The Problem Solving Steps, Related Activities Which Can be Used in These Steps and Their Evaluation

Bu çalışmada, ilköğretim düzeyinde sosyal bilgiler dersindeki problem çözme sürecinde kullanılabilecek ve araştırmacı tarafından geliştirilmiş dokuz genel adım ve bu adımlarla ilgili seksen iki etkinlik temel alınarak, öğretmenler tarafından kullanıldığı belirtilen etkinliklerden hangilerinin gerçekten sınıf ortamında kullanılıp kullanılmadığı ve kullanılmayan adım veya etkinliklerin kullanılmama sebeplerinin belirlenmesi amaçlanmıştır. Seksen iki etkinlikle ilgili olarak, öğretmenlerle yapılan görüşme ve sınıflarda yapılan gözleme dayanarak veriler toplanmış ve yorumlanmıştır. Öğretmenlerin problem çözme yöntemini, sosyal bilgiler dersinde belirttikleri ölçüde ve gerektiği kadar sistematik işlemedikleri belirlenmiştir. Bu yöntemi, yeterli bilgileri ve deneyimleri olmadığı için ve kolaylıkla uygulanabilecek bir problem çözme modelinin yokluğu nedeniyle uygulayamadıklarını açıklamışlardır. Bu zorluklan aşmanın yolu, bu konuda öğretmenlere hizmetiçi eğitim verilmesi ve problem çözme yöntemini kolaylıkla uygulayabilecekleri öğretmen kitapçıklarının hazırlanmasıdır.

Öğretim Yöntemi Olarak Kullanılan Problem Çözme Adımları, İlgili Etkinlikleri ve Değerlendirilmesi

In this study, based on nine general steps and their related eighty-two activities, which have been developed by the researcher and which can be used in the problem solving process deployed in elementary level social science courses, it is aimed to determine which of the activities stated by the participant teachers to have been performed are actually applied in the class setting, and to find out the reasons for their not applying part of these activities. The original eighty-two activities of problem solving methods are gathered under nine general steps. Based on the observations of classes and interviews with teachers about the eightytwo activities, data is gathered and interpreted. It is found that teachers are not applying the problem solving method and its steps as systematically as they state in the social science courses at the elementary school level. Two of the important results of the research are that teachers are not applying this method because of their lack of adequate knowledge and experience about it and also because of the lack of an easily applicable model for the method. To overcome this problem, in-service training courses should be organized or teacher guides should be published

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