Abstract
The study aimed to determine whether there is a difference between the perceptions of pre-service teachers’ problem-solving skills according to various factors. 297 pre-service teachers from Afyon Kocatepe University Faculty of Education in the province of Afyonkarahisar in Turkey participated in the study. The group hidden figures test was used to determine the cognitive styles of pre-service teachers. The problem-solving inventory was used to measure the perceptions of problem-solving skills. According to the findings, it was found that the perception of problem-solving skills of pre-service teachers was high. It was observed that the candidates also perceived themselves as having these approaches in all sub-dimensions. According to the research results, problem-solving perception does not affect the way of approaching the problem. Male and female candidates’ perceptions of problem-solving skills are not directly related to gender. Candidates’ perceptions vary according to the grade level.
Highlights
The most prominent feature of today’s education system is that it takes the individual as a basis
Work on the findings based, the frequency and percentage distribution of the preservice teachers participating in the study and the scores obtained by the candidates from Problem Solving Inventory (PSI) and its sub-dimensions according to their cognitive styles, gender, department, and class are given below
Independent Sample T-test was applied to examine the perceptions of preservice teachers’ problem-solving skills and the six sub-dimensions of these perceptions determined by Savaşır and Şahin (1997) terms of whether there is a significant difference between cognitive styles, gender, and grade level
Summary
The most prominent feature of today’s education system is that it takes the individual as a basis. The necessity of teaching activities based on individual characteristics is an undeniable fact. Teachers should organize teaching activities by taking students’ cognitive characteristics into account. They should know the cognitive features of the students well. Messick (1976), a cognitive style researcher, underlined those individual differences reveal a difference; He claimed that each individual determines a method for himself regarding the situations he sees, remembers, or thinks. Based on this method, he named the individual differences gained in processing, organizing, and gaining experience as cognitive style (cited in Ören, 2007). Moore, Goodenough and Cox (1997) stated that cognitive style has a higher meaning than the classically used “personality” concept
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