İlköğretim Okulu Öğrencileri Kötü Yapılandırılmış Problemleri Nasıl Çözüyor
How do Elementary School Students Solve Ill Structured Problems
Yazar: Kalaycı, Nurdan
Dergi: Gazi Eğitim Fakültesi Dergisi, Vol. 25 No. 1, 2014
Anahtar kelimeler: Problem, Problem Solving, Ill structured Problem, Design problem, Diagnosis- Solution Problems. ; Problem, Problem Çözme, Kötü Yapılanmış Problem, Tasarım Problemleri, Teşhis Et Çöz Problemleri.

Bu çalışma, anaokulundan altıncı sınıfa kadar olan öğrencilerin, kötü yapılandırılmış olarak kategorize edilen tasarım ve teşhis et- çöz problemlerini çözerken, kullandıkları stratejilerin belirlenmesi ve değerlendirilmesine dayalıdır.  İlkokullarda, farklı sınıf 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 adımları olan, problemi tanımlama, veri toplama, çözümler üretme ve değerlendirme basmağını uygulamadıklarını gösterdi. Onun yerine, öğrenciler, onlara sorulan problemlerden sonra hiç düşünmeksizin en iyi çözümü se&cceThis 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 4th and 5th 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 thProblem, Problem Çözme, Kötü Yapılanmış Problem, Tasarım Problemleri, Teşhis Et Çöz Problemleri.Problem, Problem Solving, Ill structured Problem, Design problem, Diagnosis- Solution Problems. Tam Metin

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 4th and 5th 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 thProblem, Problem Çözme, Kötü Yapılanmış Problem, Tasarım Problemleri, Teşhis Et Çöz Problemleri.Problem, Problem Solving, Ill structured Problem, Design problem, Diagnosis- Solution Problems. Tam Metin