Comperative Analysis of Problem Posing Ability Between the Anatolian High School Students and the Public High School Students Located in Bagcilar District of Istanbul

An exploration of problem posing-based activities as an assessment tool and as an instructional strategy

“…Recommendations: students and tutors should be trained on how to questionAkay and Boz (2009)Mathematics educationClassroomThe experimental group was demonstrated with 28 different PP activities41 prospective science teachersIt reaffirmed that PP (by teachers) should be used in mathematics classesToluk-Uçar (2009)Mathematics educationClassroomClassroom PP exercise-subjects posed problems on given symbolic situations95 pre-service primary school teachersPP had a positive impact on pre-service teachers’ understanding of fractions as well as on their views about what it means to know mathematicsKar et al (2010)Mathematics educationLab experimentProspective teachers (PT) PP-PS tests. Each item in the PS test included patterns in PP tests76 (PTs)There was a significant relation between PP and PSLavy and Shriki (2010)Mathematics educationComputer-based environmentSubjects were given guidelines using the “what-if-not?” strategy25 PTsPTs perceived that engaging in the inquiry-based activity enhanced both their mathematical and meta-mathematical knowledgeCankoy and Darbaz (2010)Mathematics educationClassroom with PP as an instructional strategyExperimental group has followed a PP-based PS instruction for 10 weeks, whereas the control group has followed a traditional PS instruction53 third-grade students from an urban elementary schoolExperimental group was better than the control group students in terms of understanding the problem even after a 3-month gap between posttest and interventionÇildir and Sezen (2011)Physics educationLab experimentStudy sheets which consisted of 8 PP questions9 prospective physics teachers-sophomoresHigh scorers have higher PP skills than those with medium or lower scores; however, no significant difference was observed between those with medium or lower scores in terms of their PS skillsBeal and Cohen (2012)Mathematics and ScienceOnline collaborative learning environment (Teach Ourselves)Pose problems over web-based content-authoring and sharing systemMiddle school students, N  = 224Evidence—students were able to generate problems on the online platformSengül and Katranci (2012)Mathematics educationLab experimentPP related to the “Sets” topic and then qualitative study of their activity56 sophomore prospective primary mathematics teachersSubjects had the most difficulty in adjusting the level of the problem posed to the level of the primary educationArikan et al (2012)GeneralLab experiment15 PP-ba...…”

“…Mestre (2002), Cai et al (2013), and Arikan et al (2012) employ PP as an assessment tool. Toluk-Uçar (2009), Lavy and Shriki (2010), Silver (1997), Cankoy and Darbaz (2010), Gubareva (1992), English (1998), and Pintér (2012) demonstrate how PP can be used as an instructional strategy.…”

Problem-Solving and Problem-Posing Learning Model Enriched With the Multiple Representation in Tetrahedral Chemistry to Enhance Students’ Conceptual Understanding

“…When all the problems were solved, some groups appointed by the teacher to come forward to present the results of the discussion in front of the class (Arikan et al, 2012;Işik et al, 2011;Şengül & Katranci, 2012). The group that delivers the question is also asked to come to the front of the class to clarify the answer, whether it has been expected or not.…”

“…The group that delivers the question is also asked to come to the front of the class to clarify the answer, whether it has been expected or not. The other group can ask questions if there is something to argue (Arikan et al, 2012;Işik et al, 2011). At the end of the lesson, the teacher and the students conclude the learning materials (Silver, 1994;Silver & Cai, 1996).…”

“…The information provided by the teacher will be understood and developed by the student into problems and steps to solve them according to the students' understanding (Jonassen, 2004;Silver, 1994;Silver & Cai, 1996). Thus, students' conceptual understanding of the material learned will be more mature (Arikan, Unal, & Ozdemir, 2012;Işik, Kar, Yalçin, & Zehir, 2011;Land, 2017;K.-W. L. Lee, Tang, Goh, & Chia, 2001;Pelczer, Singer, & Voica, 2013;Silver, 1994;Silver & Cai, 1996). The teachers' role in these models is to provide all the information (grids) that students need to create a problem (Jonassen, 2004;Şengül & Katranci, 2012;Silver, 1994;Silver & Cai, 1996).…”