O impacto do ensino de estratégias de resolução de problemas no desempenho dos professores de ciências em formação na resolução de questões de múltipla escolha

Emine Hatun Diken

doi:10.22633/rpge.v29iesp3.20699

Authors

Emine Hatun Diken Kafkas University https://orcid.org/0000-0003-3922-2535

DOI:

https://doi.org/10.22633/rpge.v29iesp3.20699

Keywords:

Problem solving, Problem-solving strategies, Teaching of strategies, Cognitive strategy, Metacognitive strategy

Abstract

This study investigates the effect of teaching problem-solving strategies on the performance of pre-service science teachers when answering multiple-choice questions. Adopting a qualitative case study design, the research involved six second-year pre-service teachers from the Department of Science Education at a university in Kars province. Data were collected using six multiple-choice questions from Physics, Chemistry, and Biology, along with a semi-structured interview form. Conducted over four weeks in the “Science Learning and Teaching Approaches” course, the study examined participants’ strategies and accuracy before and after instruction in cognitive and metacognitive problem-solving methods. Content analysis revealed that, after receiving instruction, participants used a wider range of cognitive and metacognitive strategies more effectively. Additionally, a moderate improvement was observed in the number of correct responses. These results indicate that teaching problem-solving strategies positively influences pre-service teachers’ performance on multiple-choice science questions.

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Author Biography

Emine Hatun Diken, Kafkas University

Kafkas University, Dedekorkut Faculty of Education, Kars, Turkey.

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