The Views of Classroom Teachers on Non-Routine Problems

Yusuf Ergen; Ergin Cirit; Hatice Saygılı; Hamidullah Aslan

Article Details

The Views of Classroom Teachers on Non-Routine Problems

Authors:

Yusuf Ergen | Ergin Cirit | Hatice Saygılı | Hamidullah Aslan

Publisher:

Dokuz Eylul University

Main Topics:

Alan Eğitimleri

Journal:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.14 Issue 1, pp.224-249

Document Type:

Article

Publication Date:

6/2023

Document Language:

Turkish

Document ID (Org No.):

2001294937

pISSN:

1308-8971

Keywords:

Abstract:

 This study aimed to determine the opinions of classroom teachers about non-routine problems. The participants of the study, which was conducted in the case study design, which is one of the qualitative research methods, consist of a total of 27 classroom teachers which were selected by convenient sampling method. The data of the study were collected with a semi-structured interview form prepared by the researchers.According to the research results; Teachers stated that non-routine problems improve students thinking skills and contribute to cognitive development. Teachers think that non-routine problems are not sufficiently included in the curriculum. They stated that they used the strategies of dramatizing, storytelling, and breaking the problem into parts in the teaching of the solution of these problems and they provided guidance to the students. In addition, the teachers recommended reading comprehension exercises for the solution of non-routine problems, lots of problems solving and associating the problem with daily life. Teachers also stated that non-routine problems have limitations such as time-consuming, long solutions, challenging and difficult to understand. Keywords: Non-routine problems, Problem solving, Classroom teachers.

 This study aimed to determine the opinions of classroom teachers about non-routine problems. The participants of the study, which was conducted in the case study design, which is one of the qualitative research methods, consist of a total of 27 classroom teachers which were selected by convenient sampling method. The data of the study were collected with a semi-structured interview form prepared by the researchers.According to the research results; Teachers stated that non-routine problems improve students thinking skills and contribute to cognitive development. Teachers think that non-routine problems are not sufficiently included in the curriculum. They stated that they used the strategies of dramatizing, storytelling, and breaking the problem into parts in the teaching of the solution of these problems and they provided guidance to the students. In addition, the teachers recommended reading comprehension exercises for the solution of non-routine problems, lots of problems solving and associating the problem with daily life. Teachers also stated that non-routine problems have limitations such as time-consuming, long solutions, challenging and difficult to understand. Keywords: Non-routine problems, Problem solving, Classroom teachers.

 This study aimed to determine the opinions of classroom teachers about non-routine problems. The participants of the study, which was conducted in the case study design, which is one of the qualitative research methods, consist of a total of 27 classroom teachers which were selected by convenient sampling method. The data of the study were collected with a semi-structured interview form prepared by the researchers.According to the research results; Teachers stated that non-routine problems improve students thinking skills and contribute to cognitive development. Teachers think that non-routine problems are not sufficiently included in the curriculum. They stated that they used the strategies of dramatizing, storytelling, and breaking the problem into parts in the teaching of the solution of these problems and they provided guidance to the students. In addition, the teachers recommended reading comprehension exercises for the solution of non-routine problems, lots of problems solving and associating the problem with daily life. Teachers also stated that non-routine problems have limitations such as time-consuming, long solutions, challenging and difficult to understand. Keywords: Non-routine problems, Problem solving, Classroom teachers.

 Bu araştırmada sınıf öğretmenlerinin rutin olmayan problemlere ilişkin görüşlerinin belirlenmesi amaçlanmıştır. Nitel araştırma yöntemlerinden durum çalışması deseninde yürütülen araştırmanın katılımcılarını, uygun örnekleme yöntemi ile seçilen 27 sınıf öğretmeni oluşturmaktadır. Araştırmanın verileri, araştırmacılar tarafından hazırlanan yarı yapılandırılmış görüşme formu ile toplanmış ve verilerin analizinde içerik analizi yöntemi kullanılmıştır. Araştırma sonuçlarına göre; öğretmenler rutin olmayan problemlerin öğrencilerin düşünme becerilerini ve üst düzey düşünme yeteneğini geliştirdiğini, bilişsel gelişime katkı sağladığını belirtmişlerdir. Öğretmenler rutin olmayan problemlere müfredatta yeterince yer verilmediği görüşündedirler. Kendi çabaları ile rutin olmayan problemleri derslerine eklediklerini ve ev ödevi olarak verdiklerini belirtmişlerdir. Bu problemlerin çözümünün öğretiminde dramatize etme, hikâyeleştirme, problemi parçalara ayırma stratejilerini kullandıklarını ve öğrencilere rehberlik yaptıklarını belirtmişlerdir. Ayrıca öğretmenler, rutin olmayan problemlerin çözümüne ilişkin okuduğunu anlama çalışmaları, bol soru çözümü ve problemi günlük hayatla ilişkilendirme çalışmaları yapılmasını önermişlerdir. Öğretmenler rutin olamayan problemlerin zaman alıcı olması, çözümünün uzun olması, zorlayıcı olması, anlaşılması zor olması gibi sınırlılıklara sahip olduğunu da belirtmişlerdir.

Article Details

The Views of Classroom Teachers on Non-Routine Problems

Authors:

Yusuf Ergen | Ergin Cirit | Hatice Saygılı | Hamidullah Aslan

Publisher:

Dokuz Eylul University

Main Topics:

Alan Eğitimleri

Journal:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.14 Issue 1, pp.224-249

Document Type:

Article

Publication Date:

6/2023

Document Language:

Turkish

Document ID (Org No.):

2001294937

pISSN:

1308-8971

Non-routine problems

Problem solving

Classroom teachersRutin olmayan problemler

Problem çözme

Sınıf öğretmenleri

Issues

Article Details

The Views of Classroom Teachers on Non-Routine Problems

Authors: Yusuf Ergen | Ergin Cirit | Hatice Saygılı | Hamidullah Aslan

Publisher: Dokuz Eylul University

Main Topics: Alan Eğitimleri

Journal: Batı Anadolu Eğitim Bilimleri Dergisi Vol.14 Issue 1, pp.224-249

Document Type: Article

Publication Date: 6/2023

Document Language: Turkish

Document ID (Org No.): 2001294937

pISSN: 1308-8971

Non-routine problems

Problem solving

Classroom teachersRutin olmayan problemler

Problem çözme

Sınıf öğretmenleri

Issues

Authors:

Yusuf Ergen | Ergin Cirit | Hatice Saygılı | Hamidullah Aslan

Publisher:

Dokuz Eylul University

Main Topics:

Alan Eğitimleri

Journal:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.14 Issue 1, pp.224-249

Document Type:

Article

Publication Date:

6/2023

Document Language:

Turkish

Document ID (Org No.):

2001294937

pISSN:

1308-8971