A New Problem-Posing Approach Based on Problem-Solving Strategy: Analyzing Pre-service Primary School Teachers' Performance


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KILIÇ Ç.

EDUCATIONAL SCIENCES-THEORY & PRACTICE, cilt.17, ss.771-789, 2017 (SSCI İndekslerine Giren Dergi) identifier

  • Cilt numarası: 17 Konu: 3
  • Basım Tarihi: 2017
  • Doi Numarası: 10.12738/estp.2017.3.0017
  • Dergi Adı: EDUCATIONAL SCIENCES-THEORY & PRACTICE
  • Sayfa Sayıları: ss.771-789

Özet

This study examined pre-service primary school teachers' performance in posing problems that require knowledge of problem-solving strategies. Quantitative and qualitative methods were combined. The 120 participants were asked to pose a problem that could be solved by using the find-a-pattern a particular problem-solving strategy. After that, task-based interviews were conducted with 5 of the 120 participants who had answered in different ways. The data obtained were analyzed using semantic, descriptive, and content analysis methods. It was determined that 55% of the participants could pose a word problem that can be solved using the desired strategy. The other participants displayed three forms of difficulty: some posed problems that required an irrelevant strategy, some were unable to offer any answer, and some suggested problems that involved simply finding a general rule of a pattern. Because of the many pedagogical benefits associated with problem posing, pre-service teachers should be educated in problem-solving strategies and problem and types so that they can apply problem-posing skills effectively in primary schools.