Turkish Pre-Service Teachers’ Perceptions of Factors Influencing Physics Problem-Solving Abilities

Abstract

The purpose of this study was to identify the the factors that influenced pre-service teachers' perceptions of their abilities to solve structured physics problems. 1185 pre-service teachers from different disciplines, enrolled in physics courses in one Turkish University from 2008 to 2017 participated in a descriptive survey. The factors influencing the pre-service r physics problem-solving abilities, ranking from most to least, were as follows: personal characteristics; quality of secondary or university physics teaching; secondary school physics education, and physics learning environment. The study implies the need for: (i) equal opportunities; (ii) knowledge integration; and (iii) learning affordances, which are relevant not only to Turkey but also to worldwide physics education.

Enhancing problem-solving skills among pre-service teachers in higher education: A systematic literature review

“…The findings of this study underscore the importance of integrating problem-solving skills into pre-service teacher education programs in South Africa. Through a systematic literature review, it becomes evident that effective interventions, pedagogical approaches, and technological tools play a crucial role in enhancing problem-solving abilities among pre-service teachers (Barab & Plucker, 2018;Mncube et al, 2021;Saka et al, 2024). The study reveals that problem-based learning [PBL] pedagogy provides a promising framework for developing problem-solving skills by engaging pre-service teachers in authentic, inquiry-based learning experiences (Savery, 2006;Sun & Rueda, 2019).…”

“…As teachers navigate the complexities of diverse classrooms and dynamic learning environments, they encounter many challenges that require thoughtful analysis, creative thinking, and adaptive decision-making (Beetham & Sharpe, 2019;Levy & Murnane, 2004;Zeichner & Liston, 2014). Whether it is addressing student misconceptions, adapting instructional strategies to meet diverse learning needs, or managing classroom disruptions, the ability to solve problems effectively lies at the heart of teaching practice (Henson, 2003;Saka et al, 2024;Van Zoest et al, 2017). Thus, cultivating problem-solving skills is critical for enhancing teaching effectiveness and promoting student learning and academic achievement (Ajani & Khoalenyane, 2023;Hattie, 2009;Jonassen, 2011;Schoenfeld, 1992).…”