Perceptions of Secondary Education Students Towards Problem Solving Stages with Algorithmic Thinking Processes

Beytullah Ömer Dumlu; Necla Turanlı

Makale detayları

Perceptions of Secondary Education Students Towards Problem Solving Stages with Algorithmic Thinking Processes

Yazarlar:

Beytullah Ömer Dumlu | Necla Turanlı

Yayıncı:

Gazi University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.44 Issue 1, pp.243-272

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001316948

pISSN:

1301-9058

Anahtar kelimeler:

Özet:

 The aim of the study is to examine the effect of algorithmic thinking processes on students problem solving stages. In this context, the difficulties encountered by students while solving problems, the stages, strategies they use, their proficiency and the memorability of problem-solving results are discussed. The case study approach, one of the qualitative research methods, was used in the study. The study group of the research consisted of ten 12th grade students studying at a Private Education Course in Çorlu district of Tekirdağ in the spring semester of the 2020-2021 academic year. The data of the study were collected through a general achievement test prepared by the researchers, an algorithmic thinking test created with flow charts and a semi-structured interview form. The students were evaluated based on four criteria and divided into two homogeneous groups, and two applications were carried out with each group. At the end of the applications, interviews were conducted with a semi-structured interview form, and the other two tests were evaluated based on the questions in this form. Voice recordings were taken from the students in each application. After collecting the data with three data collection tools, content analysis was performed on the data with the MAXQDA program in accordance with the purpose of the study. As a result, it has been determined that secondary school students have positive opinions about finding appropriate strategies and methods for solving algorithmic thinking processes, ensuring memorability and gaining solving competence. Thus, it can be said that algorithmic thinking processes positively affect problem-solving skills in terms of making logical inferences on the problem encountered, sequential and systematic thinking, establishing a solution method and strategy, thinking inquisitively and critically on the problem, and being able to associate the results with the given ones.

 The aim of the study is to examine the effect of algorithmic thinking processes on students problem solving stages. In this context, the difficulties encountered by students while solving problems, the stages, strategies they use, their proficiency and the memorability of problem-solving results are discussed. The case study approach, one of the qualitative research methods, was used in the study. The study group of the research consisted of ten 12th grade students studying at a Private Education Course in Çorlu district of Tekirdağ in the spring semester of the 2020-2021 academic year. The data of the study were collected through a general achievement test prepared by the researchers, an algorithmic thinking test created with flow charts and a semi-structured interview form. The students were evaluated based on four criteria and divided into two homogeneous groups, and two applications were carried out with each group. At the end of the applications, interviews were conducted with a semi-structured interview form, and the other two tests were evaluated based on the questions in this form. Voice recordings were taken from the students in each application. After collecting the data with three data collection tools, content analysis was performed on the data with the MAXQDA program in accordance with the purpose of the study. As a result, it has been determined that secondary school students have positive opinions about finding appropriate strategies and methods for solving algorithmic thinking processes, ensuring memorability and gaining solving competence. Thus, it can be said that algorithmic thinking processes positively affect problem-solving skills in terms of making logical inferences on the problem encountered, sequential and systematic thinking, establishing a solution method and strategy, thinking inquisitively and critically on the problem, and being able to associate the results with the given ones.

 The aim of the study is to examine the effect of algorithmic thinking processes on students problem solving stages. In this context, the difficulties encountered by students while solving problems, the stages, strategies they use, their proficiency and the memorability of problem-solving results are discussed. The case study approach, one of the qualitative research methods, was used in the study. The study group of the research consisted of ten 12th grade students studying at a Private Education Course in Çorlu district of Tekirdağ in the spring semester of the 2020-2021 academic year. The data of the study were collected through a general achievement test prepared by the researchers, an algorithmic thinking test created with flow charts and a semi-structured interview form. The students were evaluated based on four criteria and divided into two homogeneous groups, and two applications were carried out with each group. At the end of the applications, interviews were conducted with a semi-structured interview form, and the other two tests were evaluated based on the questions in this form. Voice recordings were taken from the students in each application. After collecting the data with three data collection tools, content analysis was performed on the data with the MAXQDA program in accordance with the purpose of the study. As a result, it has been determined that secondary school students have positive opinions about finding appropriate strategies and methods for solving algorithmic thinking processes, ensuring memorability and gaining solving competence. Thus, it can be said that algorithmic thinking processes positively affect problem-solving skills in terms of making logical inferences on the problem encountered, sequential and systematic thinking, establishing a solution method and strategy, thinking inquisitively and critically on the problem, and being able to associate the results with the given ones.

 Çalışmanın amacı, algoritmik düşünme süreçlerinin öğrencilerin problem çözme aşamaları üzerindeki etkisini incelemektir. Bu çerçevede, öğrencilerin problem çözme sırasında karşılaştıkları zorluklar, kullandıkları aşamalar, stratejiler, yeterlilikleri ve problem çözme sonuçlarının akılda kalıcılığı ele alınmıştır. Çalışmada nitel araştırma yöntemlerinden durum çalışması yaklaşımı kullanılmıştır. Araştırmanın çalışma grubu, 2020-2021 eğitim-öğretim yılının bahar döneminde Tekirdağın Çorlu ilçesinde yer alan bir Özel Öğretim Kursunda öğrenim gören on 12. sınıf öğrencisi oluşturmaktadır. Çalışmanın verileri araştırmacılar tarafından hazırlanan genel başarı testi, akış şemaları ile oluşturulmuş algoritmik düşünme testi ve yarı yapılandırılmış görüşme formu üzerinden toplanmıştır. Öğrenciler, dört ölçüt üzerinden değerlendirilip homojen olacak şekilde iki gruba ayrılmış her grup ile iki uygulama yapılmıştır. Yapılan uygulamaların sonunda yarı yapılandırılmış görüşme formuyla beraber görüşmeler yapılmış olup diğer iki testte bu formdaki sorular üzerinden değerlendirilmiştir. Her uygulamada öğrencilerden ses kaydı alınmıştır. Hazırlanan üç veri toplama aracı ile veriler toplandıktan sonra yapılan çalışmanın amacına uygun olarak veriler üzerinde MAXQDA programı ile içerik analizi yapılmıştır. Sonuç olarak, ortaöğretim öğrencilerinde algoritmik düşünme süreçlerinin çözüme yönelik uygun strateji ve yöntem bulunması, akılda kalıcılık sağlanması ve çözme yeterliliği kazandırılması konularında olumlu görüşlerin olduğu belirlenmiştir. Böylelikle algoritmik düşünme süreçlerinin karşılaşılan problem üzerinde mantıksal çıkarımlar yapabilme, sıralı ve sistematik düşünme, çözüm yöntemi ve strateji kurabilme, problem üzerinde sorgulayıcı ve eleştirel düşünme, verilenler ile sonuçları ilişkilendirebilme konularında problem çözme becerilerini olumlu etkilediği söylenebilir.

Makale detayları

Perceptions of Secondary Education Students Towards Problem Solving Stages with Algorithmic Thinking Processes

Yazarlar:

Beytullah Ömer Dumlu | Necla Turanlı

Yayıncı:

Gazi University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.44 Issue 1, pp.243-272

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001316948

pISSN:

1301-9058

Math education

Algorithmic thinking

Problem solving

Algorithm

FlowchartsMatematik eğitimi

Algoritmik düşünme

Problem çözme

Algoritma

Akış şemaları.

Sayı

Makale detayları

Yazarlar: Beytullah Ömer Dumlu | Necla Turanlı

Yayıncı: Gazi University

Ana Başlıklar: Matematik Eğitimi

Dergi: Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.44 Issue 1, pp.243-272

Belge Tipi: Makale

Yayın Tarihi: 4/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001316948

pISSN: 1301-9058

Sayı

Yazarlar:

Beytullah Ömer Dumlu | Necla Turanlı

Yayıncı:

Gazi University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.44 Issue 1, pp.243-272

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001316948

pISSN:

1301-9058