Development of non-routine problem solving skills of elementary pre-service teachers' using online Problem-Based Learning (PBL) method

The aim of this study is to improve the non-routine problem solving skills of elementary preservice mathematics teachers using the online Problem-Based Learning (PBL) method. Mixed method was used in the research. The quantitative model of the research consists of a pretest-posttest design with an unequal control group. In the qualitative part of the research, a case study was used. The experimental group of the research consists of second-year students of the Department of Primary Mathematics Education, while the control group consists of third-year students of the same department. Eight performance tasks, problem-solving skills tests and interview questions were used as data collection tools in the study. Each performance task used in the research consists of a non-routine problem scenario, a scenario-specific worksheet, and a weekly evaluation form. Polya's problem solving model was taken into consideration in the development of the worksheets. To determine their proficiency in solving non-routine problems, a problem-solving skills test prepared in classical form was used. Before the online PBL application, a problem-solving skills test was applied to the experimental and control groups to determine the level of their skills in solving non-routine problems and the behaviors they had difficulty in solving these problems. Then, an 11-week online PBL process was started with the experimental group, and eight performance tasks were used in this process. After the implementation process was completed, interview questions were asked to obtain the opinions of the experimental group about the online PBL process. Interview questions were grouped under five categories. These; It is aimed at the online PBL method, the course making process, the materials used, the instructor and finally the behaviors exhibited by the participants. In the final, the same problem-solving skills test was given to the experimental and control groups and the direction of the development was examined. Two tools were used in the analysis of performance tasks and problem-solving skills: 'table of expected behaviors' and 'graded rubric'. In the analysis of quantitative data, repeated measures ANOVA were used. Qualitative data were subjected to content analysis. The findings obtained from the research were interpreted in detail and various suggestions were presented.