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South African Journal of Education

versión On-line ISSN 2076-3433
versión impresa 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.

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

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