ÖĞRETMEN ADAYLARININ PROBLEM ÇÖZME BECERİLERİNİN ÇEŞİTLİ DEĞİŞKENLER AÇISINDAN İNCELENMESİ

The problem has been referred to as new conditions that seemingly inextricable faced by individuals. Today’s human being faces many problems ranging from easy to difficult in his/her life and search es solution to these problems . For this reason, problem solving skill is one of the most important skillls that people of information society need to have. Problem solving skill is defined as to limit and understand a problem , to choose appropriate method for its solution, to use this method and to develop the skill of analyzing the results when faced with a problem. This skill comes up as a common skill desired to be gained in all stages of education in our country. In this context, with the aim of researcaccording to gender, department, field (social, science) and grade level, the research has been conducted with 266 pre - service teacher s who study at Afyon Kocatepe University, Education Faculty 1 st an d 2nd grades during the 2013 - 2014 academic year. In this research general screening model which is one of the descriptive research model s was used and sample of the study has been chosen from the universe by the stratified sampling method. To determine the problem solving skill levels of pre - service teachers, Problem Solving Inventory which is developed by Heppner and Petersen (1982) and adapted into Turkish by ġahin, ġahin and Heppner (1993) are used as a means of data collection in the study. The invento ry has six sub - dimensions named impulsive, reflective, avoidant, monitoring, problem - solving confidence and planfulness. Cronbach alpha reliability coefficient of Problem Solving Inventory was found . 84. As a conclusion , students who participated in survey expressed that they show the skills that stated in the inventory “often” and “mostly” ; but they expressed that they show the skills stated in 9th, 13th, 17th and 29th items “once in a while ” . As a result of Mann Whitney U test, a significant difference wa s defined in problem solving skill level and impulsive and avoidant sub - dimensions according to gender, in impulsive and avoidant sub - dimensions according to field variable , in problem solving skill level and reflective, monitoring, problem - solving confide nce and planfulness sub - dimenisons according to grade level. As a result of Kruskal Wallis test a significant difference was defined in problem solving skill s level and impulsive sub - dimension according to department. Key Words: Pre - service teachers, probl em solving skill, education faculty. hing pre service teachers’ problem solving skill levels