Investigation of Problem-Solving and Problem-Posing Abilities of Seventh-Grade Students

Author/s: Elif Esra Arıkan, Hasan Ünal

DOI: 10.12738/estp.2015.5.2678 

Year: 2015 Vol: 15 Number: 5

Abstract

This study aims to examine the effect of multiple problem-solving skills on the problem-posing abilities of gifted and non-gifted students and to assess whether the possession of such skills can predict giftedness or affect problem-posing abilities. Participants’ metaphorical images of problem posing were also explored. Participants were 20 gifted and 85 non-gifted seventh graders, and quantitative and qualitative research methods were used for data collection and analysis. The relationship between multiple problem-solving skills and giftedness was investigated, and a strong corre lation between problem solving in multiple ways and problem-posing abilities was observed in both the gifted and non-gifted students. Moreover, problem solving in multiple ways was observed in both the gifted and non-gifted students. Metaphorical images were based on the participants’ experiences with problem posing, and they associated their positive or negative metaphors depending on their problem-posing performance.

Keywords
Problem solving in multiple ways, Problem posing, Seventh-grade students, Metaphor

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