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Rutin Olmayan Problemlerle İlgili Yapılan Araştırmaların Analizi

Year 2018, Volume: 12 Issue: 1, 25 - 44, 30.06.2018
https://doi.org/10.17522/balikesirnef.437652

Abstract












Son yıllarda rutin olmayan
problemleri, özellikle matematik alanında, çeşitli yönleriyle inceleyen
araştırmalar mevcuttur. Bu çalışmanın amacı ise rutin olmayan problemlerle
ilgili yapılmış ulusal ve uluslararası alanyazındaki araştırmaları çeşitli
değişkenler açısından incelemektir. İlgili araştırmalar incelenirken temel
olarak kullanılan araştırma deseni, yöntemi gibi süreçler ve bu süreçlere
dayalı olarak elde edilen sonuçlar betimlenmeye çalışılmıştır. Bu çalışmada
betimsel analiz yöntemlerinden doküman inceleme yöntemi kullanılmıştır.
Araştırmada analiz edilmek üzere kapsama dahil edilen çalışmalar, rutin olmayan
problem çözme ile ilgili deneysel ve betimsel 
araştırmalardan oluşmaktadır. Araştırma örneklemine dahil edilen toplam
60 adet çalışmanın analiz edilmesinde 4 soru kullanılmıştır. Bu araştırmada
sonuç olarak, incelenen araştırmalara katılan öğrencilerin genel olarak
problemi birden fazla strateji
24.10.2017 kullanarak çözme konusunda yeterli
olmadıkları ve rutin soruları rutin olmayanlara göre daha kolay çözebildikleri
görülmüştür. Öğrencilere problem çözme ve üst bilişsel öğrenme stratejileri
gibi becerilerin kazandırılmasının başarılarını arttırabilir. Diğer
taraftan,  çeşitli öğretim yaklaşım,
yöntem ve tekniklerin rutin olmayan problem çözmeye etkisini belirlemeyi amaç
edinecek daha fazla araştırmaya ihtiyaç duyduğu söylenebilir. 



References

  • Altun, M., & Memnun, D. S. (2008). Mathematics teacher trainees’ skills and opinions on solving non-routine mathematical problems. Journal of Theory and Practice in Education, 4(2), 213-238.
  • Altun, M., Memnun, D. S., & Yazgan, Y. (2007). Primary school teacher trainees’ skills and opinions on solving non-routine mathematical problems. Elementary Education Online, 6(1), 127-143.
  • Arslan, Ç., & Altun, M. (2007). Learning to solve non-routine mathematical problems. İlköğretim Online, 6(1).
  • Arslan, C., & Yazgan, Y. (2015). Common and flexible use of mathematical non routine problem solving strategies. American Journal of Educational Research, 3(12), 1519-1523.
  • Artut, P. D., & Tarım, K. (2006). İlköğretim öğrencilerinin rutin olmayan sözel problemleri çözme düzeylerinin çözüm stratejilerinin ve hata türlerinin incelenmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 15(2), 39-50.
  • Artut, P., & Tarım, K. (2009). Öğretmen adaylarının rutin olmayan sözel problemleri çözme süreçlerinin incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 53-70.
  • Asman, D., & Markovits, Z. (2009). Elementary school teachers' knowledge and beliefs regarding non-routine problems. Asia Pacific Journal of Education, 29(2), 229-249.
  • Bayazit, İ. (2013). İlköğretim 7. ve 8. sınıf öğrencilerinin gerçek-yaşam problemlerini çözerken sergiledikleri yaklaşımlar ve kullandıkları strateji ve modellerin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1903-1927.
  • Callejo, M. L., & Vila, A. (2009). Approach to mathematical problem solving and students’ belief systems: two case studies. Educational Studies in Mathematics, 72(1), 111-126.
  • Çelebioglu, B., Yazgan, Y., & Ezentaş, R. (2010). Usage of non-routine problem solving strategies at first grade level. Procedia-Social and Behavioral Sciences, 2(2), 2968-2974.
  • Chacko, I. (2004). Solution of real-world and standard problems by primary and secondary school students: A Zimbabwean example. African Journal of Research in Mathematics, Science and Technology Education, 8(2), 91-103.
  • Çelik, D., & Güler, M. (2013). İlköğretim 6. sınıf öğrencilerinin gerçek yaşam problemlerini çözme becerilerinin incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 20, 180-195.
  • De Hoyos, M., Gray, E., & Simpson, A. (2004). Uncertainty during the early stages of problem solving. Proceedings of the 28th Conference of the International, 2, 255-262.
  • Dündar, S. (2015). Öğretmen adaylarının seriler konusuyla ilgili alıştırmaları ve rutin olmayan problemleri çözme becerilerinin incelenmesi. Kastamonu Eğitim Dergisi, 23(3), 1293-1310.
  • Ebret, A. (2015). Etkinlik Temelli Matematik Öğretiminin 3. Sınıf Öğrencilerinin Problem Çözme Becerilerine ve Matematiğe İlişkin Tutumlarına Etkisi. Yayımlanmamış yüksek lisans tezi. Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Elia, I., van den Heuvel-Panhuizen, M., & Kolovou, A. (2009). Exploring strategy use and strategy flexibility in non-routine problem solving by primary school high achievers in mathematics. ZDM, 41(5), 605.
  • English, L. D., & Halford, G. S. (1995). Mathematics education: Models and processes. Mahwah, NJ: Lawrence Erlbaum.
  • Erdoğan, A. (2015). Turkish primary school students‟ strategies in solving a non-routine mathematical problem and some implications for the curriculum design and implementation. International Journal for Mathematics Teaching and Learning, 1-27.
  • Harskamp, E., & Suhre, C. (2007). Schoenfeld’s problem solving theory in a student controlled learning environment. Computers & Education, 49(3), 822-839.
  • İncebacak, B. B., & Ersoy, E. (2016). Problem solving skills of secondary school students. China-USA Business Review, 15(6), 275-285.
  • Jurdak, M. (2005). Contrasting perspectives and performance of high school students on problem solving in real world situated, and school contexts. Educational Studies in Mathematics, 63, 283-301.
  • Karakelle, S., & Saraç, S. (2010). Üst biliş hakkında bir gözden geçirme: Üstbiliş çalışmaları mı yoksa üst bilişsel yaklaşım mı. Türk Psikoloji Yazıları, 13(26), 45-60.
  • Kaya, S., Kablan, Z., & Rice, D. (2014). Examining question type and the timing of IRE pattern in elementary science classrooms. Journal of Human Sciences, 11(1), 621-641.
  • Kolovou, A.; van den Heuvel-Panhuizen, M. & Bakker, A. (2009). Non-routine problem solving tasks in primary school mathematics textbooks – A needle in a haystack. Mediterranean Journal for Research in Mathematics Education, 8(2), 31-68.
  • Kurbal, M. S. (2015). An Investigation of Sixth Grade Students’ Problem Solving Strategies and Underlying Reasoning in the Context of a Course on General Puzzles and Games. Unpublished master’s thesis. Middle East Teachnical University.
  • Lee, N. H., Yeo, D. J. S., & Hong, S. E. (2014). A metacognitive-based instruction for Primary Four students to approach non-routine mathematical word problems. ZDM, 46(3), 465-480.
  • Marchis, I. (2012). Non-routine problems in primary mathematics workbooks from Romania. Acta Didactica Napocensia, 5(3), 49-56.
  • Muir, T., Beswick, K., & Williamson, J. (2008). “I’m not very good at solving problems”: An exploration of students’ problem solving behaviours. The Journal of Mathematical Behavior, 27(3), 228-241.
  • Mullis, I. V., Martin, M. O., Smith, T. A., Garden, R. A., Gregory, K. D., Gonzalez, E. J., ... & O'Connor, K. M. (2003). TIMSS Trends in mathematics and science study: Assessment frameworks and specifications 2003. International Association for the Evaluation of Educational Achievement.
  • Nancarrow, M. (2004). Exploration of metacognition and non-routine problem based mathematics instruction on undergraduate student problem-solving success (Unpublished doctoral thesis). The Florida State University, Florida.
  • Organisation for Economic Co-operation and Development (OECD). (2014). PISA 2012 results: creative problem solving: students' skills in tackling real-life problems (volume V). OECD, Paris, France.
  • Özmen, Z. M., Taşkın, D., & Güven, B. (2012). İlköğretim 7. sınıf matematik öğretmenlerinin kullandıkları problem türlerinin belirlenmesi. Eğitim ve Bilim, 37(165), 246-261.
  • Pantziara, M., Gagatsis, A., & Elia, I. (2009). Using diagrams as tools for the solution of non-routine mathematical problems. Educational Studies in Mathematics, 72(1), 39-60.
  • Pilten, P. (2008). Üstbiliş stratejileri öğretiminin ilköğretim beşinci sınıf öğrencilerinin matematiksel muhakeme becerilerine etkisi. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Polya, G. (1962). Mathematical discovery: On understanding, learning, and teaching problem solving. New York, NY: John Wiley & Sons.
  • Pourdavood, R. R. (2012). Classrooms socio-mathematical discourse: two nine-grade-dyads’ non-routine problem-solving engagement. American Journal of Human Ecology, 1(2), 44-50.
  • Santos-Trigo, M., & Camacho-Machín, M. (2009). Towards the construction of a framework to deal with routine problems to foster mathematical inquiry. Primus, 19(3), 260-279.
  • Schoenfeld, A. H., (1999). Looking toward the 21st century: Challenges of educational theory and practice. Educational Researcher, 28(7), 4-14.
  • Silver, E. A., Ghousseini, H., Gosen, D., Charalambous, C. & Strawhun, B. T. F. (2005) Moving from rhetoric to praxis: Issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroom. Journal of Mathematical Behavior, 24, 287-301.
  • Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building students’ capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455-488.
  • Taşkın, D., Aydın, F., Akşan, E., & Güven, B. (2012). Ortaöğretim öğrencilerinin problem çözmeye yönelik inanç ve öz-yeterlilik algıları ile rutin ve rutin olmayan problemlerdeki başarıları arasındaki ilişkinin incelenmesi. e-Journal of New World Sciences Academy, 7(1).
  • Taylor, J. A., & McDonald, C. (2007). Writing in groups as a tool for non-routine problem solving in first year university mathematics. International Journal of Mathematical Education in Science and Technology, 38(5), 639-655.
  • Teong, S. K., Hedberg, J. G., Ho, K. F., Lioe, L. T., Tiong, Y. S. J., Wong, K. Y. & Fang, Y. P. (2009). Developing the repertoire of heuristics for mathematical problem solving: Project 1. Final Technical Report for Project CRP1/04 JH. Singapore: Centre for Research in Pedagogy and Practice, National Institute of Education, Nanyang Technological University.
  • Ulu, M. (2008). Sınıf öğretmeni-sınıf öğretmeni adayı ve 5. Sınıf öğrencilerinin dört işlem problemlerini çözmede kullandıkları stratejilerin karşılaştırılması. Afyon Kocatepe Üniversitesi, Yayınlanmamış yüksek lisans tezi.
  • Van Streum, A. (2000). Representations in applying functions. International Journal of Mathematics in Science and Technology, 31(5), 703-725.
  • Verschaffel, L., & De Corte, E. (1997). Teaching realistic mathematical modeling in the elementary school: A teaching experiment with fifth graders. Journal for Research in mathematics education, 577-601.
  • Verschaffel, L., De Corte, E., Lasure, S., Van Vaerenbergh, G., Bogaerts, H., & Ratinckx, E. (1999). Learning to solve mathematical application problems: A design experiment with fifth graders. Mathematical thinking and learning, 1(3), 195-229.
  • Yazgan, Y., & Bintaş, J. (2005). İlköğretim dördüncü ve beşinci sınıf öğrencilerinin problem çözme stratejilerini kullanabilme düzeyleri: Bir öğretim deneyi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 210-218.
  • Yıldırım, S., & Ersözlü, Z. N. (2013). The relationship between students’ metacognitive awareness and their solutions to similar types of mathematical problems. Eurasia Journal of Mathematics, Science & Technology Education, 9(4), 411-415.
  • Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.

The Analysis of the Studies on Non-Routine Problems

Year 2018, Volume: 12 Issue: 1, 25 - 44, 30.06.2018
https://doi.org/10.17522/balikesirnef.437652

Abstract












A number of studies examined non-routine questions in mathematics
learning in recent years. The purpose of this study is to examine the studies
on non-routine problems in the national and international literature. In doing
so, the study designs, methods and results were described. Among the
descriptive analysis techniques, document analysis was used in the study. A
total of 60 descriptive and experimental studies on non-routine problems were
compiled using various databases. Four research questions guided the analysis
of the studies. One of the main findings was that the participants in the
studies were more successful in solving non-routine questions compared to
routine questions. Moreover, the participants were not successful in utilizing
more than one solutions for non-routine questions. It is believed that proving
students with problem solving and metacognitive learning strategies would
increase their achievement in non-routine problems. Conducting further studies
on the effects of different instructional approaches and techniques on
non-routine problem solving is recommended.



References

  • Altun, M., & Memnun, D. S. (2008). Mathematics teacher trainees’ skills and opinions on solving non-routine mathematical problems. Journal of Theory and Practice in Education, 4(2), 213-238.
  • Altun, M., Memnun, D. S., & Yazgan, Y. (2007). Primary school teacher trainees’ skills and opinions on solving non-routine mathematical problems. Elementary Education Online, 6(1), 127-143.
  • Arslan, Ç., & Altun, M. (2007). Learning to solve non-routine mathematical problems. İlköğretim Online, 6(1).
  • Arslan, C., & Yazgan, Y. (2015). Common and flexible use of mathematical non routine problem solving strategies. American Journal of Educational Research, 3(12), 1519-1523.
  • Artut, P. D., & Tarım, K. (2006). İlköğretim öğrencilerinin rutin olmayan sözel problemleri çözme düzeylerinin çözüm stratejilerinin ve hata türlerinin incelenmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 15(2), 39-50.
  • Artut, P., & Tarım, K. (2009). Öğretmen adaylarının rutin olmayan sözel problemleri çözme süreçlerinin incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 53-70.
  • Asman, D., & Markovits, Z. (2009). Elementary school teachers' knowledge and beliefs regarding non-routine problems. Asia Pacific Journal of Education, 29(2), 229-249.
  • Bayazit, İ. (2013). İlköğretim 7. ve 8. sınıf öğrencilerinin gerçek-yaşam problemlerini çözerken sergiledikleri yaklaşımlar ve kullandıkları strateji ve modellerin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1903-1927.
  • Callejo, M. L., & Vila, A. (2009). Approach to mathematical problem solving and students’ belief systems: two case studies. Educational Studies in Mathematics, 72(1), 111-126.
  • Çelebioglu, B., Yazgan, Y., & Ezentaş, R. (2010). Usage of non-routine problem solving strategies at first grade level. Procedia-Social and Behavioral Sciences, 2(2), 2968-2974.
  • Chacko, I. (2004). Solution of real-world and standard problems by primary and secondary school students: A Zimbabwean example. African Journal of Research in Mathematics, Science and Technology Education, 8(2), 91-103.
  • Çelik, D., & Güler, M. (2013). İlköğretim 6. sınıf öğrencilerinin gerçek yaşam problemlerini çözme becerilerinin incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 20, 180-195.
  • De Hoyos, M., Gray, E., & Simpson, A. (2004). Uncertainty during the early stages of problem solving. Proceedings of the 28th Conference of the International, 2, 255-262.
  • Dündar, S. (2015). Öğretmen adaylarının seriler konusuyla ilgili alıştırmaları ve rutin olmayan problemleri çözme becerilerinin incelenmesi. Kastamonu Eğitim Dergisi, 23(3), 1293-1310.
  • Ebret, A. (2015). Etkinlik Temelli Matematik Öğretiminin 3. Sınıf Öğrencilerinin Problem Çözme Becerilerine ve Matematiğe İlişkin Tutumlarına Etkisi. Yayımlanmamış yüksek lisans tezi. Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Elia, I., van den Heuvel-Panhuizen, M., & Kolovou, A. (2009). Exploring strategy use and strategy flexibility in non-routine problem solving by primary school high achievers in mathematics. ZDM, 41(5), 605.
  • English, L. D., & Halford, G. S. (1995). Mathematics education: Models and processes. Mahwah, NJ: Lawrence Erlbaum.
  • Erdoğan, A. (2015). Turkish primary school students‟ strategies in solving a non-routine mathematical problem and some implications for the curriculum design and implementation. International Journal for Mathematics Teaching and Learning, 1-27.
  • Harskamp, E., & Suhre, C. (2007). Schoenfeld’s problem solving theory in a student controlled learning environment. Computers & Education, 49(3), 822-839.
  • İncebacak, B. B., & Ersoy, E. (2016). Problem solving skills of secondary school students. China-USA Business Review, 15(6), 275-285.
  • Jurdak, M. (2005). Contrasting perspectives and performance of high school students on problem solving in real world situated, and school contexts. Educational Studies in Mathematics, 63, 283-301.
  • Karakelle, S., & Saraç, S. (2010). Üst biliş hakkında bir gözden geçirme: Üstbiliş çalışmaları mı yoksa üst bilişsel yaklaşım mı. Türk Psikoloji Yazıları, 13(26), 45-60.
  • Kaya, S., Kablan, Z., & Rice, D. (2014). Examining question type and the timing of IRE pattern in elementary science classrooms. Journal of Human Sciences, 11(1), 621-641.
  • Kolovou, A.; van den Heuvel-Panhuizen, M. & Bakker, A. (2009). Non-routine problem solving tasks in primary school mathematics textbooks – A needle in a haystack. Mediterranean Journal for Research in Mathematics Education, 8(2), 31-68.
  • Kurbal, M. S. (2015). An Investigation of Sixth Grade Students’ Problem Solving Strategies and Underlying Reasoning in the Context of a Course on General Puzzles and Games. Unpublished master’s thesis. Middle East Teachnical University.
  • Lee, N. H., Yeo, D. J. S., & Hong, S. E. (2014). A metacognitive-based instruction for Primary Four students to approach non-routine mathematical word problems. ZDM, 46(3), 465-480.
  • Marchis, I. (2012). Non-routine problems in primary mathematics workbooks from Romania. Acta Didactica Napocensia, 5(3), 49-56.
  • Muir, T., Beswick, K., & Williamson, J. (2008). “I’m not very good at solving problems”: An exploration of students’ problem solving behaviours. The Journal of Mathematical Behavior, 27(3), 228-241.
  • Mullis, I. V., Martin, M. O., Smith, T. A., Garden, R. A., Gregory, K. D., Gonzalez, E. J., ... & O'Connor, K. M. (2003). TIMSS Trends in mathematics and science study: Assessment frameworks and specifications 2003. International Association for the Evaluation of Educational Achievement.
  • Nancarrow, M. (2004). Exploration of metacognition and non-routine problem based mathematics instruction on undergraduate student problem-solving success (Unpublished doctoral thesis). The Florida State University, Florida.
  • Organisation for Economic Co-operation and Development (OECD). (2014). PISA 2012 results: creative problem solving: students' skills in tackling real-life problems (volume V). OECD, Paris, France.
  • Özmen, Z. M., Taşkın, D., & Güven, B. (2012). İlköğretim 7. sınıf matematik öğretmenlerinin kullandıkları problem türlerinin belirlenmesi. Eğitim ve Bilim, 37(165), 246-261.
  • Pantziara, M., Gagatsis, A., & Elia, I. (2009). Using diagrams as tools for the solution of non-routine mathematical problems. Educational Studies in Mathematics, 72(1), 39-60.
  • Pilten, P. (2008). Üstbiliş stratejileri öğretiminin ilköğretim beşinci sınıf öğrencilerinin matematiksel muhakeme becerilerine etkisi. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Polya, G. (1962). Mathematical discovery: On understanding, learning, and teaching problem solving. New York, NY: John Wiley & Sons.
  • Pourdavood, R. R. (2012). Classrooms socio-mathematical discourse: two nine-grade-dyads’ non-routine problem-solving engagement. American Journal of Human Ecology, 1(2), 44-50.
  • Santos-Trigo, M., & Camacho-Machín, M. (2009). Towards the construction of a framework to deal with routine problems to foster mathematical inquiry. Primus, 19(3), 260-279.
  • Schoenfeld, A. H., (1999). Looking toward the 21st century: Challenges of educational theory and practice. Educational Researcher, 28(7), 4-14.
  • Silver, E. A., Ghousseini, H., Gosen, D., Charalambous, C. & Strawhun, B. T. F. (2005) Moving from rhetoric to praxis: Issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroom. Journal of Mathematical Behavior, 24, 287-301.
  • Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building students’ capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455-488.
  • Taşkın, D., Aydın, F., Akşan, E., & Güven, B. (2012). Ortaöğretim öğrencilerinin problem çözmeye yönelik inanç ve öz-yeterlilik algıları ile rutin ve rutin olmayan problemlerdeki başarıları arasındaki ilişkinin incelenmesi. e-Journal of New World Sciences Academy, 7(1).
  • Taylor, J. A., & McDonald, C. (2007). Writing in groups as a tool for non-routine problem solving in first year university mathematics. International Journal of Mathematical Education in Science and Technology, 38(5), 639-655.
  • Teong, S. K., Hedberg, J. G., Ho, K. F., Lioe, L. T., Tiong, Y. S. J., Wong, K. Y. & Fang, Y. P. (2009). Developing the repertoire of heuristics for mathematical problem solving: Project 1. Final Technical Report for Project CRP1/04 JH. Singapore: Centre for Research in Pedagogy and Practice, National Institute of Education, Nanyang Technological University.
  • Ulu, M. (2008). Sınıf öğretmeni-sınıf öğretmeni adayı ve 5. Sınıf öğrencilerinin dört işlem problemlerini çözmede kullandıkları stratejilerin karşılaştırılması. Afyon Kocatepe Üniversitesi, Yayınlanmamış yüksek lisans tezi.
  • Van Streum, A. (2000). Representations in applying functions. International Journal of Mathematics in Science and Technology, 31(5), 703-725.
  • Verschaffel, L., & De Corte, E. (1997). Teaching realistic mathematical modeling in the elementary school: A teaching experiment with fifth graders. Journal for Research in mathematics education, 577-601.
  • Verschaffel, L., De Corte, E., Lasure, S., Van Vaerenbergh, G., Bogaerts, H., & Ratinckx, E. (1999). Learning to solve mathematical application problems: A design experiment with fifth graders. Mathematical thinking and learning, 1(3), 195-229.
  • Yazgan, Y., & Bintaş, J. (2005). İlköğretim dördüncü ve beşinci sınıf öğrencilerinin problem çözme stratejilerini kullanabilme düzeyleri: Bir öğretim deneyi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 210-218.
  • Yıldırım, S., & Ersözlü, Z. N. (2013). The relationship between students’ metacognitive awareness and their solutions to similar types of mathematical problems. Eurasia Journal of Mathematics, Science & Technology Education, 9(4), 411-415.
  • Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
There are 50 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Sibel Kaya 0000-0001-8417-3627

Zeynel Kablan 0000-0003-2338-5516

Publication Date June 30, 2018
Submission Date October 24, 2017
Published in Issue Year 2018 Volume: 12 Issue: 1

Cite

APA Kaya, S., & Kablan, Z. (2018). Rutin Olmayan Problemlerle İlgili Yapılan Araştırmaların Analizi. Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi, 12(1), 25-44. https://doi.org/10.17522/balikesirnef.437652