The effects of problem-based learning on pre-service teachers' critical thinking dispositions and perceptions of problem-solving ability

By Senar Temel. 2014

134 citations recorded by the source corpus.

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. Keywords: critical thinking disposition; perception of problem-solving ability; problem-based learning; traditional teaching method

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/02e2c6e816c9ecee5da683845c58e630b71ab6ad

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Citations in the corpus

Thinking Critically About Critical Thinking and Problem-Based Learning in Higher Education: A Scoping Review (2020, background): “Another example comes from Temel (2014), who defined critical thinking in accordance with a definition provided by Jeeva-nantham (2005), who stated that critical thinking may be defined as a “higher order thinking skill [educational science] and it has properties such as analysing, evaluating,…”
The Effect of Using e-module Model Problem Based Learning (PBL) Based on Wetland Environment on Critical Thinking Skills and Environmental Care Attitudes (2021, methodology): “…(PBL) model because, according to several studies, the PBL model has a general goal of improving critical thinking skills, inquiry skills and problem-solving skills, and skills to learn independently (Ageorges et al., 2016; Birgili, 2015; Efendioglu, 2015; Klegeris et al., 2013; Temel, 2014).”
RICOSRE: A Learning Model to Develop Critical Thinking Skills for Students with Different Academic Abilities (2019, background): “The problem solving strategy represents one’s thinking skill (Temel, 2014).”
Improving Primary Students' Mathematical Literacy through Problem Based Learning and Direct Instruction. (2017, background): “This is particularly appropriate for developing students' mathematical literacy using problem-based learning model, because it is an effective way to solve problem and it enhances the skills used in solving problems (Ozcan and Balim, 2013; Temel, 2014).”
Creative and Critical Thinking Skills in Problem-based Learning Environments (2015, background): “On the contrary, there are some studies, which highlight nonsignificant effects of PBL. Temel (2014) worked on 49 pre-service teachers in chemistry to compare the effects of PBL and direct instruction on their critical thinking dispositions and perceptions of problem-solving ability.”
The influence of problem based learning towards social science learning outcomes viewed from learning interest (2019, background): “school Geography subjects [13]; Science [14], [8], [20]; and Chemistry [12], [21].”