Okul öncesi dönem çocukların problem çözme becerileri ve zekâ puanlarının incelenmesi
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Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, okul öncesi dönem çocuklarının problem çözme becerileri ile zekâ puanlarının incelenmesidir. Bu amaç doğrultusunda zekâ puan aralıklarına göre problem çözme becerisi ilişkisi, zekâ yetenek alanları ile problem çözme becerisi ilişkisi ve zekâ puanı ve problem çözme becerisi arasındaki ilişki demografik özellikler (anne eğitim durumu, baba eğitim durumu, cinsiyet, doğum sırası, yerleşim yeri) açısından belirlenmiştir. Bu araştırmada zekâ puan aralıkları ve problem çözme becerisi arasındaki ilişki ilişkisel tarama modeli kullanılarak gerçekleştirilmiştir. Araştırmanın çalışma grubunu Denizli ilinin Pamukkale ve Merkezefendi ilçelerinde devlet anaokulu ve anasınıflarına devam eden 60-72 aylık, 83 kız 88 erkek öğrenci olmak üzere 171 katılımcıdan oluşmaktadır. Bu araştırmada çalışma grubunun zekâ puan aralıklarının belirlenmesinde Stanford Binet Zekâ Testi (SB); problem çözme becerilerini belirlemek için ise Çocuklar için Problem Çözme Becerisi Ölçeği (PÇBÖ), demografik özelliklerin belirlenmesinde kişisel bilgi formu kullanılmıştır. Çocuklara bireysel ve yüz yüze olarak, öncelikle SB uygulanmış ardından 10 dakikalık mola verilerek PÇBÖ uygulanmıştır. Çocuklarla ilgili demografik veriler ise okul müdürlüklerinden ve velilerden telefonla görüşme yapılarak elde edilmiştir. Araştırma bulguları bir istatistik programından yararlanılarak elde edilmiştir. Zekâ puan aralıklarına göre problem çözme becerisinin farklılaşıp farklılaşmadığını belirlemek için gruplar arası fark Kruskal-Wallis varyans analizi, zekâ bölümü yetenek puanlarının problem çözme becerisini yordamasına ilişkin regresyon analizi, genel zekâ ve bileşenleri problem çözme becerisi arasındaki ilişkiyi değerlendirmek için korelasyon analizinden, yerleşim birimine göre ve cinsiyete göre t testi kullanılmış; anne baba eğitim durumu, doğum sırası değişkenlerinde ise ANOVA testinden yararlanılmıştır. Araştırma bulguları incelendiğinde problem çözme becerisi ile zekâ puanı arasında pozitif yönlü orta düzey ve istatistiki olarak anlamlı ilişki bulunmuş ve problem çözme becerisini en çok yordayan yetenek alanı akıl yürütme becerisi, dil olduğu belirtilmiştir. Araştırmada elde edilen verilere göre katılımcıların zekâ puan aralıklarına göre problem çözme becerisi incelendiğinde grupların zekâ puan aralıkları ve problem çözme becerisi ilişkisinin doğru orantılı olduğu görülmüştür. Elde edilen bulgular alanyazındaki diğer çalışmalar ile tartışılmış, uygulama ve ileriye yönelik araştırmalar için önerilerde bulunulmuştur.
The aim of this study is to examine the problem solving skills and intelligence scores of preschool children. Problem solving skills relationship according to intelligence score ranges, the relationship between intelligence sub-ability areas and problem solving skills, and the relationship between intelligence score and problem solving skills in terms of demographic characteristics (mother's level of education, father's level of education, gender, birth order, residence) have been studied in accordance with this purpose. In this study, the relationship between intelligence score ranges and problem solving skills was carried out using the relational screening model. The study group of the research consists of 171 participants which are 83 girls and 88 boys, 60-72 months old, attending the public kindergartens and kindergartens affiliated to the Ministry of National Education in Pamukkale and Merkezefendi districts of Denizli province. In this study, it has been used the Stanford Binet Intelligence Test (SB) to determine the intelligence level, The Problem Solving Skills Scale for Children (PPCS) to determine problem solving skills, and a personal information form to determine demographic characteristics of the study group. First of all, the Stanford Binet Intelligence Test (SB) has been conducted to students individually and face to face. Afterwards, it has been taken ten minutes break and conducted the Problem Solving Skills Scale for Children (PPCS) to the students. Demographic data about students has been obtained from parents and school directorates by telephone interviews. Research findings has been acquired by using a statistical program. It has been used Kruskal-Wallis analysis of variance to determine whether problem solving skills differ according to intelligence groups, regression analysis for predicting problem solving skills by intelligence sub-ability scores, correlation analysis to evaluate the relationship between general intelligence and its components, problem solving ability, and t test according to residence and gender; ANOVA Test has been used in the variables of parental education and birth order. When the research findings have been analyzed, it has been found a positive, moderate and statistically significant relationship between problem solving skills and intelligence score, and it has been stated that reasoning skills and language are the sub-ability area that predicted problem solving skills the most. According to the data acquired in the study, it has been seen that the relationship between the intelligence level of the groups and the problem solving skills are directly proportional when the problem solving skills of the participants has been examined according to the intelligence level. The findings have been discussed with other studies in the literature, and suggestions have been offered for practice and future research.
The aim of this study is to examine the problem solving skills and intelligence scores of preschool children. Problem solving skills relationship according to intelligence score ranges, the relationship between intelligence sub-ability areas and problem solving skills, and the relationship between intelligence score and problem solving skills in terms of demographic characteristics (mother's level of education, father's level of education, gender, birth order, residence) have been studied in accordance with this purpose. In this study, the relationship between intelligence score ranges and problem solving skills was carried out using the relational screening model. The study group of the research consists of 171 participants which are 83 girls and 88 boys, 60-72 months old, attending the public kindergartens and kindergartens affiliated to the Ministry of National Education in Pamukkale and Merkezefendi districts of Denizli province. In this study, it has been used the Stanford Binet Intelligence Test (SB) to determine the intelligence level, The Problem Solving Skills Scale for Children (PPCS) to determine problem solving skills, and a personal information form to determine demographic characteristics of the study group. First of all, the Stanford Binet Intelligence Test (SB) has been conducted to students individually and face to face. Afterwards, it has been taken ten minutes break and conducted the Problem Solving Skills Scale for Children (PPCS) to the students. Demographic data about students has been obtained from parents and school directorates by telephone interviews. Research findings has been acquired by using a statistical program. It has been used Kruskal-Wallis analysis of variance to determine whether problem solving skills differ according to intelligence groups, regression analysis for predicting problem solving skills by intelligence sub-ability scores, correlation analysis to evaluate the relationship between general intelligence and its components, problem solving ability, and t test according to residence and gender; ANOVA Test has been used in the variables of parental education and birth order. When the research findings have been analyzed, it has been found a positive, moderate and statistically significant relationship between problem solving skills and intelligence score, and it has been stated that reasoning skills and language are the sub-ability area that predicted problem solving skills the most. According to the data acquired in the study, it has been seen that the relationship between the intelligence level of the groups and the problem solving skills are directly proportional when the problem solving skills of the participants has been examined according to the intelligence level. The findings have been discussed with other studies in the literature, and suggestions have been offered for practice and future research.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Zekâ Puanı, Problem Çözme, Okul Öncesi, İlişkisel Tarama Modeli, Intelligence Scores, Problem Solving, Pre-school, Relational Screening Model
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Bilgen, H. (2023). Okul öncesi dönem çocukların problem çözme becerileri ve zekâ puanlarının incelenmesi. (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Özel Eğitim Anabilim Dalı, Konya.
