Investigation of The Effect Of Problem-Posing Activities on Physics Teacher Candidates

UBEST 2025, İzmir, Türkiye, 9 - 11 Ekim 2025, ss.200, (Özet Bildiri)

Yayın Türü: Bildiri / Özet Bildiri
Basıldığı Şehir: İzmir
Basıldığı Ülke: Türkiye
Sayfa Sayıları: ss.200
Dokuz Eylül Üniversitesi Adresli: Evet

Özet

Problem posing is a creative process that enables students not only to apply the knowledge they have
learned but also to reconstruct it and design new and original problem situations. This process activates students’
higher-order thinking skills and allows them to actively engage in the learning process. Problem posing is the
ability to develop original problem scenarios based on specific knowledge, concepts, and situations. This skill goes
beyond focusing on solving existing problems; it also involves restructuring problems from different perspectives
and generating new ones. Through problem-posing activities, students learn to creatively organize existing
knowledge and generate meaningful and original problem situations. This process transforms students into active
learners who not only produce solutions but also discover new situations that require solutions. Problem posing
enables students to manage their own learning process, encourages them to develop different perspectives, and
supports them in producing various solution strategies. This study aims to examine the effects of problem-posing
activities implemented in the vibrations and waves course on physics teacher candidates’ problem-posing and
problem-solving skills. A quasi-experimental design with a pre-test–post-test control group was employed. Two
groups were formed as experimental and control groups; while problem-posing activities were implemented in the
experimental group, students in the control group continued with traditional problem-solving practices. This
approach allowed the effects of the experimental intervention to be compared with the classical method. The
sample of the study consisted of physics teacher education students enrolled in the vibrations and waves laboratory
course, with two sections randomly assigned as experimental and control groups. The participants were students
taking the vibrations and waves course for the first time, comprising a total of 26 students, 9 female and 17 male.
The Problem-Posing Skills Test and the Problem-Solving Achievement Test were used as data collection tools. In
the experimental group, problem-posing activities were carried out following the laboratory sessions through a
seven-week process that included free, semi-structured, and structured stages. The students discussed basic
concepts, related them to daily life, and designed original problems. The problems they created were evaluated
both among themselves and by the researcher based on a rubric developed by the researcher with expert input. In
the control group, on the other hand, traditional problem-solving practices were carried out on the same topics.
The data analyzed using SPSS-24 revealed that both the experimental and control groups showed improvement in
their problem-posing and problem-solving skills. However, the improvement in both skills was found to be higher
in the experimental group compared to the control group. As a result, integrating problem-posing activities into
physics education is important for supporting students’ problem-solving and problem-posing skills. This study
provides significant contributions to the science and physics education literature by examining the implementation
and effects of the problem-posing approach.