KILIÇ, Çiğdem Mersin University - Faculty of Education, Turkey

INVESTIGATING THE PROBLEM POSING REASONS OF PRE-SERVICE PRIMARY SCHOOL TEACHERS IN DIFFERENT PROBLEM POSING CONTEXTS

40014

The purpose of this study is to discover the problem posing reasons of pre-service primary school teachers in free, semi-structured and structured problem posing activities. In the first stage of the study, a problem posing task consisting of six problem posing situations (2 free, 2 semi-structured and 2 structured) was given to 40 participants (pre-service primary teachers in their sixth academic term). Each participant was given between 25 and 30 minutes to complete a task. After that the completion of the task, 10 of the pre-service teachers were selected for task-based interviews. These interviews were video recorded. The data obtained from the task-based interviews were analyzed using the content analysis method. According to the findings of the study, it can be concluded that several common problem posing reasons exist in different problem posing contexts. Although primary school student factor was the most common reason in all three problem posing contexts, the exam system, previous experience, emotional factors and the structure of the problem posing situation were other reasons that primary school pre-service teachers had posing problems. The reasons why pre-service teachers engaged in problem posing activities stem from their previous experience and also representation types of problem posing contexts such as table, picture and etc.

347

Problem posing , reasons for problem posing , pre , service primary school teachers

Mustafa Kemal University Journal Of Graduate School Of Social Sciences

356