The effects of problem-based learning on pre-service teachers' critical thinking dispositions and perceptions of problem-solving ability
SOUTH AFRICAN JOURNAL OF EDUCATION, vol.34, no.1, 2014 (SSCI, Scopus)
- Publication Type: Article / Article
- Volume: 34 Issue: 1
- Publication Date: 2014
- Doi Number: 10.15700/201412120936
- Journal Name: SOUTH AFRICAN JOURNAL OF EDUCATION
- Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
- Hacettepe University Affiliated: Yes
Abstract
The aim of this study was two-fold. The first aim was to determine the levels of critical thinking disposition and perception of problem-solving ability of pre-service teachers. The second aim was to compare the effects of problem-based learning and traditional teaching methods on the critical thinking dispositions and perceptions of problem-solving ability of pre-service teachers, when implemented in the teaching of the acid-base topic. Participants for the study consisted of 49 pre-service teachers. A pre-test-post-test control group design was used. Data were obtained using the California Critical Thinking Disposition Inventory and Problem-Solving Inventory. It was generally determined that pre-service teachers exhibit low levels of critical thinking disposition and medium levels of perception of problem-solving ability. Also, while problem-based learning and traditional teaching methods did not have different effects on the critical thinking dispositions of pre-service teachers, they had different effects on their perceptions of problem-solving ability.