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Investigation of the Relationship Between Pre-service Teachers' Lateral Thinking Levels and Problem Solving Skills

Year 2021, , 20 - 37, 28.01.2021
https://doi.org/10.30831/akukeg.793247

Abstract

The purpose of this study is to determine to what extent problem solving skill contributes to the prediction of lateral thinking. The study group of the research consisted of 357 girls (75.2%) and 118 boys (24.8%), totally 475 university students, who are attending Çanakkale Onsekiz Mart University Faculty of Education. The Problem Solving Inventory developed by Heppner and Peterson (1982) and the Lateral Thinking Scale developed by Semerci (2016) were used in the study to collect data. Descriptive statistics (frequency, percentage, arithmetic mean and standard deviation) and multiple regression analysis were used to analyze the data obtained in the study. According to the findings of the study, the lateral thinking levels of the teacher candidates are high and their problem-solving skills are at a positive medium level. While teacher candidates' confidence in problem solving ability and approach-avoidance scores positively affect their lateral thinking level, their personal control scores negatively affect them. In addition, pre-service teachers' total scores of problem solving skills significantly predicted their lateral thinking scores.

References

  • Alfin, J., Fuad, A. Z., Nur, M., Yuanita, L., & Prahani, B. K. (2019). Development of group science learning (GSL) model to improve the skills of collaborative problem solving, science process, and self-confidence of primary schools teacher candidates. International Journal of Instruction, 12 (1), pp. 147-164.
  • Altun, İ. (2003). The perceived problem solving ability and values of student nurses and midwives”. Nurse Education Today, 23, pp. 575-584.
  • Braunstein, P. (1999). The case for lateral thinking: Discerning new thought patterns on the contemperary info-sphere. Convergence, Vol: 5, No: 1, pp. 10-17.
  • Burgh, G. (2005). From Socrates to Lipman: Making philosophy relevant. In D. Shepherd (Ed.), Creative engagements: Thinking with children (pp. 25–31). Oxford, England: Inter-Disciplinary Press.
  • Büyüköztürk, Ş. vd. (2012). Bilimsel araştırma yöntemleri (11. Baskı). Ankara: Pegem Akademi.
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
  • De Bono, E. (1971a). Lateral thinking for management. Maidenhead: McGraw – Hill.
  • …………….(1971b). The use of lateral thinking. Harmondsworth, Middlesex, England: Pelican.
  • …………….(1999). Six thinking hats. Boston: Back Bay Books.
  • Demirel, T., & Yilmaz, T. K. (2019). The effects of mind games in math and grammar courses on the achievements and perceived problem-solving skills of secondary school students. British Journal of Educational Technology, Vol: 50, No: 3, pp. 1482-1494.
  • Docktor, J.L., & Mestre, J.P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics-Physics Education Research, 10/2, 020119, pp. 1-58, DOI: 10.1103/PhysRevSTPER.10.020119.
  • Dostal, J. (2015). Theory of problem solving. Procedia – Social and Behavioral Sciences, 174, pp. 2798 - 2805.
  • Dow, G.T.,and Mayer, R.E. (2004). Teaching students to solve insighl problems: evidence for domain specificity in creativity iraining. Creativity Research Journal, 16(4), 389-402.
  • Duman, B., Yakar, A., Türkoğlu, İ. E. & Yakar, P. (2013). Türkiye’de öğretmen yetiştirme programları çerçevesinde öğretmen adaylarının kişilik tiplerine göre problem çözme becerilerinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Özel Sayı (1), s.121-143.
  • D'Zurilla, T. J., & Nezu, A. M. (1990). Development and preliminary evaluation of the Social Problem-Solving Inventory. Psychological Assessment: A Journal of Consulting and Clinical Psychology, 2 (2), pp. 156-163.
  • Ecevit, T., & Kaptan, F. (2019). 21. Yüzyıl Becerilerinin Kazandırılmasına Yönelik Tasarlanan Argümantasyon Destekli AraştırmaSorgulamaya Dayalı Öğretim Modelinin Betimlenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Kasım, s. 1-23, doi: 10.16986/HUJE.2019056328.
  • Eryılmaz, S., & Uluyol, Ç. (2015). 21. Yüzyıl Becerileri Işığında FATİH Projesi Değerlendirmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 35(2), 209-229.
  • Evin Gencel, İ. (2018). Sınıf Öğretmeni adaylarının yanal düşünme eğilimleri. VIII. Uluslararası Eğitimde Araştırmalar Kongresi, Bildiri Özetleri Kitabı, s. 48.
  • Eyvaz, A. (2017). Okul öncesi öğretmen adaylarının problem çözme becerilerinin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Doğu Akdeniz Üniversitesi, Gazi Magusa, KKTC.
  • Frey, K. S., Hirschstein, M. K., & Guzzo, B. A. (2000). Second step: preventing agression by promoting social competence. Journal of Emotional and Behavioral Disorders, Vol: 30, Issue: 4, pp. 102-112.
  • Gravetter, F. J., & Forzano, L. B. (2012). Research methods for the behavioral sicences (4th ed.). Wadsworth, Cengage Learning: USA.
  • Guilford, J. P. (1967). Creativity: yesterday, today and tomorrow. The Journal of Creative Behavior, Vol: 1, Issue: 1, pp. 3‐14.
  • Güneri Yöyen, E., Azaklı, A., Üney, R., & Demirci, O. (2017). Ergenlerin kişilik özelliklerinin problem çözme becerileri üzerine etkisi. Doğu Anadolu Sosyal Bilimlerde Eğilimler Dergisi,Vol: 1, Issue: 1, pp. 229-241.
  • Hamza, T. S., & Hassan, D. K. (2016). Consequential creativity: Student competency and lateral thinking incorporation in architectural education. International Journal of Technology and Design Education, Vol: 26, pp. 587-612.
  • Hecklau, F., Galaitzke, M., Flachs, S.,& Kohl, H. (2016). Holistic approach for human resorce management in Industry 4.0. Procedia CIRP-54, PP. 1-6.
  • Heppner, P.P. & Petersen, C.H. (1982). The development and implications of a personal problem solving inventory. Journal Of Counseling Psychology, 29(1), pp. 66–75.
  • Heppner, P. P., & Baker, C. E. (1997). Applications of the problem solving inventory. Measurement and Evaluation in Counseling and Development. Issue: 29, pp. 229-241.
  • Heppner, P.P., Witty, T.E., & Dixon, W.A. (2004). Problem –solving appraisal and human adjustment: A review of 20 years of research using the problem solving inventory. The Counseling Psychologist, Vol: 32, Issue: 3, pp. 344-428.
  • Husain, H., Kamal, N., Ibrahim, M. H., Huddin, A. B., & Alim, A. A. (2017). Endangering problem solving skills and mathematical knowledge via programming. Journal of Engineering Science and Technology, Special Issue on PEKA 2017, December, pp. 1-11.
  • Irwanto, S., A. D., Rohaeti, E., & Prodjosantoso, A. K. (2018). Promoting critical thinking and problem solving skills of preservice elementary teachers through process-oriented guided-inquiry learning (POGIL). International Journal of Instruction, 11(4), pp. 777-794.
  • Karagöz, B. (2019). An evaluation of pre-service Turkish teashers’ lateral thinking dispositions with regard to different variables. European Journal of Educational Studies, Vol: 5, Issue: 9, pp. 156-165.
  • Karakuş, M. (2001). Eğitim ve yaratıcılık. Eğitim ve Bilim, Cilt: 26, Sayı: 19, s. 3-7.
  • Karantzas, G.C., Avery, M.R., Macfarlane, S., Mussap, A., Tooley, G., Hazelwood, Z., & Fitness, J. (2013). Enhancing critical analysis and problem solving skills in undergraduate pyschology: An evaluation of a collaborative learning and problem based learning approach. Australian Journal of Psychology, Vol: 65 (1), pp. 38-45.
  • Kolayiş, H., & Turan, H. (2018). Öğretmen Adaylarının Algılanan Problem Çözme Becerileri. CBÜ Beden Eğitimi ve Spor Bilimleri Dergisi, 13 (1), s.22-32.
  • Lamb, R., Annetta, L. & Vallett, D. (2015). The interface of creativity, fluency, lateral thinking, and technology while designing serious educational games in a science classroom. Electronic Journal of Research in Educational Psychology, 13(2), pp. 219-242.
  • Lawrence, A.S.A. & Xavier S.A. (2013). Lateral thinking of prospectıve teachers. Journal of Educational Reflection, 1(1), pp. 28-32.
  • Lindell, A. K. (2011). Lateral thinkers are not so laterally minded: Hemispheric asymmetry, interaction, and creativity. Laterality: Asymmetries of Body, Brain and Cognition, 16:4, pp. 479-498.
  • Malik, A., Yuningtias, Mulhayatiah, U. A., Chusni, M.M., Sutarno, S., Ismail, A., & Hermita, N. (2019). Enhancing problem-solving skills of students through problem solving laboratory model related to dynamic fluid. IOP Conf. Series: Journal of Physics: Conf. Series 1157, 032010, pp. 1-6.
  • Matthews, B., & Ross, L. (2010). Research methods: a practical guide for the social sciences. Pearson Education Limited, Essex: Britain.
  • Mulyastuti, H., Sutopo, A. & Taufiq, A. (2018). Identification of high school students’ problem-solving skills on rotational dynamics, IOP Conf. Series: Journal of Physics: Conf. Series 1171, pp.1-14, doi:10.1088/1742-6596/1171/1/012028.
  • OECD (2013). PISA 2012 assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy. PISAParis: OECD. Retrieved from https://www.oecd.org/pisa/pisaproducts/PISA%202012%20framework%20e-book_final.pdf on July 26, 2019.
  • Rossdale, P.D., Martin, C. L. & Jeffcott, L. B. (2003). Lateral thinking: a different way of benefiting from reading Equine Veterinary Journal and other scientific publications. Equine Veterinary Journal, 35 (1), pp. 3-4.
  • Parno, L. Y., & Ni’mah, B. Q. A. (2018). The influence of PBL-STEM on students’ problem solving skills in the topic of optical instruments. IOP Journal of Physics Conference Series 1171, pp.1-9, doi:10.1088/1742-6596/1171/1/012013.
  • Santos, Z. A., & Soares, A. B. (2018). Social skills, coping, resilience and problem-solving in psychology university students. Liberabit, 24(2), pp. 265-276.
  • Stahovich, T. F., Van Arsdale, T. S., & Mayer, R.E. (2019). How handwriting behaviours during problem solving are related to problem – solving success in an engineering course. Contemporary Educational Psychology, 58, pp. 331-337.
  • Semerci, Ç. (2016). Yanal Düşünme Eğilimi (YADE) Ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Eğitimde Kuram ve Uygulama Dergisi, 12(1), 358-371.
  • Semerci, N. (2017). Pedagogical Formation Students' Dispositions toward Lateral Thinking/Pedagojik Formasyon Öğrencilerinin Yanal Düşünme Eğilimleri. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 6 (1), 336-345.
  • Senemoğlu, N. (2020). Gelişim Öğrenme ve Öğretim Kuramdan Uygulamaya, 27. Baskı, Anı Yayınevi: Ankara.
  • Şahin, S., İbili, E. & Uluyol, Ç. (2017). Öğretmen adaylarında problem çözme ve internet bağımlılığı ilişkisinin incelenmesi. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, Cilt: 19, Sayı: 1, s. 1-21.
  • Şener, G.(2019). The predictive power of teacher’s proactive personality traits on their problem solving skills. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45, pp. 175-189.
  • Ün, E. (2010). Satranç eğitiminin problem çözme yaklaşımları, karar verme ve düşünme stillerine etkisinin incelenmesi. Yüksek Lisans Tezi, Selçuk Üniversitesi Eğitim Bilimleri Enstitüsü, Konya.
  • Üstündağ, S., & Beşoluk, Ş. (2012). Fen bilgisi öğretmen adaylarının problem çözme becerilerinin çeşitli değişkenler açısından incelenmesi. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi (27-30 Haziran 2012), Bildiriler Kitabı, Niğde Üniversitesi: Niğde.
  • Widodo, S. A, Darhim, T. & Ikhwanudin, T. (2018). Improving mathematical problem solving skills through visual media. Journal of Physics Conference Series-948, 012004, pp.1-8, doi :10.1088/1742-6596/948/1/012004
  • Winarti, A., Ichsan, A.N., Listyarini, L. & Hijriyanti, M. (2019). The effectiveness of collaborative strategy based on multiple intelligences in chemistry learning to improve students' problem-solving skill and multiple intelligences. International Conference on Mathematics and Science Education (ICMScE 2018), Journal of Physics: Conference Series-1157, pp.1-7, doi:10.1088/1742-6596/1157/4/042011
  • Yıldız, K., & Yılmaz, B. (2020). Sınıf öğretmenliği adaylarının eleştirel düşünme ve yanal düşünme eğilimleri arasındaki ilişki. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20 (1), s. 335-353.

Öğretmen Adaylarının Yanal Düşünme Düzeyleri ile Problem Çözme Becerileri Arasındaki İlişkinin İncelenmesi

Year 2021, , 20 - 37, 28.01.2021
https://doi.org/10.30831/akukeg.793247

Abstract

Bu araştırmanın amacı, yanal düşünmenin yordanmasında problem çözme becerisinin ne düzeyde katkıda bulunduğunu belirlemektir. Araştırmanın çalışma grubunu Çanakkale Onsekiz Mart Üniversitesi Eğitim Fakültesi’ne devam eden 357 kız (%75.2), 118 erkek (%24.8) toplam 475 üniversite öğrencisi oluşturmuştur. Araştırmada veri toplamak amacıyla Heppner ve Peterson (1982) tarafından geliştirilen Problem Çözme Envanterive Semerci (2016) tarafından geliştirilen Yanal Düşünme Ölçeği kullanılmıştır. Araştırmada elde edilen verilerin analizinde betimsel istatistikler (frekans, yüzde, aritmetik ortalama ve standart sapma) ve çoklu regresyon analizi kullanılmıştır. Araştırmada ulaşılan bulgulara göre, öğretmen adaylarının yanal düşünme düzeyleri yüksek, problem çözme becerileri pozitif orta düzeydedir. Öğretmen adaylarının problem çözme yeteneğine güven ve yaklaşma-kaçınma puanları, yanal düşünme düzeyini olumlu yönde etkilerken, kişisel kontrol puanları olumsuz yönde etkilemektedir. Ayrıca öğretmen adaylarının problem çözme becerisi toplam puanları, yanal düşünme puanlarını anlamlı olarak yordamaktadır.

Thanks

İyi çalışmalar dilerim.

References

  • Alfin, J., Fuad, A. Z., Nur, M., Yuanita, L., & Prahani, B. K. (2019). Development of group science learning (GSL) model to improve the skills of collaborative problem solving, science process, and self-confidence of primary schools teacher candidates. International Journal of Instruction, 12 (1), pp. 147-164.
  • Altun, İ. (2003). The perceived problem solving ability and values of student nurses and midwives”. Nurse Education Today, 23, pp. 575-584.
  • Braunstein, P. (1999). The case for lateral thinking: Discerning new thought patterns on the contemperary info-sphere. Convergence, Vol: 5, No: 1, pp. 10-17.
  • Burgh, G. (2005). From Socrates to Lipman: Making philosophy relevant. In D. Shepherd (Ed.), Creative engagements: Thinking with children (pp. 25–31). Oxford, England: Inter-Disciplinary Press.
  • Büyüköztürk, Ş. vd. (2012). Bilimsel araştırma yöntemleri (11. Baskı). Ankara: Pegem Akademi.
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
  • De Bono, E. (1971a). Lateral thinking for management. Maidenhead: McGraw – Hill.
  • …………….(1971b). The use of lateral thinking. Harmondsworth, Middlesex, England: Pelican.
  • …………….(1999). Six thinking hats. Boston: Back Bay Books.
  • Demirel, T., & Yilmaz, T. K. (2019). The effects of mind games in math and grammar courses on the achievements and perceived problem-solving skills of secondary school students. British Journal of Educational Technology, Vol: 50, No: 3, pp. 1482-1494.
  • Docktor, J.L., & Mestre, J.P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics-Physics Education Research, 10/2, 020119, pp. 1-58, DOI: 10.1103/PhysRevSTPER.10.020119.
  • Dostal, J. (2015). Theory of problem solving. Procedia – Social and Behavioral Sciences, 174, pp. 2798 - 2805.
  • Dow, G.T.,and Mayer, R.E. (2004). Teaching students to solve insighl problems: evidence for domain specificity in creativity iraining. Creativity Research Journal, 16(4), 389-402.
  • Duman, B., Yakar, A., Türkoğlu, İ. E. & Yakar, P. (2013). Türkiye’de öğretmen yetiştirme programları çerçevesinde öğretmen adaylarının kişilik tiplerine göre problem çözme becerilerinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Özel Sayı (1), s.121-143.
  • D'Zurilla, T. J., & Nezu, A. M. (1990). Development and preliminary evaluation of the Social Problem-Solving Inventory. Psychological Assessment: A Journal of Consulting and Clinical Psychology, 2 (2), pp. 156-163.
  • Ecevit, T., & Kaptan, F. (2019). 21. Yüzyıl Becerilerinin Kazandırılmasına Yönelik Tasarlanan Argümantasyon Destekli AraştırmaSorgulamaya Dayalı Öğretim Modelinin Betimlenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Kasım, s. 1-23, doi: 10.16986/HUJE.2019056328.
  • Eryılmaz, S., & Uluyol, Ç. (2015). 21. Yüzyıl Becerileri Işığında FATİH Projesi Değerlendirmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 35(2), 209-229.
  • Evin Gencel, İ. (2018). Sınıf Öğretmeni adaylarının yanal düşünme eğilimleri. VIII. Uluslararası Eğitimde Araştırmalar Kongresi, Bildiri Özetleri Kitabı, s. 48.
  • Eyvaz, A. (2017). Okul öncesi öğretmen adaylarının problem çözme becerilerinin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Doğu Akdeniz Üniversitesi, Gazi Magusa, KKTC.
  • Frey, K. S., Hirschstein, M. K., & Guzzo, B. A. (2000). Second step: preventing agression by promoting social competence. Journal of Emotional and Behavioral Disorders, Vol: 30, Issue: 4, pp. 102-112.
  • Gravetter, F. J., & Forzano, L. B. (2012). Research methods for the behavioral sicences (4th ed.). Wadsworth, Cengage Learning: USA.
  • Guilford, J. P. (1967). Creativity: yesterday, today and tomorrow. The Journal of Creative Behavior, Vol: 1, Issue: 1, pp. 3‐14.
  • Güneri Yöyen, E., Azaklı, A., Üney, R., & Demirci, O. (2017). Ergenlerin kişilik özelliklerinin problem çözme becerileri üzerine etkisi. Doğu Anadolu Sosyal Bilimlerde Eğilimler Dergisi,Vol: 1, Issue: 1, pp. 229-241.
  • Hamza, T. S., & Hassan, D. K. (2016). Consequential creativity: Student competency and lateral thinking incorporation in architectural education. International Journal of Technology and Design Education, Vol: 26, pp. 587-612.
  • Hecklau, F., Galaitzke, M., Flachs, S.,& Kohl, H. (2016). Holistic approach for human resorce management in Industry 4.0. Procedia CIRP-54, PP. 1-6.
  • Heppner, P.P. & Petersen, C.H. (1982). The development and implications of a personal problem solving inventory. Journal Of Counseling Psychology, 29(1), pp. 66–75.
  • Heppner, P. P., & Baker, C. E. (1997). Applications of the problem solving inventory. Measurement and Evaluation in Counseling and Development. Issue: 29, pp. 229-241.
  • Heppner, P.P., Witty, T.E., & Dixon, W.A. (2004). Problem –solving appraisal and human adjustment: A review of 20 years of research using the problem solving inventory. The Counseling Psychologist, Vol: 32, Issue: 3, pp. 344-428.
  • Husain, H., Kamal, N., Ibrahim, M. H., Huddin, A. B., & Alim, A. A. (2017). Endangering problem solving skills and mathematical knowledge via programming. Journal of Engineering Science and Technology, Special Issue on PEKA 2017, December, pp. 1-11.
  • Irwanto, S., A. D., Rohaeti, E., & Prodjosantoso, A. K. (2018). Promoting critical thinking and problem solving skills of preservice elementary teachers through process-oriented guided-inquiry learning (POGIL). International Journal of Instruction, 11(4), pp. 777-794.
  • Karagöz, B. (2019). An evaluation of pre-service Turkish teashers’ lateral thinking dispositions with regard to different variables. European Journal of Educational Studies, Vol: 5, Issue: 9, pp. 156-165.
  • Karakuş, M. (2001). Eğitim ve yaratıcılık. Eğitim ve Bilim, Cilt: 26, Sayı: 19, s. 3-7.
  • Karantzas, G.C., Avery, M.R., Macfarlane, S., Mussap, A., Tooley, G., Hazelwood, Z., & Fitness, J. (2013). Enhancing critical analysis and problem solving skills in undergraduate pyschology: An evaluation of a collaborative learning and problem based learning approach. Australian Journal of Psychology, Vol: 65 (1), pp. 38-45.
  • Kolayiş, H., & Turan, H. (2018). Öğretmen Adaylarının Algılanan Problem Çözme Becerileri. CBÜ Beden Eğitimi ve Spor Bilimleri Dergisi, 13 (1), s.22-32.
  • Lamb, R., Annetta, L. & Vallett, D. (2015). The interface of creativity, fluency, lateral thinking, and technology while designing serious educational games in a science classroom. Electronic Journal of Research in Educational Psychology, 13(2), pp. 219-242.
  • Lawrence, A.S.A. & Xavier S.A. (2013). Lateral thinking of prospectıve teachers. Journal of Educational Reflection, 1(1), pp. 28-32.
  • Lindell, A. K. (2011). Lateral thinkers are not so laterally minded: Hemispheric asymmetry, interaction, and creativity. Laterality: Asymmetries of Body, Brain and Cognition, 16:4, pp. 479-498.
  • Malik, A., Yuningtias, Mulhayatiah, U. A., Chusni, M.M., Sutarno, S., Ismail, A., & Hermita, N. (2019). Enhancing problem-solving skills of students through problem solving laboratory model related to dynamic fluid. IOP Conf. Series: Journal of Physics: Conf. Series 1157, 032010, pp. 1-6.
  • Matthews, B., & Ross, L. (2010). Research methods: a practical guide for the social sciences. Pearson Education Limited, Essex: Britain.
  • Mulyastuti, H., Sutopo, A. & Taufiq, A. (2018). Identification of high school students’ problem-solving skills on rotational dynamics, IOP Conf. Series: Journal of Physics: Conf. Series 1171, pp.1-14, doi:10.1088/1742-6596/1171/1/012028.
  • OECD (2013). PISA 2012 assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy. PISAParis: OECD. Retrieved from https://www.oecd.org/pisa/pisaproducts/PISA%202012%20framework%20e-book_final.pdf on July 26, 2019.
  • Rossdale, P.D., Martin, C. L. & Jeffcott, L. B. (2003). Lateral thinking: a different way of benefiting from reading Equine Veterinary Journal and other scientific publications. Equine Veterinary Journal, 35 (1), pp. 3-4.
  • Parno, L. Y., & Ni’mah, B. Q. A. (2018). The influence of PBL-STEM on students’ problem solving skills in the topic of optical instruments. IOP Journal of Physics Conference Series 1171, pp.1-9, doi:10.1088/1742-6596/1171/1/012013.
  • Santos, Z. A., & Soares, A. B. (2018). Social skills, coping, resilience and problem-solving in psychology university students. Liberabit, 24(2), pp. 265-276.
  • Stahovich, T. F., Van Arsdale, T. S., & Mayer, R.E. (2019). How handwriting behaviours during problem solving are related to problem – solving success in an engineering course. Contemporary Educational Psychology, 58, pp. 331-337.
  • Semerci, Ç. (2016). Yanal Düşünme Eğilimi (YADE) Ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Eğitimde Kuram ve Uygulama Dergisi, 12(1), 358-371.
  • Semerci, N. (2017). Pedagogical Formation Students' Dispositions toward Lateral Thinking/Pedagojik Formasyon Öğrencilerinin Yanal Düşünme Eğilimleri. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 6 (1), 336-345.
  • Senemoğlu, N. (2020). Gelişim Öğrenme ve Öğretim Kuramdan Uygulamaya, 27. Baskı, Anı Yayınevi: Ankara.
  • Şahin, S., İbili, E. & Uluyol, Ç. (2017). Öğretmen adaylarında problem çözme ve internet bağımlılığı ilişkisinin incelenmesi. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, Cilt: 19, Sayı: 1, s. 1-21.
  • Şener, G.(2019). The predictive power of teacher’s proactive personality traits on their problem solving skills. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45, pp. 175-189.
  • Ün, E. (2010). Satranç eğitiminin problem çözme yaklaşımları, karar verme ve düşünme stillerine etkisinin incelenmesi. Yüksek Lisans Tezi, Selçuk Üniversitesi Eğitim Bilimleri Enstitüsü, Konya.
  • Üstündağ, S., & Beşoluk, Ş. (2012). Fen bilgisi öğretmen adaylarının problem çözme becerilerinin çeşitli değişkenler açısından incelenmesi. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi (27-30 Haziran 2012), Bildiriler Kitabı, Niğde Üniversitesi: Niğde.
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There are 55 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Akan Deniz Yazgan 0000-0002-4607-6700

Publication Date January 28, 2021
Submission Date September 10, 2020
Published in Issue Year 2021

Cite

APA Yazgan, A. D. (2021). Investigation of the Relationship Between Pre-service Teachers’ Lateral Thinking Levels and Problem Solving Skills. Journal of Theoretical Educational Science, 14(1), 20-37. https://doi.org/10.30831/akukeg.793247