiberghien, A. (2002). The role of communication in learning to model. New York: Psychology Press.
  • Campbell, D.T., & Stanley, J.C. (1996). Experimental and quasi-experimental designs for research. Chicago: Rand McNally College Publishing company.
  • Carraway-Stage, V., & Goodell, L. (2011). Engaging Preschool children with inquiry-based nutrition education. Journal of Nutrition Education and Behavior, 43(4), 27. https://doi.org/10.1016/j.jneb.2011.03.085
  • Casey, E., DiCarlo, C., and Sheldon, K. (2019). Growing democratic citizenship competencies: Fostering social studies understandings through inquiry learning in the preschool garden. Journal of Social Studies Research, 43, 361-373. https://doi.org/10.1016/j.jssr.2018.12.001
  • D’Zurilla, T. J., Nezu, A. M., & Maydeu-Olivares, A. (2004). Social problem solving: Theory and assessment. In Chang, E. C., D’Zurilla, T. J., Sanna, L. J. (Eds.), Social problem solving: Theory, research, and training (pp. 11–27). Washington, DC: American Psychological Association. https://doi.org/10.1037/10805-001
  • Dejonckheere, P.J.N., Wit, N. D., Keere, K.V., & Vervaet, S. (2016). Exploring the classroom: Teaching science in early childhood. International Electronic Journal of Elementary Education, 8(4), 537-558. https://doi.org/10.12973/eu-jer.5.3.149
  • Dyah, A.D.M., & Setiawati, F.A. (2019). The problem solving skills in kindergarten student based on the stages of problem solving. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 3(1), 274-282. https://doi.org/ 10.31004/obsesi.v3i1.160
  • Feyzioğlu, B. (2019). The role of inquiry-based self-efficacy, achievement goal orientation, and learning strategies on secondary-school students’ inquiry skills. Research in Science & Technological Education, 1–27. https://doi.org/10.1080/02635143.2019.1579187
  • Fielding, M. (2012). Beyond student voice: Patterns of partnership and the demands of deep democracy. Revista de Educación, 359, 45–65.
  • Hong, S. Y., & Diamond, K. E. (2012). Two approaches to teaching young children science concepts, vocabulary, and scientific problem-solving skills. Early Childhood Research Quarterly, 27, 295–305. https://doi.org/10.1016/j.ecresq.2011.09.006.
  • Kabataş Memiş, E., & Çakan Akkaş, B. (2016). Okulöncesi eğitiminde araştırma-sorgulama temelli uygulama: Yoğunluk konusu örneği. Online Science Education Journal, 1 (1), 17-29.
  • Karasar, N. (2005). Bilimsel araştırma yöntemi. Ankara: Nobel Yayıncılık.
  • Koyuncu, B., & Ilgaz, G. (2019). Matematik öğretimi sürecinde ülkelerin eğitim girdilerini ne kadar etkin kullandıklarının TIMSS 2015 verilerine göre incelenmesi. İlköğretim Online, 18(4), 1732-1750. https://doi.org/10.17051/ilkonline.2019.639311
  • Kuklthau, C.C., Maniotes, L.K., & Caspari, A.K. (2007). Guided inquiry: Learning in the 21st century. Westport, CT & London: Libraries Unlimited.
  • Lile Diamond, L. (2017). Problem solving in the early years. Intervention in School and Clinic, 53(4), 220–223. https://doi.org/10.1177/1053451217712957
  • National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: The National Academies Press. https://doi.org/10.17226/9596.
  • OECD (2019). PISA 2018 Assessment and analytical framework, PISA. Paris: OECD Publishing. https://doi.org/10.1787/7fda7869-en
  • Oguz, V., & Koksal Akyol, A. (2014). Problem çözme becerisi ölçeği (pçbö) geçerlik ve güvenirlik çalışması. Cukurova University Faculty of Education Journal, 44(1), 105-122. https://doi.org/10.14812/cufej.2015.006
  • Peterson, S. M., & French, L. A. (2008). Supporting young children’s explanations through inquiry science in preschool. Early Childhood Research Quarterly, 23, 395-408. https://doi.org/10.1016/j.ecresq.2008.01.003
  • Rushton, S. (2008). Active your students an inquiry based learning approach to sustainability. Carlton South: Curriculum Corporation.Shih, J.-L., Chuang, C.-W., & Hwang, G.-J. (2010). An Inquiry-based Mobile Learning Approach to Enhancing Social Science Learning Effectiveness. Educational Technology & Society
  • Samarapungavan, A., Mantzicopoulos, P., & Patrick H. (2008). Learning science through inquiry in kindergarten. Science Education, 92(5), 868–908. https://doi.org/10.1002/sce.20275
  • Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67–98). Chicago, IL: Open Court.
  • Scherer, R., & Beckmann, J. F. (2014). The acquisition of problem solving competence: Evidence from 41 countries that math and science education matters, Large-scale Assessments in Education, 2(10). https://doi.org/10.1186/s40536-014-0010-7
  • Schleicher, A. (2018). PISA 2018: Insights and interpretations. Paris: OECD Publishing.
  • Seefeldt, C. (2005). How to work with standards in the early childhood classroom. New York: Teachers College Press.
  • Sıddık, H. (2019). Okul öncesi eğitim programına yönelik öğretmen görüşleri. (Yüksek Lisans Tezi) Yakın Doğu Üniversitesi Eğitim Bilimleri Enstitüsü, Kıbrıs.
  • Simon, D.J. (2020). Problem-Solving parent conferences in schools: Ecological-Behavioral perspectives. New York: Routledge. https://doi.org/10.4324/9781351237819
  • Walker, O.L., Degnan, K.D., Fox, N.A., & Henderson, H.A. (2013). Social problem-solving in early childhood: Developmental change and the înfluence of shyness. J Appl Dev Psychol, 34(4): 185–193. https://doi.org/10.1016/j.appdev.2013.04.001
  • Wehmeyer, M. L., & Palmer, S. B. (2000). Promoting the acquisition and development of self-determination in young children with disabilities. Early Education & Development, 11, 465–481. https://doi.org/10.1207/s15566935eed1104_6
  • Wolfe, Z. M. (2019). “You explore, I guide, we learn!”: Developing an inquiry-based teaching curriculum. Childhood Education, 95(4), 30–35. https://doi.org/10.1080/00094056.2019.1638710
  • Yıldırım, A. (2014). Okul öncesinde yaratıcı problem çözme etkinliklerinin yaratıcılığa etkisi (5 yaş örneği). (Doktora Tezi) Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Yücel, C., & Karadağ, E. (2016). TIMSS 2015 Türkiye: Patinajdaki eğitim. https://www.researchgate.net/publication/311318762_TIMSS_2015_Turkiye_Patinajdaki_Egitim

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

Year 2021, Volume: 5 Issue: 3, 309 - 323, 01.08.2021

Yeliz Dal Berberoğlu Erhan Alabay

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

Abstract

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.

Keywords

preschool problem solving skill Inquiry-based teaching

References

  • Alabay, E., & Özdoğan, İ. (2018). Okulöncesi çocuklara dış alanda uygulanan sorgulama tabanlı bilim etkinliklerinin bilimsel süreç becerilerine etkisinin incelenmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 8(3), 481-496.
  • Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103, 1–18. https://doi.org/10.1037/a0021017
  • Arı E., & Yılmaz S (2016). Sorgulayıcı araştırma odaklı fen bilimleri uygulamaları: Afetten korunma ve güvenli yaşam ara disiplini, International Journal of Humanities and Education, 2(3), 100-122.
  • Branscomb, N.A., Burcham, J.G., Castle, K., Surbeck, E., Dorsey, A., & Taylor, J.B. (2014). Early childhood curriculum: A constructivist perspective. London: Routledge. https://doi.org/10.4324/9780203808849
  • Brna, P., Baker, M., Stenning, K., & Tiberghien, A. (2002). The role of communication in learning to model. New York: Psychology Press.
  • Campbell, D.T., & Stanley, J.C. (1996). Experimental and quasi-experimental designs for research. Chicago: Rand McNally College Publishing company.
  • Carraway-Stage, V., & Goodell, L. (2011). Engaging Preschool children with inquiry-based nutrition education. Journal of Nutrition Education and Behavior, 43(4), 27. https://doi.org/10.1016/j.jneb.2011.03.085
  • Casey, E., DiCarlo, C., and Sheldon, K. (2019). Growing democratic citizenship competencies: Fostering social studies understandings through inquiry learning in the preschool garden. Journal of Social Studies Research, 43, 361-373. https://doi.org/10.1016/j.jssr.2018.12.001
  • D’Zurilla, T. J., Nezu, A. M., & Maydeu-Olivares, A. (2004). Social problem solving: Theory and assessment. In Chang, E. C., D’Zurilla, T. J., Sanna, L. J. (Eds.), Social problem solving: Theory, research, and training (pp. 11–27). Washington, DC: American Psychological Association. https://doi.org/10.1037/10805-001
  • Dejonckheere, P.J.N., Wit, N. D., Keere, K.V., & Vervaet, S. (2016). Exploring the classroom: Teaching science in early childhood. International Electronic Journal of Elementary Education, 8(4), 537-558. https://doi.org/10.12973/eu-jer.5.3.149
  • Dyah, A.D.M., & Setiawati, F.A. (2019). The problem solving skills in kindergarten student based on the stages of problem solving. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 3(1), 274-282. https://doi.org/ 10.31004/obsesi.v3i1.160
  • Feyzioğlu, B. (2019). The role of inquiry-based self-efficacy, achievement goal orientation, and learning strategies on secondary-school students’ inquiry skills. Research in Science & Technological Education, 1–27. https://doi.org/10.1080/02635143.2019.1579187
  • Fielding, M. (2012). Beyond student voice: Patterns of partnership and the demands of deep democracy. Revista de Educación, 359, 45–65.
  • Hong, S. Y., & Diamond, K. E. (2012). Two approaches to teaching young children science concepts, vocabulary, and scientific problem-solving skills. Early Childhood Research Quarterly, 27, 295–305. https://doi.org/10.1016/j.ecresq.2011.09.006.
  • Kabataş Memiş, E., & Çakan Akkaş, B. (2016). Okulöncesi eğitiminde araştırma-sorgulama temelli uygulama: Yoğunluk konusu örneği. Online Science Education Journal, 1 (1), 17-29.
  • Karasar, N. (2005). Bilimsel araştırma yöntemi. Ankara: Nobel Yayıncılık.
  • Koyuncu, B., & Ilgaz, G. (2019). Matematik öğretimi sürecinde ülkelerin eğitim girdilerini ne kadar etkin kullandıklarının TIMSS 2015 verilerine göre incelenmesi. İlköğretim Online, 18(4), 1732-1750. https://doi.org/10.17051/ilkonline.2019.639311
  • Kuklthau, C.C., Maniotes, L.K., & Caspari, A.K. (2007). Guided inquiry: Learning in the 21st century. Westport, CT & London: Libraries Unlimited.
  • Lile Diamond, L. (2017). Problem solving in the early years. Intervention in School and Clinic, 53(4), 220–223. https://doi.org/10.1177/1053451217712957
  • National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: The National Academies Press. https://doi.org/10.17226/9596.
  • OECD (2019). PISA 2018 Assessment and analytical framework, PISA. Paris: OECD Publishing. https://doi.org/10.1787/7fda7869-en
  • Oguz, V., & Koksal Akyol, A. (2014). Problem çözme becerisi ölçeği (pçbö) geçerlik ve güvenirlik çalışması. Cukurova University Faculty of Education Journal, 44(1), 105-122. https://doi.org/10.14812/cufej.2015.006
  • Peterson, S. M., & French, L. A. (2008). Supporting young children’s explanations through inquiry science in preschool. Early Childhood Research Quarterly, 23, 395-408. https://doi.org/10.1016/j.ecresq.2008.01.003
  • Rushton, S. (2008). Active your students an inquiry based learning approach to sustainability. Carlton South: Curriculum Corporation.Shih, J.-L., Chuang, C.-W., & Hwang, G.-J. (2010). An Inquiry-based Mobile Learning Approach to Enhancing Social Science Learning Effectiveness. Educational Technology & Society
  • Samarapungavan, A., Mantzicopoulos, P., & Patrick H. (2008). Learning science through inquiry in kindergarten. Science Education, 92(5), 868–908. https://doi.org/10.1002/sce.20275
  • Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67–98). Chicago, IL: Open Court.
  • Scherer, R., & Beckmann, J. F. (2014). The acquisition of problem solving competence: Evidence from 41 countries that math and science education matters, Large-scale Assessments in Education, 2(10). https://doi.org/10.1186/s40536-014-0010-7
  • Schleicher, A. (2018). PISA 2018: Insights and interpretations. Paris: OECD Publishing.
  • Seefeldt, C. (2005). How to work with standards in the early childhood classroom. New York: Teachers College Press.
  • Sıddık, H. (2019). Okul öncesi eğitim programına yönelik öğretmen görüşleri. (Yüksek Lisans Tezi) Yakın Doğu Üniversitesi Eğitim Bilimleri Enstitüsü, Kıbrıs.
  • Simon, D.J. (2020). Problem-Solving parent conferences in schools: Ecological-Behavioral perspectives. New York: Routledge. https://doi.org/10.4324/9781351237819
  • Walker, O.L., Degnan, K.D., Fox, N.A., & Henderson, H.A. (2013). Social problem-solving in early childhood: Developmental change and the înfluence of shyness. J Appl Dev Psychol, 34(4): 185–193. https://doi.org/10.1016/j.appdev.2013.04.001
  • Wehmeyer, M. L., & Palmer, S. B. (2000). Promoting the acquisition and development of self-determination in young children with disabilities. Early Education & Development, 11, 465–481. https://doi.org/10.1207/s15566935eed1104_6
  • Wolfe, Z. M. (2019). “You explore, I guide, we learn!”: Developing an inquiry-based teaching curriculum. Childhood Education, 95(4), 30–35. https://doi.org/10.1080/00094056.2019.1638710
  • Yıldırım, A. (2014). Okul öncesinde yaratıcı problem çözme etkinliklerinin yaratıcılığa etkisi (5 yaş örneği). (Doktora Tezi) Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Yücel, C., & Karadağ, E. (2016). TIMSS 2015 Türkiye: Patinajdaki eğitim. https://www.researchgate.net/publication/311318762_TIMSS_2015_Turkiye_Patinajdaki_Egitim
There are 36 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Yeliz Dal Berberoğlu 0000-0002-3767-1217

Erhan Alabay 0000-0003-4025-2352

Publication Date August 1, 2021
Published in Issue Year 2021 Volume: 5 Issue: 3

Cite

APA Dal Berberoğlu, Y., & Alabay, E. (2021). Examining the Effect of Inquiry-Based Problem-Solving Activities on the Problem-Solving Skills of 60-72 Months Old Children. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 5(3), 309-323. https://doi.org/10.34056/aujef.897292
AMA Dal Berberoğlu Y, Alabay E. Examining the Effect of Inquiry-Based Problem-Solving Activities on the Problem-Solving Skills of 60-72 Months Old Children. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. August 2021;5(3):309-323. doi:10.34056/aujef.897292
Chicago Dal Berberoğlu, Yeliz, and Erhan Alabay. “Examining the Effect of Inquiry-Based Problem-Solving Activities on the Problem-Solving Skills of 60-72 Months Old Children”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 5, no. 3 (August 2021): 309-23. https://doi.org/10.34056/aujef.897292.
EndNote Dal Berberoğlu Y, Alabay E (August 1, 2021) Examining the Effect of Inquiry-Based Problem-Solving Activities on the Problem-Solving Skills of 60-72 Months Old Children. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 5 3 309–323.
IEEE Y. Dal Berberoğlu and E. Alabay, “Examining the Effect of Inquiry-Based Problem-Solving Activities on the Problem-Solving Skills of 60-72 Months Old Children”, Anadolu Üniversitesi Eğitim Fakültesi Dergisi, vol. 5, no. 3, pp. 309–323, 2021, doi: 10.34056/aujef.897292.
ISNAD Dal Berberoğlu, Yeliz - Alabay, Erhan. “Examining the Effect of Inquiry-Based Problem-Solving Activities on the Problem-Solving Skills of 60-72 Months Old Children”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 5/3 (August 2021), 309-323. https://doi.org/10.34056/aujef.897292.
JAMA Dal Berberoğlu Y, Alabay E. Examining the Effect of Inquiry-Based Problem-Solving Activities on the Problem-Solving Skills of 60-72 Months Old Children. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2021;5:309–323.
MLA Dal Berberoğlu, Yeliz and Erhan Alabay. “Examining the Effect of Inquiry-Based Problem-Solving Activities on the Problem-Solving Skills of 60-72 Months Old Children”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, vol. 5, no. 3, 2021, pp. 309-23, doi:10.34056/aujef.897292.
Vancouver Dal Berberoğlu Y, Alabay E. Examining the Effect of Inquiry-Based Problem-Solving Activities on the Problem-Solving Skills of 60-72 Months Old Children. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2021;5(3):309-23.
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