Research Article
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Year 2023, Volume: 12 Issue: 1, 61 - 83, 31.03.2023
https://doi.org/10.55020/iojpe.1139460

Abstract

References

  • Aksın, K. (2019). Oryantiring terminolojisi [Orienteering terminology]. Ankara: Gazi Bookstore.
  • Altun, M. (2008). İlköğretim ikinci kademe matematik öğretimi [Elementary school second level mathematics teaching]. Bursa: Aktüel Alfa Academy Publishing.
  • Altun, M. (2015). Eğitim fakülteleri ve sınıf öğretmenleri için matematik öğretimi [Mathematics teaching for education faculties and primary school teachers] (19th edition). Bursa: Alfa Aktüel Academy Publishing.
  • Anderson, G. (2005). Fundamentals of educational research. Taylor & Francis e-Library.
  • Atakurt, E., Şahan, A., & Erman, K. A. (2017). The effect of orienteering education on attention and memory. SPORMETRE The Journal of Physical Education and Sport Sciences, 15(4), 127-134.
  • August, I. (1975). Orienteering: A thinking man’s sport or it’s nice to fool mother nature. In N. Skliar (Ed.), The best of “The Communicator” (pp. 71-74). Retrieved from ERIC database. (ED118307).
  • Baki, A. (2018). Matematiği öğretme bilgisi [Knowledge of teaching mathematics]. Ankara: Pegem Academy.
  • Balkwill, T. L. (1996). Determinants of teacher participation in outdoor education: A survey of Kent County teachers, (Unpublished master’s thesis). University of Windsor, Faculty of Graduate Studies and Research, Canada.
  • Baykul, Y. (2016). İlkokulda matematik öğretimi [Mathematics teaching in primary school] (13th edition). Ankara: Pegem Academy.
  • Bektaş, F., Karademir, E., Kaya, S., Kalın, C., Şeker, T., Kurtoğlu, E., Öztürk, F., Arslan, E., Aydın, Ö., Ataklı, G., & Oymak, Ö. (2019). Oryantiring eğitimi [Orienteering training]. Ministry of Education. Beyaztaş, M. K. (2022). The use of orienteering game supported by quantum learning approach in teaching the natural systems unit of the 11th grade geography lesson, (Unpublished master’s thesis). Atatürk University, Institute of Educational Sciences, Erzurum, Turkey.
  • Boga, S. (1997). Orienteering: The sport of navigating with map & compass. Mechanicsburg, PA: Stackpole Books.
  • Bomgardner. R. (2014). The relationship between education self-efficacy and aggregate physical fitness in children, (Unpublished doctoral thesis). Liberty University, USA.
  • Bradford, D. (1977). Incorporating orienteering in school programs. Retrieved from ERIC database. (ED134384).
  • British Schools Orienteering Association (BSOA). (2015). What is orienteering? History and Objectives. 28 July 2020 retrieved from https://www.bsoa.org/
  • Cambridge Dictionary. (2021). 28 September 2021 retrieved from https://dictionary.cambridge.org/tr/s%C3%B6zl%C3%BCk/ingilizce/orienteering.
  • Campbell, M., & Burton, V. (1996). Orienteering map and compass: A guide and outline to its science and practice. Retrieved from ERIC database. (ED402131).
  • Celestino, T., & Pereira, A. M. (2012). The sport of orienteering: Performance of physically active people who partake in leisure activities but have no experiences in this modality. Cultura, ciencia y deporte: revista de ciencias de la actividad física y del deporte de la Universidad Católica de San Antonio, 7(19), 45-52.
  • Cordes, K. A., & Hutson, G. A. (2015). Outdoor recreation: enrichment for a lifetime (Ed. 4). Sagamore Publishing.
  • Creswell, J. W. (2016a). Nitel yöntemler [Qualitative methods]. In S. B. Demir (Ed.), Araştırma deseni: nicel, nitel ve karma yaklaşımlar [Research design: quantitative, qualitative and mixed approaches] (2nd edition) (Y. Dede, transl.) (pp. 183-213). Ankara: Eğiten Book. (Original book publication date: 2013).
  • Creswell, J. W. (2016b). Veri analizi ve sunumu [Data analysis and presentation]. M. Bütün & S. B. Demir (Eds.), in Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni [Qualitative inquiry and research design choosing among five approaches] (3rd edition) (A. Bacanak, transl.) (pp. 179-212). Ankara: Siyasal Bookstore. (Original book publication date: 2013).
  • Datta, L. (1990). Case study evaluations. Washington, DC: U.S. General Accounting Office.
  • Deniz, E., Karaman, G., Bektaş, F., Yoncalık, O., Güler, V., Kılınç, A., & Ateş, A. (2011). Çocuklara oryantiring eğitimi [Orienteering training for children]. Ankara: Kültür Ajans Publishing.
  • Di Tore, P. A., Corona, F., & Sibilio, M. (2015). Orienteering: spatial navigation strategies and cognitive processes. Journal of Human Sport and Exercise, 10(1), S507-S514.
  • Dinç-Artut, P., & Tarım, K. (2009). Investigation of the prospective teachers’ problem solving process in the nonroutine word problems. Journal of Uludag University Faculty of Education, 22(1), 53-70.
  • Ekiz, D. (2007). Bilimsel araştırmalarda nitel veri analizi ve yorum [Qualitative data analysis and interpretation in scientific research]. In D. Ekiz (Ed.), Bilimsel araştırma yöntemleri [Scientific research methods] (pp. 189-217). İstanbul: Lisans Publishing.
  • Ekiz, D. (2009). Bilimsel araştırma yöntemleri [Scientific research methods] (extended 2nd edition). Ankara: Anı Publishing.
  • Ekiz, D., & Uzuner, F. G. (2019, October). İlkokul öğrencilerinin oryantiringe ilişkin metaforik algıları üzerine fenomenolojik bir araştırma [A phenomenological study on primary school students’ metaphorical perceptions of orienteering]. 2nd International Elementary Education Congress, Muğla, Muğla Sıtkı Koçman University.
  • Ferguson, C., & Turbyfill, R. (2013). Discovering orienteering: Skills, techniques, and activities. United States of America, USA: Human Kinetics.
  • Gölgeli, T. (2020). A case study on the effect of route characteristics on decision making in the sport of orienteering, (Unpublished master’s thesis). Middle East Technical University, The Graduate School of Informatics, Ankara, Turkey.
  • Hammes, R. (2007). Orienteering with adventure education: New games for the 21st century. Strategies, 20(5), 7-13.
  • Hodgson, C., & Bailie, M. (2011). Risk management: philosophy and practice. In M. Berry & C. Hodgson (Eds.) Adventure education (pp. 46-62). London and New York: Taylor and Francis e-Library.
  • Hugglestone, A., & Howard, J. (1983). Orienteering. In N. Dougherty (Ed.), Physical education and sport for the secondary school student (pp. 198-205). Retrieved from ERIC database. (ED231783).
  • Huikko, P., & Raus, S. (2020). Online orienteering guide for teachers. 28 July 2020 retrieved from https://www.theseus.fi/bitstream/handle/10024/337653/Petteri%20Huikko%20Stefano%20Raus.pdf?sequence=2
  • İmamoğlu, M., & İmamoğlu, A. (2018). Oryantiring sporunun ortaöğretim coğrafya ve beden eğitimi ve spor derslerinin kazanımlarına etkisi [Effect of orienteering sport on learning outcomes of geography and physical education and sport lessons in secondary education]. The Journal of Kesit Academy, (16), 198-207.
  • Karaca, F. (2008). Oryantiring uygulamalarının ilköğretim programlarındaki fonksiyonelliği [Functionality of orienteering practices in primary education programs], (Unpublished master’s thesis). Gazi University, Institute of Health Sciences, Ankara, Turkey.
  • Kaya, S. (2020). Investigation of the application process of orienteering activities used in education by trainers and branch teachers within different courses, (Unpublished master’s thesis). Trabzon University, Institute of Graduate Education, Trabzon, Turkey.
  • Kelly, N. (2014). Orienteering made simple and GPS technology: An Instructional handbook. United States of America, USA: Author House.
  • Kim, S. H. (2010). An exploration of the applicability of a recreational Orientierungslauf (orienteering) programme for urban cultural experience activities. Journal of Hospitality, Leisure, Sports and Tourism Education (Pre-2012), 9(2), 130.
  • Kiwi-O Manual. (2014). Orienteering for Schools. 21 July 2020 retrieved from https://www.orienteering.org.nz/wp-content/uploads/2014/07/Kiwi-O-Manual-2014-v2.pdf.
  • Kjellstrom, B., & Kjellstrom-Elgin, C. (2010). Be expert with map and compass. Canada: John Wiley & Sons.
  • Krulik, S., & Rudnick, J. A. (1989). Problem solving: A handbook for senior high school teachers. United States of America, USA: Allyn & Bacon.
  • Larkin, R. P. (1976). Map and compass skills for the secondary school (understanding topographic maps, developing compass skills, and orienteering). Retrieved from ERIC database. (ED125940).
  • Larkin, R. P., & Grogger, P. K. (1975). Map and compass skills for the elementary school. Retrieved from ERIC database. (ED138529).
  • Lenchner, G. (2005). Creative problem solving in school mathematics. Australia: Australian Edition Publisher.
  • Mayer, R. E., & Hegarty, M. (1996). The process of understanding mathematical problems. In R. J. Sternberg & T. Ben-Zeev (Eds.), The nature of mathematical thinking (pp. 29-53). Mahwah, New Jersey, NJ: L. Erlbaum Associates.
  • Merriam, S. B. (2015). Nitel araştırmalarda geçerlik, güvenirlik ve etik [Validity, reliability and ethics in qualitative research]. In S. Turan (Ed.), Nitel araştırma desen ve uygulama için bir rehber [A guide to qualitative research design and practice] (translation of 3rd edition) (E. Dinç, transl.) (pp. 199-228). Ankara: Nobel Publishing. (Original book publication date: 2009).
  • Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation. John Wiley & Sons.
  • Ministry of National Education. (2018). Turkey’s education vision. 28 September 2020 retrieved from http://2023vizyonu.meb.gov.tr/doc/2023_VIZYON_ENG.pdf.
  • Morisbak, I. (1982). Orienteering: An activity for handicappers. In G. M. Robb (Ed.) The Bradford papers. Volume ii, proceedings from the 1981 institute on innovations in camping and outdoor education with persons who are disabled (pp. 79-85). Retrieved from ERIC database. (ED224637).
  • Orienteering New Zealand. (2021). Introduction to Orienteering. 29 September 2021 retrieved from https://www.orienteering.org.nz/about-orienteering/introduction-to-orienteering/.
  • Özal, Z. D., & Girgin, Y. (2013, November). Oyun ve matematik iç içe [Game and math intertwined]. Marmara University-8th National Congress on Educational Administration. İstanbul, Marmara University.
  • Özcan, F. (2007). Oryantiring sporunun ilköğretim öğrencilerinin sosyal bireysel davranışları ile matematik-matıksal zekâ gelişimleri üzerindeki etkisinin incelenmesi [Investigation of the effect of orienteering sports on elementary school students’ social individual behaviours and their mathematical-logical intelligence development], (Unpublished master’s thesis). Dumlupınar University, Institute of Social Sciences, Kütahya, Turkey.
  • Patton, M. Q. (2014). Nitel analiz ve yorumlama [Analysis, method and reporting]. In M. Bütün & S. B. Demir (Ed.), Nitel araştırma ve değerlendirme yöntemleri [Qualitative research and evaluation methods] (A. Çekiç & A. Bakla, transl.) (p. 431-534). Ankara: Pegem Academy.
  • Polya, G. (1997). Nasıl çözmeli? Matematikte yeni bir boyut [How to solve it? A new aspect of mathematical method] (F. Halatçı, transl.). İstanbul: Sistem Publishing.
  • Posamentier, A. S., & Krulik, S. (2016). Matematikte problem çözme [Problem solving in mathematics] (L. Akgün, T. Kar & M. F. Öçal, Transl.). Ankara: Pegem Academy.
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AN INVESTIGATION OF STUDENTS’ ORIENTEERING PROCESS AS TO THE STEPS OF POLYA’S PROBLEM-SOLVING METHOD

Year 2023, Volume: 12 Issue: 1, 61 - 83, 31.03.2023
https://doi.org/10.55020/iojpe.1139460

Abstract

Orienteering is an enjoyable sporting activity, which is believed to contribute to its participants’ problem-solving skills. People who are engaged in orienteering is expected to hold a map correctly, find their exact place on the map, read the map, make a plan and carry it out to reach the checkpoint, as well as checking the accuracy of the destination. Such steps to be followed during orienteering resemble those of Polya’s problem-solving method in education. From this standpoint, this study focused on Polya’s problem-solving steps in the field of mathematics, in relation to the outdoor sport of orienteering. On the whole, the present study aimed to examine fourth-grade students at primary school concerning their involvement in an orienteering process as to the steps of Polya’s problem-solving method. A case study method was employed from among qualitative research approaches, and a program implementation was adopted as one of the sub-types of the case study method. In this context, the study sample was selected with the convenience sampling technique, from among the purposive sampling techniques. Observations, semi-structured interviews, and head cameras were used as data collection tools. The results indicated that the steps of Polya’s problem-solving method can be used for problem-solving during the orienteering process. Based on the results, it is recommended that practical studies be conducted with similar or different research methods so as to contribute to the field.

References

  • Aksın, K. (2019). Oryantiring terminolojisi [Orienteering terminology]. Ankara: Gazi Bookstore.
  • Altun, M. (2008). İlköğretim ikinci kademe matematik öğretimi [Elementary school second level mathematics teaching]. Bursa: Aktüel Alfa Academy Publishing.
  • Altun, M. (2015). Eğitim fakülteleri ve sınıf öğretmenleri için matematik öğretimi [Mathematics teaching for education faculties and primary school teachers] (19th edition). Bursa: Alfa Aktüel Academy Publishing.
  • Anderson, G. (2005). Fundamentals of educational research. Taylor & Francis e-Library.
  • Atakurt, E., Şahan, A., & Erman, K. A. (2017). The effect of orienteering education on attention and memory. SPORMETRE The Journal of Physical Education and Sport Sciences, 15(4), 127-134.
  • August, I. (1975). Orienteering: A thinking man’s sport or it’s nice to fool mother nature. In N. Skliar (Ed.), The best of “The Communicator” (pp. 71-74). Retrieved from ERIC database. (ED118307).
  • Baki, A. (2018). Matematiği öğretme bilgisi [Knowledge of teaching mathematics]. Ankara: Pegem Academy.
  • Balkwill, T. L. (1996). Determinants of teacher participation in outdoor education: A survey of Kent County teachers, (Unpublished master’s thesis). University of Windsor, Faculty of Graduate Studies and Research, Canada.
  • Baykul, Y. (2016). İlkokulda matematik öğretimi [Mathematics teaching in primary school] (13th edition). Ankara: Pegem Academy.
  • Bektaş, F., Karademir, E., Kaya, S., Kalın, C., Şeker, T., Kurtoğlu, E., Öztürk, F., Arslan, E., Aydın, Ö., Ataklı, G., & Oymak, Ö. (2019). Oryantiring eğitimi [Orienteering training]. Ministry of Education. Beyaztaş, M. K. (2022). The use of orienteering game supported by quantum learning approach in teaching the natural systems unit of the 11th grade geography lesson, (Unpublished master’s thesis). Atatürk University, Institute of Educational Sciences, Erzurum, Turkey.
  • Boga, S. (1997). Orienteering: The sport of navigating with map & compass. Mechanicsburg, PA: Stackpole Books.
  • Bomgardner. R. (2014). The relationship between education self-efficacy and aggregate physical fitness in children, (Unpublished doctoral thesis). Liberty University, USA.
  • Bradford, D. (1977). Incorporating orienteering in school programs. Retrieved from ERIC database. (ED134384).
  • British Schools Orienteering Association (BSOA). (2015). What is orienteering? History and Objectives. 28 July 2020 retrieved from https://www.bsoa.org/
  • Cambridge Dictionary. (2021). 28 September 2021 retrieved from https://dictionary.cambridge.org/tr/s%C3%B6zl%C3%BCk/ingilizce/orienteering.
  • Campbell, M., & Burton, V. (1996). Orienteering map and compass: A guide and outline to its science and practice. Retrieved from ERIC database. (ED402131).
  • Celestino, T., & Pereira, A. M. (2012). The sport of orienteering: Performance of physically active people who partake in leisure activities but have no experiences in this modality. Cultura, ciencia y deporte: revista de ciencias de la actividad física y del deporte de la Universidad Católica de San Antonio, 7(19), 45-52.
  • Cordes, K. A., & Hutson, G. A. (2015). Outdoor recreation: enrichment for a lifetime (Ed. 4). Sagamore Publishing.
  • Creswell, J. W. (2016a). Nitel yöntemler [Qualitative methods]. In S. B. Demir (Ed.), Araştırma deseni: nicel, nitel ve karma yaklaşımlar [Research design: quantitative, qualitative and mixed approaches] (2nd edition) (Y. Dede, transl.) (pp. 183-213). Ankara: Eğiten Book. (Original book publication date: 2013).
  • Creswell, J. W. (2016b). Veri analizi ve sunumu [Data analysis and presentation]. M. Bütün & S. B. Demir (Eds.), in Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni [Qualitative inquiry and research design choosing among five approaches] (3rd edition) (A. Bacanak, transl.) (pp. 179-212). Ankara: Siyasal Bookstore. (Original book publication date: 2013).
  • Datta, L. (1990). Case study evaluations. Washington, DC: U.S. General Accounting Office.
  • Deniz, E., Karaman, G., Bektaş, F., Yoncalık, O., Güler, V., Kılınç, A., & Ateş, A. (2011). Çocuklara oryantiring eğitimi [Orienteering training for children]. Ankara: Kültür Ajans Publishing.
  • Di Tore, P. A., Corona, F., & Sibilio, M. (2015). Orienteering: spatial navigation strategies and cognitive processes. Journal of Human Sport and Exercise, 10(1), S507-S514.
  • Dinç-Artut, P., & Tarım, K. (2009). Investigation of the prospective teachers’ problem solving process in the nonroutine word problems. Journal of Uludag University Faculty of Education, 22(1), 53-70.
  • Ekiz, D. (2007). Bilimsel araştırmalarda nitel veri analizi ve yorum [Qualitative data analysis and interpretation in scientific research]. In D. Ekiz (Ed.), Bilimsel araştırma yöntemleri [Scientific research methods] (pp. 189-217). İstanbul: Lisans Publishing.
  • Ekiz, D. (2009). Bilimsel araştırma yöntemleri [Scientific research methods] (extended 2nd edition). Ankara: Anı Publishing.
  • Ekiz, D., & Uzuner, F. G. (2019, October). İlkokul öğrencilerinin oryantiringe ilişkin metaforik algıları üzerine fenomenolojik bir araştırma [A phenomenological study on primary school students’ metaphorical perceptions of orienteering]. 2nd International Elementary Education Congress, Muğla, Muğla Sıtkı Koçman University.
  • Ferguson, C., & Turbyfill, R. (2013). Discovering orienteering: Skills, techniques, and activities. United States of America, USA: Human Kinetics.
  • Gölgeli, T. (2020). A case study on the effect of route characteristics on decision making in the sport of orienteering, (Unpublished master’s thesis). Middle East Technical University, The Graduate School of Informatics, Ankara, Turkey.
  • Hammes, R. (2007). Orienteering with adventure education: New games for the 21st century. Strategies, 20(5), 7-13.
  • Hodgson, C., & Bailie, M. (2011). Risk management: philosophy and practice. In M. Berry & C. Hodgson (Eds.) Adventure education (pp. 46-62). London and New York: Taylor and Francis e-Library.
  • Hugglestone, A., & Howard, J. (1983). Orienteering. In N. Dougherty (Ed.), Physical education and sport for the secondary school student (pp. 198-205). Retrieved from ERIC database. (ED231783).
  • Huikko, P., & Raus, S. (2020). Online orienteering guide for teachers. 28 July 2020 retrieved from https://www.theseus.fi/bitstream/handle/10024/337653/Petteri%20Huikko%20Stefano%20Raus.pdf?sequence=2
  • İmamoğlu, M., & İmamoğlu, A. (2018). Oryantiring sporunun ortaöğretim coğrafya ve beden eğitimi ve spor derslerinin kazanımlarına etkisi [Effect of orienteering sport on learning outcomes of geography and physical education and sport lessons in secondary education]. The Journal of Kesit Academy, (16), 198-207.
  • Karaca, F. (2008). Oryantiring uygulamalarının ilköğretim programlarındaki fonksiyonelliği [Functionality of orienteering practices in primary education programs], (Unpublished master’s thesis). Gazi University, Institute of Health Sciences, Ankara, Turkey.
  • Kaya, S. (2020). Investigation of the application process of orienteering activities used in education by trainers and branch teachers within different courses, (Unpublished master’s thesis). Trabzon University, Institute of Graduate Education, Trabzon, Turkey.
  • Kelly, N. (2014). Orienteering made simple and GPS technology: An Instructional handbook. United States of America, USA: Author House.
  • Kim, S. H. (2010). An exploration of the applicability of a recreational Orientierungslauf (orienteering) programme for urban cultural experience activities. Journal of Hospitality, Leisure, Sports and Tourism Education (Pre-2012), 9(2), 130.
  • Kiwi-O Manual. (2014). Orienteering for Schools. 21 July 2020 retrieved from https://www.orienteering.org.nz/wp-content/uploads/2014/07/Kiwi-O-Manual-2014-v2.pdf.
  • Kjellstrom, B., & Kjellstrom-Elgin, C. (2010). Be expert with map and compass. Canada: John Wiley & Sons.
  • Krulik, S., & Rudnick, J. A. (1989). Problem solving: A handbook for senior high school teachers. United States of America, USA: Allyn & Bacon.
  • Larkin, R. P. (1976). Map and compass skills for the secondary school (understanding topographic maps, developing compass skills, and orienteering). Retrieved from ERIC database. (ED125940).
  • Larkin, R. P., & Grogger, P. K. (1975). Map and compass skills for the elementary school. Retrieved from ERIC database. (ED138529).
  • Lenchner, G. (2005). Creative problem solving in school mathematics. Australia: Australian Edition Publisher.
  • Mayer, R. E., & Hegarty, M. (1996). The process of understanding mathematical problems. In R. J. Sternberg & T. Ben-Zeev (Eds.), The nature of mathematical thinking (pp. 29-53). Mahwah, New Jersey, NJ: L. Erlbaum Associates.
  • Merriam, S. B. (2015). Nitel araştırmalarda geçerlik, güvenirlik ve etik [Validity, reliability and ethics in qualitative research]. In S. Turan (Ed.), Nitel araştırma desen ve uygulama için bir rehber [A guide to qualitative research design and practice] (translation of 3rd edition) (E. Dinç, transl.) (pp. 199-228). Ankara: Nobel Publishing. (Original book publication date: 2009).
  • Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation. John Wiley & Sons.
  • Ministry of National Education. (2018). Turkey’s education vision. 28 September 2020 retrieved from http://2023vizyonu.meb.gov.tr/doc/2023_VIZYON_ENG.pdf.
  • Morisbak, I. (1982). Orienteering: An activity for handicappers. In G. M. Robb (Ed.) The Bradford papers. Volume ii, proceedings from the 1981 institute on innovations in camping and outdoor education with persons who are disabled (pp. 79-85). Retrieved from ERIC database. (ED224637).
  • Orienteering New Zealand. (2021). Introduction to Orienteering. 29 September 2021 retrieved from https://www.orienteering.org.nz/about-orienteering/introduction-to-orienteering/.
  • Özal, Z. D., & Girgin, Y. (2013, November). Oyun ve matematik iç içe [Game and math intertwined]. Marmara University-8th National Congress on Educational Administration. İstanbul, Marmara University.
  • Özcan, F. (2007). Oryantiring sporunun ilköğretim öğrencilerinin sosyal bireysel davranışları ile matematik-matıksal zekâ gelişimleri üzerindeki etkisinin incelenmesi [Investigation of the effect of orienteering sports on elementary school students’ social individual behaviours and their mathematical-logical intelligence development], (Unpublished master’s thesis). Dumlupınar University, Institute of Social Sciences, Kütahya, Turkey.
  • Patton, M. Q. (2014). Nitel analiz ve yorumlama [Analysis, method and reporting]. In M. Bütün & S. B. Demir (Ed.), Nitel araştırma ve değerlendirme yöntemleri [Qualitative research and evaluation methods] (A. Çekiç & A. Bakla, transl.) (p. 431-534). Ankara: Pegem Academy.
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There are 68 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Fatma Gül Uzuner 0000-0001-8483-6021

Durmus Ekız 0000-0002-0558-8144

Publication Date March 31, 2023
Published in Issue Year 2023 Volume: 12 Issue: 1

Cite

APA Uzuner, F. G., & Ekız, D. (2023). AN INVESTIGATION OF STUDENTS’ ORIENTEERING PROCESS AS TO THE STEPS OF POLYA’S PROBLEM-SOLVING METHOD. International Online Journal of Primary Education, 12(1), 61-83. https://doi.org/10.55020/iojpe.1139460

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