Publication: Öğrencilerin epistemolojik ve matematik problemi çözmelerine yönelik inançlarının problem çözme sürecine etkisinin araştırılması
Abstract
ÖĞRENCİLERİN EPİSTEMOLOJİK VE MATEMATİK PROBLEMİ ÇÖZÜMLERİNE YÖNELİK İNANÇLARININ PROBLEM ÇÖZME SÜRECİNE ETKİSİNİN ARAŞTIRILMASI Bu araştırmada hem nicel hem de nitel veri toplama araçlarının kullanıldığı karma bir yöntem tercih edilmiştir. Çalışma grubu olarak amaca uygun örneklem ile lise 10. sınıf öğrencileri seçilmiştir. Öğrencilerin inançlarının ölçülmesinde Schommer’in (1990) geliştirdiği, Deryakulu ve Büyüköztürk’ün (2002 ve 2005) Türkiye’ye uyarladığı “Epistemolojik İnanç Ölçeği” ile Kloosterman ve Stage’in (1992) geliştirdiği “Matematik Hakkındaki İnanç ölçeği” kullanılmıştır. Sonra öğrencilere rutin ve rutin olmayan sorulardan oluşan soru seti uygulanmıştır. Ardından yarı yapılandırılmış mülakat yapılarak problem çözme sürecine epistemolojik inançların etkileri araştırılmıştır. Ölçeklerin değerlendirilmesinde SPSS tel verilerin analizinde ise kategori yöntemi ve betimsel istatistik kullanılmıştır. Kısa sürede çözülemeyen veya uzun çözümlü problemlerle uğraşmaktan vazgeçen öğrenciler önceden karşılaşmadıkları türden problemleri çözmekte zorlanmaktadırlar. Soru okunduktan ve cevaplandıktan sonra, soru hakkındaki inançların farklılığı tespit edilmiştir. Öğrencilerin, bekledikleri gibi sade veya alışılmış formatta sonucu olmayan problemlerin cevabında şüpheye düştüğü görülmüştür. Ayrıca bu inançların, yeterli bilgi ve beceriye sahip olsalar da, öğrencilerin problem çözümlerindeki performanslarına negatif etki ettiği gözlemlenmiştir. ANAHTAR SÖZCÜKLER: Epistemolojik İnanç, Matematik Hakkındaki İnanç, Problem Çözümü
SURVEY ABOUT AFFECT OF EPISTEMOLOGICAL BELIEFS AND BELIEFS ABOUT MATHEMATICAL PROBLEM SOLVING ON PROBLEM SOLVİNG PROCESS In this study a combination of qualitative and quantitative data collection research instruments were used.. Participants were chosen through purposeful sampling among 10th grade student, using Epistemological Belief Inventory developed by Schommer (1990) and adapted to Turkey by Deryakulu and Büyüköztürk (2002 and 2005), and Beliefs about Mathemaical Problem Solving developed by Kloosterman and Stage (1992). Later on students have been given a set of routine and non-routine problems and then the effect of epstemological beliefs on the process of problem solving has been studied. An SPSS program in the evaluation of inventories and a categorizing method and definitional statistics in analyzing quantitative data have been used. Students who strive on problems that cannot be solved in a short time or that require a longer solution and give up have difficuty solving the problems that are not familiar to them. Having read and then solved the problem, the differences in beliefs about the problem have been found out. It has been observed students doubt about the problems whose concluding answers are not as simple and familiar as they expect. Besides these beliefs negatively affect problem solving performance of students even if they have enough knowledge and ability. Consequently, both beliefs and knowledge-ability seem to be two independent factors in the problem solving process. KEY WORDS: Epistemological Beliefs, Beliefs About Mathematics, Problem Solving
SURVEY ABOUT AFFECT OF EPISTEMOLOGICAL BELIEFS AND BELIEFS ABOUT MATHEMATICAL PROBLEM SOLVING ON PROBLEM SOLVİNG PROCESS In this study a combination of qualitative and quantitative data collection research instruments were used.. Participants were chosen through purposeful sampling among 10th grade student, using Epistemological Belief Inventory developed by Schommer (1990) and adapted to Turkey by Deryakulu and Büyüköztürk (2002 and 2005), and Beliefs about Mathemaical Problem Solving developed by Kloosterman and Stage (1992). Later on students have been given a set of routine and non-routine problems and then the effect of epstemological beliefs on the process of problem solving has been studied. An SPSS program in the evaluation of inventories and a categorizing method and definitional statistics in analyzing quantitative data have been used. Students who strive on problems that cannot be solved in a short time or that require a longer solution and give up have difficuty solving the problems that are not familiar to them. Having read and then solved the problem, the differences in beliefs about the problem have been found out. It has been observed students doubt about the problems whose concluding answers are not as simple and familiar as they expect. Besides these beliefs negatively affect problem solving performance of students even if they have enough knowledge and ability. Consequently, both beliefs and knowledge-ability seem to be two independent factors in the problem solving process. KEY WORDS: Epistemological Beliefs, Beliefs About Mathematics, Problem Solving