The Role of Intelligence-Based Teaching Methods in Developing Non-Routine Problem-Solving Skills among Elementary School Students/Uloga metoda poučavanja temeljenih na inteligenciji u razvoju vještina rješavanja nerutinskih problema učenika osnovne škole
DOI:
https://doi.org/10.15516/cje.v28i2.41289Keywords:
elementary school students; intelligence games; problem solvingAbstract
Abstract
The purpose of this study was to investigate the effects of instructional practices based on intelligence games on the non-routine problem-solving skills of fourth-grade elementary school students. The study employed a nested design, one of the mixed-methods research designs. The primary data in the study were obtained from the experimental process (single-group pretest/post-test). The study sample included 22 fourth-grade students (12 girls, 10 boys) attending an elementary school in Rize in Turkey. The students were selected via convenience sampling, one of the purposive sampling methods. The intervention plan, which included intelligence games, was implemented over 40 sessions spanning 10 weeks. It was found that the non-routine problem-solving skills of elementary school students improved after the teaching intervention, based on the post-test scores. Additionally, the students reported that activities based on brain games contributed to their problem-solving skills, their ability to develop alternative solutions, and their strategy-development skills. Based on these results, it is suggested that future studies could be designed to test the role of such activities in developing students’ various skills.
Key words: elementary school students; intelligence games; problem solving
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Sažetak
Svrha ove studije jest istražiti učinke nastavnih praksi temeljenih na inteligencijskim igrama na vještine nerutinskoga rješavanja problema učenika četvrtoga razreda osnovne škole. Studija je koristila ugniježđeni dizajn, jedan od istraživačkih dizajna mješovite metode. Primarni izvor podataka za studiju čine podatci dobiveni iz eksperimentalnoga procesa (pred-posttest s jednom skupinom). Uzorak istraživanja sastojao se od 22 učenika četvrtoga razreda (12 djevojčica i 10 dječaka) osnovne škole u Rizeu u Turskoj, odabranih primjenom metodičkoga uzorkovanja po praktičnosti, jedne od ciljnih metoda uzorkovanja. Intervencijski plan, koji je uključivao igre za razvoj inteligencije, proveden je u 40 sesija tijekom 10 tjedana. Na temelju nalaza istraživanja, zaključeno je da su se vještine učenika osnovne škole za rješavanje nerutinskih problema poboljšale u korist rezultata posttestiranja unutar ispitivane skupine tijekom razdoblja intervencije. Dodatno, učenici su izvijestili da su takve aktivnosti doprinijele njihovim vještinama rješavanja problema, njihovoj sposobnosti razvijanja alternativnih rješenja i njihovim vještinama razvijanja strategija. Na temelju ovih rezultata, predlaže se da bi buduća istraživanja mogla biti osmišljena kako bi se testirala uloga takvih aktivnosti u razvijanju različitih vještina učenika.
Ključne riječi: logičke igre; rješavanje problema; učenici osnovne škole
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