Metacognitive strategies used by pre-service physics teachers while posing non-routine physics problems

The aim of this study is to examine the non-routine problem posing skills of pre-service physics teachers and determine which metacognitive strategies they use. The research was conducted according to qualitative research methods. In this context, the findings were reached by analyzing the content of the data. Data on the knowledge and opinions of a total of 40 pre-service teachers studying in 1st, 2nd, 3rd and 4th grades on problem posing and non-routine problem posing according to grade levels were collected at the beginning of the study. Later, the non-routine problem posing activity was applied to 20 candidates who were randomly selected from among the pre-service teachers. In this way, data were collected about the problem posing skills of 20 randomly selected pre-service teachers and their metacognitive strategies when setting up non-routine problems. According to the results of the study, it was seen that the physics teacher candidates had knowledge about non-routine problems and problem posing approach .However, they did not have experience with problem-posing approach in physics teaching. One of the results obtained in the study is that teacher candidates are metacognitively active while setting up non-routine problem situations. After the non-routine problem posing activity, the preservice teachers expressed positive opinions about the use of the problem posing approach in physics education. In line with the results obtained, suggestions were made to include problem posing activities in physics education and to conduct academic studies in the branch of physics education in universities. Keywords: physics teacher candidates, creative thinking, problem solving, non-routine problem posing, metacognitive strategies