Non-Routine Problem Solving and Strategy Flexibility: A Quasi-Experimental Study

Autor/inn/en	Gavaz, Hüseyin Ozan; Yazgan, Yeliz; Arslan, Çigdem
Titel	Non-Routine Problem Solving and Strategy Flexibility: A Quasi-Experimental Study
Quelle	In: Journal of Pedagogical Research, 5 (2021) 3, S.40-54 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gavaz, Hüseyin Ozan) ORCID (Yazgan, Yeliz) ORCID (Arslan, Çigdem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2602-3717
Schlagwörter	Grade 5; Problem Solving; Learning Strategies; Middle School Students; Foreign Countries; Teaching Methods; Instructional Effectiveness; Student Improvement; Mathematics Education; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Problemlösen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Mathematische Bildung
Abstract	This study aims to determine the effect of an instruction dealing with non-routine problem solving on fifth graders' strategy flexibility and success in problem-solving. For this aim, a quasi-experimental pre-test-post-test design without a control group was designed. The sampling method of the research is convenience sampling. There were 65 fifth graders (11-12 years of age) who came from two different classes of a public middle school located in Istanbul/Turkey. The instruction carried out by the first researcher in the students' classrooms lasted ten weeks (20 lesson hours). Pre-test and post-test consisted of eight non-routine problems which can be solved by using "guess and check," "make a systematic list," "work backward," "look for a pattern," "simplify the problem," and "make a drawing strategies." The results showed that instruction that focuses on non-routine problem solving could improve students' strategy flexibility in this area. Besides, non-routine problem-solving instruction was associated with a significant positive improvement in students' problem-solving achievement. Based on these results, some educational implications and suggestions for future studies were discussed. (As Provided).
Anmerkungen	Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01