International Journal of
Educational Administration and Policy Studies

  • Abbreviation: Int. J. Educ. Admin. Pol. Stud.
  • Language: English
  • ISSN: 2141-6656
  • DOI: 10.5897/IJEAPS
  • Start Year: 2009
  • Published Articles: 177

Full Length Research Paper

The use of problem-solving techniques to develop semiotic declarative knowledge models about magnetism and their role in learning for prospective science teachers

Yilmaz Ismail
  • Yilmaz Ismail
  • Sakarya University, Faculty of Education, Science Education, Turkey.
  • Google Scholar


  •  Received: 05 August 2016
  •  Accepted: 25 October 2016
  •  Published: 30 November 2016

Abstract

This study aims to develop a semiotic declarative knowledge model, which is a positive constructive behavior model that systematically facilitates understanding in order to ensure that learners think accurately and ask the right questions about a topic. The data used to develop the experimental model were obtained using four measurement tools applied to the participants’ efforts teaching science to 1st-graders. The data were digitized using the probability and possibility calculation statistics for data variables (VDOİHİ) technique and statistics calculated by package software developed for use with this technique. The results show that prospective teachers’ levels of declarative knowledge of magnetism and achievement using that knowledge were low. In order to improve the knowledge and achievement of prospective teachers in a given learning system, models that develop semiotic and related features of knowledge should be adopted and used effectively in the learning process. Accurate thinking for problem solving can be achieved by using evaluation and control mechanisms consciously in the learning process.

Key words: Control mechanism, evaluation mechanism, learning systems, problem-solving techniques, semiotic declarative knowledge model.