SavedAdd your journal

Journals / Journal of Computer and Education Research / 2021 / Cilt: 9 - Sayı: 18

A Case Study for the Use of Technology Supported Graphical Organizers in Preschool Children’s Problem Solving

Ekmel ÇETİN
Doç. Dr. Selçuk ÖZDEMİR
Pages
771–794
Publication Date
2021-12-21
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Children actively participated to the activities of understanding the problem, examining the cause-effect relations, producing alternative solutions to problem activities, and they expressed their thoughts.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study is to integrate preschool children into problem-solving activities, which include graphical organizers such as fishbone diagram, brainstorming and flowchart as cognitive tools in an information technology supported environment.
📊
Key Findings & Data:Case study method was employed in order to state children’s use of graphical organizers, their participation to the classroom interaction and their problem-solving cases. 28 preschool children participated in this study from a public school in Ankara/Turkey.
💡
Conclusion & Impact:Children actively participated to the activities of understanding the problem, examining the cause-effect relations, producing alternative solutions to problem activities, and they expressed their thoughts.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Graphical organizers · problem solving · ICT in preschool

Abstract

The purpose of this study is to integrate preschool children into problem-solving activities, which include graphical organizers such as fishbone diagram, brainstorming and flowchart as cognitive tools in an information technology supported environment. Accordingly, a specific software that prepared based on problem-solving and algorithmic thinking in preschool education was used. Case study method was employed in order to state children’s use of graphical organizers, their participation to the classroom interaction and their problem-solving cases. 28 preschool children participated in this study from a public school in Ankara/Turkey. Classroom interaction video records, and flowcharts prepared by children are data collection tools. The results revealed that, problem-solving activities prepared with graphical organizers and ICT-supported environment are appropriate for preschool children. Children actively participated to the activities of understanding the problem, examining the cause-effect relations, producing alternative solutions to problem activities, and they expressed their thoughts.

Özet

The purpose of this study is to integrate preschool children into problem-solving activities, which include graphical organizers such as fishbone diagram, brainstorming and flowchart as cognitive tools in an information technology supported environment. Accordingly, a specific software that prepared based on problem-solving and algorithmic thinking in preschool education was used. Case study method was employed in order to state children’s use of graphical organizers, their participation to the classroom interaction and their problem-solving cases. 28 preschool children participated in this study from a public school in Ankara/Turkey. Classroom interaction video records, and flowcharts prepared by children are data collection tools. The results revealed that, problem-solving activities prepared with graphical organizers and ICT-supported environment are appropriate for preschool children. Children actively participated to the activities of understanding the problem, examining the cause-effect relations, producing alternative solutions to problem activities, and they expressed their thoughts.

🔖

Cite This Article

ÇETİN, E., ÖZDEMİR, D. D. S. (2021). A Case Study for the Use of Technology Supported Graphical Organizers in Preschool Children’s Problem Solving. Journal of Computer and Education Research, Cilt: 9 - Sayı: 18, 771–794. https://ajindex.com/articles/386894

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (8)

  1. Alkhayat, L., Ernest, J. & LaChenaye, J. (2020). Exploring kuwaiti preservice early childhood teachers’ beliefs about using web 2.0 technologies. Early Childhood Education Journal, 48, 715–725. https://doi.org/10.1007/s10643-020-01036-6
  2. Allan, N. P., Hume, L. E., Allan, D. M., Farrington, A. L., & Lonigan, C. J. (2014). Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A meta-analysis. Developmental Psychology, 50(10), 2368-2379.
  3. Alnıak, Ş., & Dinçer, Ç. (2005). Farklı eğitim yaklaşımları uygulayan okul öncesi eğitim kurumlarına devam eden çocukların kişiler arası problem çözme becerilerinin değerlendirilmesi [Evaluation of children’s interpersonal problem solving skills who attend preschool education institutions that apply different educational approaches]. Ankara University Faculty of Educational Sciences Journal, 38(1), 149-166.
  4. Angeli, C., & Valanides, N. (2004). Examining the effects of text-only and text-and-visual instructional materials on the achievement of field-dependent and field-independent learners during problem-solving with modeling software. Educational Technology Research and Development, 52(4), 23-36.
  5. Baralt, A. C. (2013). Ways digital scaffolds are used during collaborative problem solving in the preschool classroom (Unpublished Doctoral dissertation), University of Florida. Birbili, M. (2006). Mapping knowledge: concept maps in early childhood education. Early Childhood Research & Practice, 8(2), 1-10.
  6. Bodrova, E., & Leong, D. J. (1996). Tools of the mind: The Vygotskian approach to early childhood education. New Jersey, USA: Prentice-Hall. Brooks, C. F. (2008). Exploring face-to-face and online classroom discourse: A case study of social roles as performed in a college course. (Unpublished PhD Thesis). University of California. Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann. Cohen, L., Manion, L., & Morrison, K. (2005). Research methods in education (5th ed). London: Routledge Falmer. Cook-Cottone, C. P. (2004). Using Piaget's theory of cognitive development to understand the construction of healing narratives. Journal of College Counseling, 7(1), 177-186.
  7. Cviko, A., McKenney, S., & Voogt, J. (2014). Teacher roles in designing technology-rich learning activities for early literacy: A cross-case analysis. Computers & Education, 72, 68-79.
  8. Çepni, S. (2005). Araştırma ve proje çalışmalarına giriş [Introduction to researc