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Bu çalışmada sınıf öğretmen adaylarının problem çözme süreçleri Polya’ nın problem çözme basamaklarına göre incelenmiştir. Çalışma Karadeniz Bölgesinde bir devlet üniversitesinin Sınıf Öğretmenliği Programı 3. sınıfında öğrenim görmekte olan 62 öğretmen adayı ile gerçekleştirilmiş durum çalışması desenli nitel bir araştırmadır. Katılımcılar, Matematik Öğretimi dersi kapsamında Polya’ nın problem çözme basamakları ile ilgili eğitim almış olup, süreç boyunca çeşitli rutin ve rutin olmayan problemleri çözmüş ve değerlendirmişlerdir. Beş haftalık süreç sonunda öğretmen adaylarına rutin olmayan bir problem verilip, problemi bu basamakları dikkate alarak bireysel şekilde çözmeleri istemiştir. Sonrasında çözüm süreçleri, bu basamaklar ışığında betimsel olarak analiz edilmiştir. Araştırmanın sonunda öğretmen adaylarının çoğunun problem çözme sürecinde problemi anlama, planlama yapma ve planı uygulama aşamalarını doğru uyguladıkları görülmüştür. Problemi çözmek için sistematik liste yapma, tahmin-kontrol, muhakeme etme gibi stratejileri belirleyip uyguladıkları, bazılarının ise belirttiklerinden farklı bir strateji uyguladıkları belirlenmiştir. Ayrıca, çözümü değerlendirme aşaması bazı öğretmen adaylarınca ya göz ardı edilmiş ya da eksik uygulanmıştır.
In this study, pre-service primary school teachers' problem solving processes is researched according to Polya's problem solving stages. The research had been carried out qualitatively as a case study with 62 participants studying at third grade of primary school teaching department of a state university's faculty of education. Participants had information about Polya's problem solving stages in Mathematics Teaching course, solved several routine and non-routine problems and evaluated them. At the end of the five-week period, the pre-service teachers were given a non-routine problem and were asked to solve the problem individually taking these stages into account. Subsequently, the solution processes were analyzed descriptively in the light of these stages. At the end of the research, it was obtained that most of the pre-service teachers correctly applied the stages that are understanding the problem, devising a plan and carrying out the plan in the problem solving process. It was determined that most of them specified and applied different strategies such as systematic listing, guessing and checking, reasoning in order to solve the problem, and some others applied a different strategy than the ones specified. Moreover, the evaluation phase of the solution has been either ignored or incompletely implemented by some of the pre-service teachers.
In this study, pre-service primary school teachers’ problem solving processes is researched according to Polya’s problem solving stages. The research had been realized qualitatively as a case study with 62 participants studying at third grade of primary school teaching department of a state university’s faculty of education. Participants had information about Polya’s problem solving stages in Mathematics Teaching course, solved several routine and non-routine problems and evaluated them. At the end of the five-week period, the pre-service teachers were given a non-routine problem and were asked to solve the problem individually taking these stages into account. Subsequently, the solution processes were analyzed descriptively in the light of these stages. At the end of the research, it was obtained that most of the pre-service teachers correctly applied the stages which are understanding the problem, devising a plan and carrying out the plan in the problem solving process. It was determined that most of them specified and applied different strategies such as systematic listing, guessing and checking, reasoning in order to solve the problem, and some others applied a different strategy than the ones specified. Moreover, the evaluation phase of the solution has been either ignored or incompletely implemented by some of the pre-service teachers.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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