Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, TEMEL EĞİTİM ANABİLİM DALI, Turkey
Approval Date: 2019
Thesis Language: Turkish
Student: AYSUN TURUPCU DOĞAN
Supervisor: Esra Ömeroğlu
Abstract:
The aim of this study was to investigate the effect of Problem Solving Education Program, in which follow- up- based assessment method is applied, on problem solving skills of preschool children. For this purpose, the research was carried out in the experimental research with pretest-posttest design. The study group consisted of two experimental groups and one control group. In the 2016-2017 academic year, the study group consisted of 61 children, 22 of whom were in experimental group 1, 19 of them were experimental group 2 and 20 of them were in control group. In the scope of the study, Problem Solving Education Program (PSEP) was prepared in which used different evaluation methods. In PSEP, all stages of program without evalution process were applied as similar for experiemantal groups. In the evaluation process, the follow-up- based assessment method was used for experimental group 1 while the assessment questions used in the MEB 2013 Preschool Education Program for the experimental group 2 were applied by the researcher. The PSEP in which different evaluation methods were used was applied to the experimental groups as 24 sections in two/three days a week through 10 weeks by the researcher. The data of the study were collected through “Child and Family Information Form” and “Problem Solving Skills Scale (PSSS)”. The PSSS was applied as a pretest to
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experimental group 1, experimental group 2 and control group and re-applied to the same groups as posttest after the training program which was held in 10 weeks. In order to determine whether the training program was persistent on the problem solving skills of the children, it was applied as a retention test to the experimental group 1 and experimental group 2 three weeks after posttest. In the study, non-parametrics tests which are Kruskal Wallis, Wilcoxon Signed Ranks and Mann-Whitney U Tests were used for the data analysis. According to the findings, it was found that PSEP which uses different evaluation methods, had an effect on problem solving skills of preschool children. The posttest scores of the children in the experimental group 1 using the follow-up-based assessment method were higher than the scores of children in experiemental group 2 and control group. Also the posttest scores of the children in the experimental group 2 using the MEB 2013 assessment process were found to be higher than the posttest scores of the children in the control group. In addition, it was concluded that the effect of PSEP on the problem solving skills of preschool children was permanent. In line with the results of the research, suggestions were given to educators and researchers.
Key Words : Preschool Education Program Assessment, Problem Solving,
Follow-Up-Based Assessment