@article{2018,title={STRUCTURING OF KNOWLEDGE IN PROBLEM SOLVING PROCESS; A SAMPLE WORK},abstractNode={Problem solving strategy and problem solving process are used effectively in the research questioning approach with questioning and querying methods. In the science curriculum, it is aimed that the student develops the metacognitive structure in reaching the result by asking questions in the process of research questioning. For this aim, it is considered that the superiortal development can be achieved as a result of providing necessary guidance and equipment for the students. In this study, it was tried to determine how the students structured the knowledge during the lesson of science with the sciences curriculum based on research questioning. In this study using qualitative method, a focus group interview was conducted on the collection of data. The data were analyzed both for descriptive and content analysis. In the content analysis made by coding, the dialogue between the students and the structuring of the information were conveyed to the reader. During the study, students were required to make an electrical circuit with the equipment and in this circuit, the light bulb should be put out under certain conditions. According to findings; it was seen that the students could reach the result after ten different tests. In this study, it was aimed to try and construct new information by using the existing knowledge of the students and it was determined that this goal was achieved positively. During the study, students found that the number of batteries, the number of bulbs, the switch and the cable can be switched off by shorting the bulb without interrupting the cable. As a result, students have built up knowledge and gained an upper hand. It is suggested that students can find answers to research questions as a result of supporting and providing them with the necessary clues and tools in the problem solving process.},author={Salih GÜLEN},year={2018},journal={The Journal of International Educational Sciences}}