Abstrakt
Problem-solving ability is seen by the OECD as a key aspect of education. This contribution presents an ongoing research focused on chemistry pre-service teachers' problem-solving skills.
Students (N=38) were pre-tested with the use of PISA and chemistry tasks. Three students were selected to the qualitative study using eye-tracking (ET), according to their results.
The students were significantly more successful in scientific (PISA) tasks than in chemistry tasks.The order of fixations were used, as it is more likely showed the difference between successful and unsuccessful students than the time fixation duration. ET results showed the students' lack of problem-solving abilities, mainly regarding to reading, using available information and understanding the assignment.