Research Information System
Thesis Type: Postgraduate
Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2008
Student: SEMA FİDAN
Supervisor: NEŞE IŞIK TERTEMİZ
Abstract:In this study, the effect of the teaching method through problem posing, which is being taught at primary school 5th grade, on the success of the students in problem solving is researched. In the study, also the effect of problem solving applications on the success of problem solving in Polya's problem solving steps ( understanding the problem, planning, application of the plan and control) was tried to be determined. The research was realized in 2007-2008 educational year with experimental design method that has primary test - conclusion test control groups. In the study as the data collection tool, which consists of 20 questions, Problem Solving Scale which is prepared by the researcher was used. The study was executed with totally 48 5th grade students being educated in a primary school in two different classes in Afyonkarahisar City Emirdag district. While problem solving and design application activities were applied to the experiment group students totally for 10 weeks (n=24), to the control group (n=24), the problems which were applied to the experiment group were solved. The experiment group teacher was informed verbally and by a specially prepared information file about the mathematics teaching which is done with problem posing. In the conclusion of the study, during the analysis of the obtained data t test was used. As the result of the study, it is seen that the Problem Solving Test-conclusion test average points of the experiment and control group students is higher than the primary test average point. When the primary test and conclusion test differences of the experiment and the control group are compared, it is seen that success progress of the experiment group is higher to those in the control group. In the comparison of the experiment and the control group difference in the problem solving steps of Polya, there could not be determined a meaningful difference between the groups. When the results are viewed it is seen that the studies of problem solving and posing increase the problem solving success of the students at a meaningful level in a positive manner.