%0 Journal Article
%T The Effect of Discovery Learning Method on Routine and Non-Routine Problem-Solving Scores Compared to Direct Instruction
%A Ahmet £¿zdemir
%A Bahar Daymaz
%A Mehmet Er£¿oban
%A Merve Ayd£¿n
%A Selda £¿zdi£¿£¿i
%A Zeynel Kablan
%A £¿eyda £¿zarmut
%J -
%D 2019
%X This study compares discovery learning and direct instruction in terms of routine and non-routine problem-solving level. Discovery learning was defined in the study as a method of comprehending a rule rather than memorizing it. This study was designed as pretest-posttest comparison group study and a quasi-experimental study. The participants consisted of 51 eighth-grade students selected using the convenience sampling technique. The routine and non-routine problems were implemented in each group for 8 lesson hours. A different teaching method was performed in the experimental group; however, the content and the problems used in the lessons were similar. The results indicated a significant difference between the two teaching perspectives in terms of non-routine problems. However, no significant difference was found between the two teaching perspectives in terms of routine problems
%K Problem £¿£¿zme
%K rutin olmayan problemler
%K bulu£¿ yoluya £¿£¿retim
%K d¨¹z anlat£¿m
%K matematik £¿£¿retimi
%U http://dergipark.org.tr/inuefd/issue/43648/360943