EXAMINATION OF CONTEXT-BASED PROBLEM-SOLVING ABILITIES OF PRE-SERVICE PHYSICS TEACHERS

TitleEXAMINATION OF CONTEXT-BASED PROBLEM-SOLVING ABILITIES OF PRE-SERVICE PHYSICS TEACHERS
Publication TypeJournal Article
Year of Publication2017
AuthorsÜltay, E
JournalJournal of Baltic Science Education
Volume16
Issue1
Start Page113-122
PaginationContinuous
Date PublishedFebruary/2017
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1232143
Keywordscontext-based evaluation, context-based problem, pre-service physics teachers
Abstract

In recent years, while the context-based approach has been popular and the teachers have been using it in the classrooms, it is seen that they do not prefer using context-based evaluation techniques. This becomes a problem for students because they used to be taught in the context-based approach enriched by daily life examples and then they are measured by paper and pencil tests. From this point of view, the aim of this research was to examine the ability of the pre-service physics teachers creating context-based problem about pressure. A case study approach was used to answer the research questions. The research was carried out in a university on the north coast of Turkey. Participants were 25 pre-service physics teachers between 20-24 ages. Pre-service teachers were firstly taught the context-based approach and then to write context-based problems. In data collection process, they prepared context-based problems and they were evaluated by a rubric consisting six criteria and three categories. After data analysis, it was found that pre-service teachers remained in the middle level in terms of creating context-based problems. In undergraduate or graduate programs, pre-service teachers and teachers should be informed about the context-based approach and context-based evaluation techniques so that they can effectively use them.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1232143
Refereed DesignationRefereed
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