Abstract
<p style="text-align:justify">The aim of the study is to examine the pre-service teachers’ problem solving skills and curiosity levels according to different variables and to determine whether there is a relationship between them. The research was designed as a descriptive study in the survey model. The sample of the study consists of 1st and 4th grade pre-service teachers in the departments of German, Science, English, Mathematics, Music, Pre-school, Painting, English, Mathematics, Turkish Language Teaching at a university in Turkey. “Curiosity Scale” adapted into Turkish by Demirel and Diker Coskun, “Problem Solving Inventory” adapted into Turkish by Sahin, Sahin and Heppner and “Personal Information Form” prepared by the researcher were used as data collection tools. In the analysis of the data obtained, SPSS-Windows 22.00 package program was used and descriptive statistics and parametric tests were applied in accordance with the sub-problems of the study. In addition, a correlation analysis was conducted to determine whether there was a relationship between pre-service teachers’ problem solving skills and curiosity levels. Based on the findings, suggestions about the problem solving skills and curiosity levels of the prospective teachers were presented.</p>
Highlights
In the information society, when the expected human qualities are examined, we usually encounter with the qualities such as reaching information, analyzing the information, choosing the useful information, organizing them, controlling the learning process, working in teamwork and cooperate (Kara, 2008)
It was determined that there was no significant difference in terms of grade level according to scores obtained from all sub dimensions and “Curiosity Scale” total [Wilks Lambda (λ)= 0.997, F=1.274, p>.05] and that the scores obtained by “Curiosity Scale” from 1st grade and 4th grade pre-service teachers were close to each other
It is a prerequisite to educate individuals who are interested in science and who can think scientifically in order to follow the developments related to science and technology (Duran, 2015)
Summary
In the information society, when the expected human qualities are examined, we usually encounter with the qualities such as reaching information, analyzing the information, choosing the useful information, organizing them, controlling the learning process, working in teamwork and cooperate (Kara, 2008). The aim of the curricula in the framework of the 2004 reform of education in Turkey; to raise individuals with questioning, critical thinking, problem-solving skills, and individuals willing to research; and to create learning environments where students are active and can participate one on one (Yetkin & Dascan, 2008). Problem solving is the foundation of a young child’s learning. It must be valued, promoted, provided for, and sustained in the early childhood classroom. Opportunities for problem solving occur in the everyday context of a child’s life. By observing the child closely, teachers can use the child’s social, cognitive, movement, and emotional experiences to facilitate problem solving and promote strategies useful in the lifelong process of learning (Britz, 1993)
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