Abstract

This study aims to use problem solving techniques in solving problems at different stages step by step. The theoretical and experimental semiotic model was developed by using the semiotic model method, which can be established with the relation of priority-recency, and an analysis of the problem solving skills of the students was made. Given that the procedural knowledge questions are used as the type of question to be applied in the development of the semiotic model, the model to be developed is called the semiotic procedural knowledge model. The experimental model will be established with the data collected from 34 science teacher candidates by means of using the qualitative method. Comparing the theoretical and experimental model, analyses will be made to compare the students' knowledge levels and success levels in the steps used correctly or incompletely in problem solutions. These analyses reflect students' ability to establish a relationship between scientific knowledge and technology.

Key words: Problem solving techniques (PST), Semiotic procedural knowledge model (SPKM), procedural knowledge, knowledge-centered assessment.