Problem Solving Scale (pss-tr): A Study of Validity and Reliability of the Turkish Version

Kaya, Mehmet; Arslan, Serhat; Tadeu, Pedro; Demir, Süleyman

doi:10.1016/j.sbspro.2013.12.242

Cited by 4 publications

(3 citation statements)

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“…Confirmatory factor analysis showed that the three-dimensional model fitted well: x²=406.05, sd=203, p=.000, RMSEA=.071, RFI=.97, NFI=.98, NNFI=.98, CFI=.99, IFI=.99, RFI=.97, SRMR=.044. The Cronbach's alpha reliability coefficient of the scale was found as .93 (Kaya et al, 2013).…”

Section: Instrumentmentioning

confidence: 97%

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Okul Öncesi Eğitimde Problem Çözme Becerilerinin İncelenmesi

Kaya¹,

Arslan²,

Tadeu³

2017

Sakarya University Journal of Education

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This study is an experimental study aims to examine the effects of board games on preschool students' problem solving skills. Sample of the research comprises the preschool students voluntary for the research at Sakarya University Foundation College Kindergarden. Problem Solving Skills Scale was used for the research which was developed by Willoughby-Herb & Neisworth in the year 1983. As a results of Turkish adaptation study, reliability coefficient of the scale was found .93. Pre-test and post-test which type of pre-experimental design was used in this study. Study results demonstrated that board games are significant in preschool on their problem solving skills. The results indicated that board games are effective in preschool period in terms of supporting preschool students' developmental tasks, providing them to express themselves freely, establishing an environment in which students develop their creativity and imagination.In addition, it is found that board games in preschool education effected problem solving skills of preschool students.

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Section: Instrumentmentioning

confidence: 97%

“…It measures problem solving skills of preschool children via observation by teachers. It is adapted into Turkish by Kaya et al (2013).…”

Section: Instrumentmentioning

confidence: 99%

Okul Öncesi Eğitimde Problem Çözme Becerilerinin İncelenmesi

Kaya¹,

Arslan²,

Tadeu³

2017

Sakarya University Journal of Education

Self Cite

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“…According to the confirmatory factor analysis (CFA) as well as to the internal consistency and the item analysis of the scale, the scale was found valid and reliable for its use in preschool children. Additionally, three alternative factors emerged as measurement properties of the scale; Attention, Memory and Reproduction and Problem Solving (26).…”

Section: Problem-based Learningmentioning

confidence: 99%

Latest Trends in Problem Solving Assessment

Karyotaki

Drigas

2016

Int. J. Recent Contrib. Eng. Sci. IT

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Abstract-Problem solving is the skill that coordinates all the cognitive, metacognitive and behavioral processes taking place when individuals encounter a previously unprecedented situation or difficulty. Metacognitive processes seem to play the most important role for resolving a problematic situation as individuals reflect on their acquired knowledge, skills and experiences, thus become aware of their capabilities and how to regulate them. Therefore, metacognitive awareness is the competence that mostly assists individuals in their attempt to construct new knowledge and reach their goals. Furthermore, individuals' self-assessment and peerassessment processes could reveal their level of metacognitive awareness and therefore, by far, their problem solving competency. Consequently, ICTs could capture individuals' problem solving skills through tracking down and analyzing the latters' cognitive and metacognitive processes as well as their behavioral patterns. The aforementioned computerbased assessment could consist of a fuzzy expert system with domain knowledge from an automated task-based test with particular solution strategies in combination with log data for identifying and classifying one's level of problem solving ability according to specific criteria.Index Terms-problem solving skills assessment, collaborative problem solving skills assessment, life success.

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