Publication at Faculty of Education |
2021
Abstract
The OECD sees problem-solving as a key aspect of education. Teachers' active role is crucial for these skills to be developed in their students.
This contribution presents a pilot research focused on chemistry pre-service teachers' problem-solving skills. Students (N=38) were tested with the use of PISA and chemistry tasks.
Based on the results, three students were selected for the qualitative study using eye-tracking (ET). The students were significantly more successful in scientific (PISA) tasks than in chemistry tasks.
ET results showed the students' lack of problem-solving abilities, mainly regarding reading, using available information and understanding the assignment.