Özet:

The purpose of this research is to determine the effects of Scenario-Based Learning approach on nonroutine problem solving abilities of third grade elementary students in maths. The model of the research is, control group pre-test, post-test design, of quasi-experimental designs.  The participants were 38 private school third grade elementary students from Başiskele district of Kocaeli Province. On the purpose of determining the success rates of the experimental and control groups, the pre-test have been applied to both groups and it has been determined that there is not any significant difference at success rates between the two groups. The lessons for the experimental group have been prepared and taught by the researcher according to the Scenario Based Learning. In the control group, the teacher of the control group classroom have used textbooks of MEB (Ministry of National Education). Non-routine problem solving and diagnostic tests were used to measure the four operation skills of the groups which was developed by the researcher as a data collecting tool. Opinions of mathematics education experts and third grade elementary teachers were received for the content and construct validity of the tests. In order to provide interrater reliability, the tests of the both experimental and control groups were graded using the same answer key by the teachers of the groups and a mathematics education expert. To analyze the differences between the results of post-tests, which have been applied to both groups, Mann-Whitney-U test, and to see if there are any significant differences in the post and pre-tests of the two groups, Wilcoxon Signed Rank Test was used.  Based on findings, it can be said that the experimental group was significantly more successful in solving nonroutine add-subtract problems than the control group who used MEB textbooks and followed traditional lessons.

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