ÖzetBu çalışmanın amacı, 4. sınıf öğrencilerinin rutin olmayan problemleri çözme düzeylerini ve cinsiyet ile problem çözme becerisi arasındaki ilişkiyi belirlemektir. Bu çalışma, Marmara Bölgesi'nde yer alan bir ilin; bir ilçesinde 4. sınıfa devam eden 140 öğrencinin katılımı ile gerçekleştirilmiştir. Bu çalışma, nicel araştırma yöntemlerinden biri olan tarama çalışmasına göre düzenlenmiştir. Veriler, öğrencilerin 5 adet probleme vermiş olduğu yanıtlardan elde edilmiştir. Elde edilen veriler yüzde, frekans ve kay kare testinden yararlanılarak analiz edilmiştir. Bu çalışma sonucunda öğrencilerin problem çözme düzeylerinin istenilen seviye olmadığı; problem çözme becerisi ile cinsiyet arasında ilişki incelendiğinde kızlar lehine anlamlı bir farklılığın olduğu sonucuna ulaşılmıştır.
Anahtar Kelimeler: problem çözme, rutin olmayan problemler
AbstractThe purpose of this study is to determine the level of solving non-routine problems of 4th grade students and the relationship between gender and problem-solving skills.This study was carried out with the participation of 140 students attending 4th grade in a district of a province in Marmara Region. This study was organized according to the screening study, which is one of the quantitative research methods. Data were obtained from the students' answers given to 5 problems. The obtained data were analyzed using percentage, frequency and chi-squared test. As a result of this study, it was concluded that the level of problem solving of the students was not the desired level and that there was a meaningful difference between the problem solving skill and the gender in favor of the girls.
The purpose of this study is to determine the opinions of classroom teachers in the elementary school about the use of the argumentation method appropriate to the Toulmin argumentation model in the science class. This study was carried out in 16 hours (8 days) with participation of 37 class teachers in Balıkesir province of Bandırma. This study is based on the case study of the qualitative research design. The data was the result of video recording of semi-structured interviews and semistructured interviews with six classroom teachers. The obtained data was analyzed according to the content analysis which is one of the analysis methods. At the end of this training, their experiences are expressed as opinions. According to these views, the method of argumentation; the students will be interested and attentive, the students will have a positive attitude towards the classes, the students will be actively involved in the lessons and learn meaningfully, the ability to develop scientific thinking skills and to understand the nature of science can be used not only in science class but also in other courses.
The main purpose of this study, which is composed of the theoretical framework, Functional Grammar model, is to examine the number, intensity and types of nominalization usage from the grammatical metaphorical perspective in the 3rd grade science textbook which was renewed in 2017 with the Science Teaching Program. Document review method was used in the research. Nominalization word types were determined and frequency of nominalization types were determined. In each unit of the textbook, the ratio of nominalization words to total words was calculated and the density of nominalization was found. According to this,-mAK attachment 175,-mA attachment 522,-DIK attachment 346,-(y) AcAK attachment 56,-(y)Iş attachment was used 31 times. Nominalization density is 7,37%. It can be argued that this study may contribute to a better understanding of the level of nominalization in primary school textbooks.
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