The Effects of Problem Solving Applications on the Development of Science Process Skills, Logical Thinking Skills and Perception on Problem Solving Ability in the Science Laboratory

Autor/in	Seyhan, Hatice Güngör
Titel	The Effects of Problem Solving Applications on the Development of Science Process Skills, Logical Thinking Skills and Perception on Problem Solving Ability in the Science Laboratory
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 16 (2015) 2, Artikel 8 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Foreign Countries; Preservice Teachers; Science Teachers; Problem Solving; Science Process Skills; Undergraduate Students; Likert Scales; Measures (Individuals); Logical Thinking; Thinking Skills; Science Laboratories; Teaching Methods; Pretests Posttests; Control Groups; Experimental Groups; Comparative Analysis; Instructional Effectiveness; Multiple Regression Analysis; Student Centered Learning; Multivariate Analysis; Structured Interviews; Statistical Analysis; Turkey; Test of Logical Thinking + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Problemlösen; Likert-Skala; Messdaten; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Multivariate Analyse; Statistische Analyse; Türkei
Abstract	This study was conducted with 98 prospective science teachers, who were composed of 50 prospective teachers that had participated in problem-solving applications and 48 prospective teachers who were taught within a more researcher-oriented teaching method in science laboratories. The first aim of this study was to determine the levels of perception of problem-solving ability, science process skills and logical thinking skills of prospective teachers. The second aim was to compare the effects of problem-solving applications (PSASL) and a more researcher-oriented teaching method in the science laboratory on the perceptions of problem-solving ability, science process skills and logical thinking skills of prospective teachers. A pre-test--post-test control group design was used. In this study, data were obtained using the "Problem Solving Inventory (PSI)," "Science Process Skills Test (SPST)" and "Test of Logical Thinking (TOLT)." After the PSASL, five prospective teachers were selected among the experimental group and were interviewed using the fully structured interview form about the "PSASL" and the process it involves. Interviews were used to augment the quantitative data. According to the results obtained within the scope of the study, it can be said that the effect of PSASL on the perception levels of problem solving skills, scientific process skills and logical thinking skills of prospective teachers is more effective than the more researcher-oriented teaching method application. In addition, the results obtained from interviews with prospective teachers' ideas in the experimental group about PSASL were parallel with the past test results. (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01