scholarly journals An investigation of problem-solving skills of pre-service science teachers

2016 ◽  
Vol 11 (23) ◽  
pp. 2108-2115 ◽  
Author(s):  
Bahtiyar Asiye ◽  
Can Bilge
Keyword(s):  
Problem Solving ◽  
Science Teachers ◽  
Service Science ◽  
Problem Solving Skills

scholarly journals USING STEM APPLICATIONS FOR SUPPORTING INTEGRATED TEACHING KNOWLEDGE OF PRE-SERVICE SCIENCE TEACHERS

2019 ◽  
Vol 18 (2) ◽  
pp. 158-170 ◽  
Author(s):  
Burcu Alan ◽  
Fikriye Kirbağ Zengin ◽  
Gonca Keçeci
Keyword(s):  
Problem Solving ◽  
Science Teachers ◽  
Service Science ◽  
Control Group ◽  
Problem Solving Skills ◽  
Teaching Knowledge ◽  
Mixed Method Design ◽  
Post Test ◽  
And Control ◽  
Experimental Group

In this research the effects of STEM applications, which are aimed to support the integrated teaching knowledge of pre-service science teachers on the problem solving skills of pre-service science teachers were examined. The research was carried out in scope of the mixed method design of convergent parallel design. The research was conducted with pre-service science teachers of experimental group (n=31) and control group (n=31) who were studying at Fırat University. STEM applications including Algodoo were carried out with the pre-service teachers in the experimental group for one term. The data of the research were collected through the problem solving inventory test (PSIT), prospects diaries during the process of the pre-service science teachers in the experiment group. Quantitative data were analyzed using unpaired samples t-test. Statistically significant differences were found in favor of the experimental group when the PSIT post-test scores of the pre-service teachers in the experimental and control groups were analyzed. They said that STEM education is necessary and important for them, much better products arise as a result of gathering different disciplines, but integration of four disciplines is not easy.

scholarly journals THE EFFECT OF SMART-PBL LEARNING STRATEGY AND ACADEMIC-SELF REGULATED LEARNING ON METACOGNITIVE AND PROBLEM-SOLVING SKILLS IN LEARNING CHEMISTRY

2020 ◽  
Vol 17 (35) ◽  
pp. 960-976
Author(s):  
Deka Dyah UTAMI ◽  
Punaji SETYOSARI ◽  
Waras KAMDI ◽  
Saida ULFA ◽  
Dedi KUSWANDI
Keyword(s):  
Problem Solving ◽  
Augmented Reality ◽  
Science Teachers ◽  
Problem Based Learning ◽  
Service Science ◽  
Problem Solving Skills ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Augmented Reality Technology ◽  
Learning Chemistry

Learning chemistry in the 21st century should emphasize higher-order thinking skills such as metacognitive and problem-solving skills besides cognitive learning outcomes. Metacognitive needs to be improved so students can practice organizing, monitoring, and evaluating their thinking process in solving chemical problems. Problem-solving needs to develop to train students in making the appropriate decision and scientific explanation when encountering chemical issues. Based on observation results, the metacognitive and problem-solving skills of a pre-service science teacher in Malang, Indonesia, were low. Metacognitive and problem-solving skills are affected by academic-self regulated learning (ASRL) by students. This study aimed to know the effect of the Strategy Meets Augmented Reality Technology-using Problem Based Learning (SMART-PBL) and Academic-self regulated learning (ASRL) on improving metacognitive and problem-solving skills in learning chemistry. The SMART-PBL was modified by Problem Based Learning (PBL) strategy, which assisted by Augmented Reality technology as visual media. The research subject was 64 pre-service science teachers divided into control and experimental class, respectively, of 32 students. The research design was Quasi-Experimental, with Nonequivalent Control Group Design using factorial 2x2. The trial class performed SMART-PBL, which showed a more significant influence on metacognitive and problem-solving skills than the PBL class. The SMART-PBL not interacted with ASRL to improve metacognitive and problem-solving skills. By implementing SMART-PBL improves not only metacognitive and problem-solving skills but also evokes creative and critical thinking, communication, and scientific reasoning skills that appear in students during learning chemistry.

scholarly journals The effect of Lego Mindstorm projects on problem solving skills and scientific creativity of teacher candidateÖğretmen adaylarının problem çözme becerilerine ve bilimsel yaratıcılıklarına Lego Mindstorm projelerinin etkisi

2019 ◽  
Vol 16 (1) ◽  
pp. 216
Author(s):  
Berkan Avcı ◽  
Fatma Şahin
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
English Summary ◽  
Scientific Creativity ◽  
Problem Solving Skills ◽  
Grade Levels ◽  
Lego Mindstorms

In this study; the effects of Lego Mindstorms projects on problem solving skills and scientific creativity of teacher candidates were. The study group consisted of 20 pre-service science teachers. The data were collected quantitatively and qualitatively. Problem solving and scientific creativity  test were used as quantitative data collection instruments. , Teacher Participant Interview was used as qualitative data collection tool. The practice with teacher candidates lasted 9 weeks.  In this process, pre-service teachers learned the software. Then, these teacher candidates were presented with the science problems appropriate to different grade levels and produced solutions to these problems with Lego EV3 Education sets.Results of the study, the participating teacher candidates identified Lego Ev3 Education sets as creative (25.6%), functional (18.7%), educational (20.9%), developmental (20.9%) and informative (13.9%). As a result of the projects carried out with the Lego Ev3 education sets, the problem solving skills and scientific creativity of the prospective teachers developed.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu çalışmada; Lego Mindstorms projelerinin öğretmen adaylarının problem çözme becerilerine ve bilimsel yaratıcılıklarına etkisi incelenmiştir. Araştırmanın çalışma grubunu Fen Bilgisi 3.sınıf öğrencisi 20 öğretmen adayı oluşturmuştur. Araştırmada nicel ve nitel veriler toplanmıştır. Nicel veri toplama araçları olarak problem çözme envanteri ve bilimsel yaratıcılık testi kullanılmıştır. Nitel veri toplama aracı olarak da öğretmen görüş anketi kullanılmıştır. Araştırmanın uygulama süreci 9 hafta sürmüştür. Bu süreçte önce öğretmen adayları yazılımı öğrenmiştir. Sonra bu öğretmen adaylarına farklı sınıf düzeylerine uygun fen problemleri sunulmuş ve bu problemlere Lego EV3 Education setleri ile çözüm üretmişlerdir.Çalışmanın sonuçları, araştırmaya katılan öğretmen adaylarının Lego Ev3 Education setlerini: yaratıcı (%25.6), işlevsel (%18.7), eğitimde uygulanabilir (%20.9), gelişimsel (%20.9) ve bilgiyi uygulayabilir (%13.9) olarak tanımladıklarını ortaya çıkarmıştır. Lego Ev3 education setleri ile yapılan projeler sonucunda öğretmen adaylarının problem çözme becerileri ve bilimsel yaratıcılıkları gelişmiştir.

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