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dc.contributor.authorTemel, Senar
dc.date.accessioned2019-12-16T09:19:19Z
dc.date.available2019-12-16T09:19:19Z
dc.date.issued2014
dc.identifier.issn0256-0100
dc.identifier.urihttps://doi.org/
dc.identifier.urihttp://hdl.handle.net/11655/19658
dc.description.abstractThe 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.
dc.language.isoen
dc.publisherEducation Assoc South Africa
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectEducation & Educational Research
dc.titleThe Effects of Problem-Based Learning on Pre-Service Teachers' Critical Thinking Dispositions and Perceptions of Problem-Solving Ability
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.relation.journalSouth African Journal Of Education
dc.contributor.departmentKimya
dc.identifier.volume34
dc.identifier.issue1
dc.indexingWoS
dc.indexingScopus


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