Abstract
The aim of this study was to determine the problem-solving skills of the teachers in various branches in Çat town of Erzurum Province in Turkey, using some variables. A total of 153 teachers (84 females, 69 males and age: 1.6536±0.72837) from different departments participated in the study. Problem Solving Inventory, developed by Heppner and Peterson (1982), was used to measure the problem solving skill level of the individual. For processing data, conventional statistical measures and methods were employed: Analysis of variance (ANOVA) test, tukey test, t-test, mean frequency distribution and standard deviation were computed. SPSS was used for analyzing of data. Results showed that the teachers had moderate problem-solving skills, According to course hours variables of the teachers entering, among impatient, thinking, avoidant, planned approach levels, mother occupation level between planned and thinking approach levels, the father's educational levels according to problem solving total scores and sport branches variable and among the thinking, self-confident, planned approach and problem solving total scores were statistically found meaningful difference (p<.05). Key words: Problem solving, teachers, teachers’ skills.
Highlights
A teacher usually has to complete the following activities in teaching process: (1) explain the core knowledge of a problem; (2) show how to solve the problems with specific knowledge; (3) provide solutions and work examples of a problem; (4) give targeted feedback to students in the process of their trying to solve the problem; (5) recommend related activities based on students' cognitive state
Student model is the core element of ITS, based on which ITS is able to select the most suitable teaching strategies, provide related examples according to the needs of students, and replace human teachers to some extent (Shi et al, 2002)
It was aimed to investigate the problem-solving skills of the teachers working in various branches, like math, physical education and sports, history, music and English, in terms of some of the variables
Summary
A teacher usually has to complete the following activities in teaching process: (1) explain the core knowledge of a problem; (2) show how to solve the problems with specific knowledge; (3) provide solutions and work examples of a problem; (4) give targeted feedback to students in the process of their trying to solve the problem; (5) recommend related activities based on students' cognitive state. Student model is the core element of ITS, based on which ITS is able to select the most suitable teaching strategies, provide related examples according to the needs of students, and replace human teachers to some extent (Shi et al, 2002). It is difficult to be achieved by using traditional teaching methods, such as lectures, knowledge representation (Hwang et al, 2014). In teaching ICT, researchers gradually become aware of the importance of operational
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