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Journals / İnönü Üniversitesi Eğitim Fakültesi Dergisi / 2008 / Cilt: 9 - Sayı: 16

The Evaluation of University Students in Terms of Problem Solving, Autonomy, Multiple Intelligences Based on Constructive Approach Norms

Yapısalcı Yaklaşım Normlarında Üniversite Öğrencilerinin Problem Çözme, Otonomi, Çoklu Zeka Durumlarının Değerlendirilmesi

Gülseren KESKİN
Gül Özlem YILDIRIM
Pages
67–88
Publication Date
2022-10-18
DOI
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AI Summary & Key Takeaways

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

Association between students’ autonomy levels and the scores that they have taken from problem solving inventory was studied and a negative correlation between students’ autonomy level and their problem solving capacity was found (p

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Constructivist approach is taking the students in the centre, sees that learning is a process that students play effective role.
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Key Findings & Data:The study population comprised 180 students from Ege University Atatürk Medical Technology Vocational Training School.
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Conclusion & Impact:Association between students’ autonomy levels and the scores that they have taken from problem solving inventory was studied and a negative correlation between students’ autonomy level and their problem solving capacity was found (p
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

Constructivist approach is taking the students in the centre, sees that learning is a process that students play effective role. In this study, investigation of students’ problem solving skills, ability of gaining autonomy and determination of the association between them and the area of intelligence was aimed. The study population comprised 180 students from Ege University Atatürk Medical Technology Vocational Training School. In the study socio demographic data form, Inventory of Problem Solving, Sociotrophy Scale which is Autonomy Scale’s farther scale and Multiple Intelligence Inventory were used for data collection. Association between students’ autonomy levels and the scores that they have taken from problem solving inventory was studied and a negative correlation between students’ autonomy level and their problem solving capacity was found (p

Özet

Öğrenciyi merkeze alan yapısalcı yaklaşım, öğrenmeyi öğrencinin etkin rol aldığı bir süreç olarak görmektedir. Bu araştırmada yapısalcı yaklaşımda dikkate alınması gereken öğrencinin problem çözme becerisi, otonomi kazanabilme yeteneği ve bunların zeka alanlarıyla ilişkisinin belirlenmesi amaçlanmıştır. Araştırmanın örneklemini, Ege Üniversitesi Atatürk Sağlık Hizmetleri Meslek Yüksek Okulunda okuyan 180 öğrenci oluşturmuştur. Araştırmada veri toplama aracı olarak, Sosyo-Demografik Veri Formu, Problem Çözme Envanteri, Sosyotropi-Otonomi Ölçeğinin Otonomi Ölçeği ve Çoklu Zeka Envanteri kullanılmıştır. Öğrencilerin otonomi düzeyi ile problem çözme envanterinden aldıkları puanlar arasında olumsuz yönde korelasyon saptanmıştır. En yüksek olumsuz korelasyonun sözel-dilsel zekâ ve öze dönük-içsel zekâ ile problem çözme becerisi arasında olduğu belirlenmiştir. En yüksek olumlu korelasyonun öze dönük-içsel zekâ ile otonomi arasında olduğu belirlenmiştir. Sonuç olarak öğrencilerin en fazla öze dönük-içsel ve sözel dilsel zekâ, en az mantık-matematiksel zeka alanlarında başarılı oldukları saptanmıştır.

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Cite This Article

KESKİN, G., YILDIRIM, G. Ö. (2022). The Evaluation of University Students in Terms of Problem Solving, Autonomy, Multiple Intelligences Based on Constructive Approach Norms. İnönü Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 9 - Sayı: 16, 67–88. https://ajindex.com/articles/547670

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