Examination of Turkish Junior High-School Students' Perceptions of the General Problem-Solving Process

Autor/in	Ekici, Didem Inel
Titel	Examination of Turkish Junior High-School Students' Perceptions of the General Problem-Solving Process
Quelle	In: International Education Studies, 9 (2016) 8, S.159-171 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Junior High School Students; Student Attitudes; Problem Solving; Positive Attitudes; Gender Differences; Instructional Program Divisions; Grade Point Average; Age Differences; Science Achievement; Rating Scales; Data Analysis; Statistical Analysis; Nonparametric Statistics; Turkey + Suchen Sie Ihr Suchwort? Ausland; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Schülerverhalten; Problemlösen; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Rating-Skala; Auswertung; Statistische Analyse; Türkei
Abstract	This study aimed to determine Turkish junior high-school students' perceptions of the general problem-solving process. The Turkish junior high-school students' perceptions of the general problem-solving process were examined in relation to their gender, grade level, age and their grade point with regards to the science course identified in the study. The study included 604 junior high-school students who study at eight different schools. A perception scale about problem solving was used as the data collection tool. The study's method was the survey model. The results from the data analysis revealed that Turkish junior high-school students had a positive perception of the general problem-solving process. It was seen that the perception of the students regarding their problem-solving skills was at a high level but that their willingness and determination regarding the problem-solving process was at a medium level. The results revealed that perceptions of the general problem-solving process of female students, students with a lower grade level, younger students and students who were more successful in the science course were significantly more positive than those of other students. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01