República Bolivariana De Venezuela

Universidad Pedagógica Experimental Libertador

Instituto De Mejoramiento Profesional Del Magisterio
Coordinación Local de Investigación y Postgrado
Extensión Académica La Asunción.

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Teacher. Fátima Da Silva.

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La Fuente, febrero de 2024

Effects of the Problem-Posing Approach on Students' Problem Solving Skills and
Metacognitive Awareness in Science Education
Akben, Nimet Research in Science Education, v50 n3 p1143-1165 Jun 2020

The interrelationship between mathematics and science education has frequently been
emphasized, and common goals and approaches have often been adopted between disciplines.
Improving students' problem-solving skills in mathematics and science education has always
been given special attention; however, the problem-posing approach which plays a key role in
mathematics education has not been commonly utilized in science education. As a result, the
purpose of this study was to better determine the effects of the problem-posing approach on
students' problem-solving skills and metacognitive awareness in science education. This was
a "quasi- experimental" based study conducted with 61 chemistry and 40 physics
students; a problem-solving inventory and a metacognitive awareness inventory were
administered to participants both as a pre-test and a post-test. During the 2017-2018 academic
year, problem-solving activities based on the problem-posing approach were performed with the
participating students during their senior year in various university chemistry and physics
departments throughout the Republic of Turkey. The study results suggested that structured,
semi-structured, and free problem-posing activities improve students' problem-solving skills
and metacognitive awareness. These findings indicated not only the usefulness of integrating
problem-posing activities into science education programs but also the need for further research
into this question

Presentación
Metodología
Resultados
Conclusión

Level of evidence: quasy-experimental based study

Objetive: to determine.

Population: students during their senior year, university chemistry and physics
departments throughout the Republic of Turkey.

Sample: 61 chemistry and 40 physics students.

Intervention: problem-solving inventory, awareness inventory, a pre-test and a post-test.

Outcomes: suggested, structured, semi-structured, free, activities, improve, solving skills,

students.

Conclusion: findings indicated, usefulness, integrating posing activities, science education,

programs, need, further research.
 1- The interrelationship between mathematics and science education has frequently
been emphasized, and common goals and approaches have often been adopted
between disciplines.
2- Improving students’; problem-solving skills in mathematics and science education
has always been given special attention.
3- however, the problem-posing approach which plays a key role in mathematics
education has not been commonly utilized in science education.
4- As a result, the purpose of this study was to better determine the effects of the
problem-posing approach on students' problem-solving skills and
metacognitive awareness in science education.
5- This was a "quasi- experimental" based study conducted with 61
chemistry and 40 physics students.
6- a problem-solving inventory and a metacognitive awareness inventory were
administered to participants both as a pre-test and a post-test.
7- During the 2017-2018 academic year, problem-solving activities based on the
problem-posing approach were performed with the participating students during
their senior year in various university chemistry and physics departments
throughout the Republic of Turkey.
8- The study results suggested that structured, semi-structured, and free problem-
posing activities improve students' problem-solving skills and metacognitive
awareness.
9- These findings indicated not only the usefulness of integrating problem-posing
activities into science education programs but also the need for further research into
this question

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