The Relationship between Reflective Thinking Tendencies and Social Problem Solving Abilities of Pre-Service Teachers

Abstract

The ability of reflecting thinking and problem solving are two qualities that are thought effective in education of qualitative teachers and regulations of their educational status. In this study, our aim is to examine the pre-service teachers' levels of reflective thinking and problem solving and to determine if there is a significant relationship between reflective thinking and problem solving. From this aspect, this study has the quality of relational screening model. The sample of this study includes 438 pre-service teachers studying at Kırşehir Ahi Evran University in 2015-2016 academic year. As a data collecting tool, "Reflective Thinking Scale (RTS)" and "Problem Solving Inventory (PSI)" have been used. In the study, it was seen that pre-service teachers had a moderate and above positive relationship between the reflective thinking tendencies and the scores they got from the subscales of the problem solving skills and the general scores they got from the scales. It was determined that there is a significant positive relationship between reflective thinking and problem solving. In general, it is concluded that the pre-service teachers' abilities of reflective thinking and problem solving are high.

Reflective Teaching And Metacognition In Romanian Teachers’ Practice. A Conceptual Delimitation

“…Accordingly, the Reflective Thinking for Problem Solving Scale has a Cronbach's Alpha of 0.90 and The Teacher Metacognition Inventory one of 0.76. Following Can (2015), Sivaci (2017) and Demirel et al (2015) we have distributed the responses of the Reflective Thinking for Problem Solving Scale in three levels: low, medium, and high. The low level comprises the scores between 14 and 32, the medium level the scores between 33 and 51 and the high level the range of scores between 52-70.…”

How are students’ reflective thinking for problem solving?

“…Additionally, there are an individual's reflective thinking indicators. A reflective thinker does something based on a plan (Dervent, 2015), develops his knowledge (Gencel & Saracaloğlu, 2018;Rieger et al 2013), takes a good selfmonitoring so it impacts on a positive achievement (Ghanizadeh, 2017;Hsieh & Chen, 2012;Pennington, 2011;Sivaci, 2017), gives a reasonable evidence for making in a problem decision (Satjatam et al, 2016), and rarely makes an error in problem solving (Ambrose & Ker, 2014). Those are associated with a reflective thinking component as suggested by Zehavi & Mann (2005).…”

Pengembangan Instrumen Skala Berpikir Reflektif untuk Mengukur Level Kemampuan Berpikir Reflektif Mahasiswa Calon Guru Fisika

“…Kemampuan berpikir reflektif dan pemecahan masalah adalah dua kemampuan yang efektif dalam pendidikan (Sivaci, 2017). Pada pendidikan tinggi penting bagi seorang pendidik untuk melatihkan keterampilan berpikir reflektif mahasiswa calon guru (Satjatam, Sarintip, & Teerachai, 2016;Sivaci, 2017) Keterampilan berpikir reflektif sebagai bekal dalam menghadapi tantangan abad 21 yang memiliki efek yang sangat dinamis dan siklis untuk perkembangan berkelanjutan (Demir, 2015).…”