Developing Preservice Teachers’ Scientific Problem-Solving Skills Using a Pragmatic Approach to Physics: The Case of Gbewaa College of Education ()
ABSTRACT
This
research aimed at developing preservice-teachers’ scientific problem-solving
skills after taking part in active learning in an introductory science lesson
in semester two of the 2020/2021 academic year. The researchers engaged 150
level hundred preservice-teachers for five (5) weeks. Pre-test and post-test
designs were employed to collect data for both quantitative and qualitative
analyses. Ten active learning practices were performed throughout the semester.
The problem-solving assessment used was T-TEL
and rubrics were used to develop the
research instrument to evaluate preservice teachers’ problem-solving
skills. A Sample group interview was conducted to obtain qualitative data on
preservice teachers’ opinions of active learning activities. A sample t-test was used to compare problem-solving
pre-test and post-test scores in the class. The data collected and
content analysis was used to summarize preservice
teachers’ opinions. The results revealed their problem-solving skills
were highly improved after taking part in active learning processes at 0.05
confident levels. Preservice teachers expressed their opinions positively
toward active learning processes and showed a willingness to participate
actively in the next lesson using the same learning approach.
Share and Cite:
Baawuo, A. , Azuuga, E. , Adakudugu, E. and Abdulai, I. (2022) Developing Preservice Teachers’ Scientific Problem-Solving Skills Using a Pragmatic Approach to Physics: The Case of Gbewaa College of Education.
Open Journal of Social Sciences,
10, 315-320. doi:
10.4236/jss.2022.109020.
Cited by
No relevant information.