SciELO - Scientific Electronic Library Online

vol.34 issue1The habitus and technological practices of rural students: a case studyExploring South African high school teachers' conceptions of the nature of scientific inquiry: a case study author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand



Related links

  • On index processCited by Google
  • On index processSimilars in Google


South African Journal of Education

On-line version ISSN 2076-3433
Print version ISSN 0256-0100


TEMEL, Senar. The effects of problem-based learning on pre-service teachers' critical thinking dispositions and perceptions of problem-solving ability. S. Afr. j. educ. [online]. 2014, vol.34, n.1, pp.1-20. ISSN 2076-3433.

The aim of this study was two-fold. The first aim was to determine the levels of critical thinking disposition and perception ofproblem-solving ability ofpre-service teachers. The second aim was to compare the effects of problem-based learning and traditional teaching methods on the critical thinking dispositions andperceptions of problem-solving ability of pre-service teachers, when implemented in the teaching of the acid-base topic. Participants for the study consisted of 49 pre-service teachers. A pre-test-post-test control group design was used. Data were obtained using the California Critical Thinking Disposition Inventory and Problem-Solving Inventory. It was generally determined that pre-service teachers exhibit low levels of critical thinking disposition and medium levels of perception of problem-solving ability. Also, while problem-based learning and traditional teaching methods did not have different effects on the critical thinking dispositions ofpre-service teachers, they had different effects on their perceptions of problem-solving ability.

Keywords : critical thinking disposition; perception of problem-solving ability; problem-based learning; traditional teaching method.

        · text in English     · English ( pdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License