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

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. © 2015 HKIEd APFSLT.