The Effect of Activity-Based Algorithm Training on Problem- Solving Skills of 5-6 Year Old Children

Abstract

The aim of this study is to examine the effect of activity-based algorithm training on problem solving skills of 5-6 year old children. Two classes in Bağışçılar Foundation Kindergarden in the city center of Bolu Province, Turkey with children of the same age group and at similar developmental stages were determined in order to determine the study group. One class was assigned as the experimental group (16 children) and the other group was assigned as the control group (13 children). Personal Information Form prepared by the researcher and the Problem Solving Skills Scale (PSSS) for 5-6 year preschoolers developed by Oğuz and Köksal Akyol (2015) were used as data collection tools in the study. The experimental group was taught based on the activity-based algorithm training practices prepared by the researcher as well as the daily plan practices of MoNE for 3 days a week, 24 activities for 8 weeks. The findings of the study showed that pre-test and post-test scores of the children in the experimental group were examined, a significant difference was obtained. Thus, it was revealed that activity-based algorithm training practices support problem solving skills of children.

Keywords

• algoritma
• problem solving
• preschool period
• activity-based algorithm training

Etkinlik Temelli Algoritma Eğitiminin 5-6 Yaş Çocuklarının Problem Çözme Becerisine Etkisi

Abstract

Bu araştırma, Etkinlik Temelli Algoritma Eğitiminin 5-6 yaş çocuklarının problem çözme becerisine etkisini incelemeyi amaçlamıştır. Bu bağlamda çalışma grubu oluşturulmasına yönelik ilk olarak; Bolu il merkezinde Bağışçılar Vakfı anaokulunda aynı yaş grubunda ve benzer gelişim dönemlerinden çocukların bulunduğu iki sınıf belirlenerek deney ve kontrol grubu (deney,16; kontrol,13) olarak atanmıştır. Araştırmada veri toplama aracı olarak Araştırmacı tarafından hazırlanan Kişisel Bilgi Formu ve Oğuz ve Köksal Akyol (2015)’un geliştirdiği -6 Yaş Problem Çözme Becerileri Ölçeği (PÇBÖ) kullanılmıştır. Kontrol grubu ile MEB günlük plan akışı uygulamaları devam ederken deney grubuna MEB günlük plan akışının yanında araştırmacı tarafından hazırlanan Etkinlik Temelli Algoritma Eğitimi Uygulamaları haftada 3 gün olmak üzere, 8 hafta boyunca toplam 24 etkinlik olarak, her bir oturum 30 dakika süreyle uygulanmıştır. Araştırma sonucuna göre, Etkinlik Temelli Algoritma Eğitimi Uygulamalarının çocukların problem çözme becerilerini desteklediği ortaya çıkmıştır.

Keywords

• algoritma
• problem çözme becerisi
• okul öncesi dönem
• etkinlik temelli algoritma eğitimi

References

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