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Evaluating Students’ Beliefs in Problem Solving Process: A Case Study
1
Karadeniz Technical University
Publication date: 2016-07-01
Corresponding author
Tugba OZTURK
Karadeniz Technical University, Karadeniz Teknik Üniversitesi Fatih Eğitim Fakültesi, Ortaöğretim Fen ve Matematik Alanları Eğitimi D Blok, 61335 Trabzon, Turkey
Karadeniz Technical University, Karadeniz Teknik Üniversitesi Fatih Eğitim Fakültesi, Ortaöğretim Fen ve Matematik Alanları Eğitimi D Blok, 61335 Trabzon, Turkey
EURASIA J. Math., Sci Tech. Ed 2016;12(3):411-429
KEYWORDS
TOPICS
ABSTRACT
Background:
Problem solving is not simply a process that ends when an answer is found; it is a scientific process that evolves from understanding the problem to evaluating the solution. This process is affected by several factors. Among these, one of the most substantial is belief. The purpose of this study was to evaluate the beliefs of high school students according to their explanations in the problem solving process.
Materials and methods:
A case study was carried out with five students. Each of the students’ problem solving processes was examined by means of clinical interviews and three problems were presented to the students.
Results:
The results illustrate that the students who thought problem solving should be a short process and that they could address it by memorization of rules also believed that problem solving is difficult.
Conclusions:
This study concludes that not only beliefs affect the problem solving process, but also personal factors such as life experiences.
Problem solving is not simply a process that ends when an answer is found; it is a scientific process that evolves from understanding the problem to evaluating the solution. This process is affected by several factors. Among these, one of the most substantial is belief. The purpose of this study was to evaluate the beliefs of high school students according to their explanations in the problem solving process.
Materials and methods:
A case study was carried out with five students. Each of the students’ problem solving processes was examined by means of clinical interviews and three problems were presented to the students.
Results:
The results illustrate that the students who thought problem solving should be a short process and that they could address it by memorization of rules also believed that problem solving is difficult.
Conclusions:
This study concludes that not only beliefs affect the problem solving process, but also personal factors such as life experiences.
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