SHS Web Conf.
Volume 66, 2019ERPA International Congresses on Education 2019 (ERPA 2019)
|Number of page(s)||8|
|Published online||14 August 2019|
Improving the physics problem solving and problem posing skills of prospective physics teachers
Faculty of Education, Department of Mathematics and Science Education, Hacettepe University,
* Corresponding author: firstname.lastname@example.org
This study was conducted with the aim of providing awareness and skill to the prospective physics teachers in the areas problem posing and problem solving. In this study, which was carried out according to qualitative research methods, information was given about problem building and solving approaches, and then the process of transforming this knowledge into skills was examined. To this end, the prospective teachers were asked to solve at least two physics problems according to the Polya's problem solving steps and explain each step they applied in detail. In the same manner, they were asked to pose at least two physics problems and solve their own problems according to the Polya's problem solving steps in the problem posing stage. The process was continued through semistructured interviews and the opinions and suggestions of the prospective teachers were obtained at the end of the study. As a result of the study, it was determined that prospective teachers had difficulty in problem posing and they preferred to pose free problems, in the problem solving, they did not use techniques such as drawing, graphing etc. in the identification step of a problem, some prospective teachers could not perform the evaluation stage and these results were discussed with the prospective teachers. It was concluded that the prospective teachers wanted to use their problem posing and solving skills in their professional lives in order to reinforce the subject and to increase the motivation. In order to improve the creative problem solving and critical thinking skills of the prospective teachers, it is suggested that problem posing and solving skills should be included more in the curriculum.
© The Authors, published by EDP Sciences, 2019
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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