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TRANSLATION OF THE ABSTRACT
(Unidad IV)
Student.
Gutiérrez, Marwi
V-17.418.801
The interrelationship between mathematics and science education has frequently been
emphasized, and common goals and approaches have often been adopted between
disciplines. Improving students; problem-solving skills in mathematics and science
education has always been given special attention; however, the problem-posing approach
which plays a key role in mathematics education has not been commonly utilized in science
education. As a result, the purpose of this study was to better determine the effects of the
problem-posing approach on students; problem-solving skills and metacognitive awareness
in science education. This was a quot;quasiexperimental quot; based study conducted with
61 chemistry and 40 physics students; a problem-solving inventory and a metacognitive
awareness inventory were administered to participants both as a pre-test and a post-test.
During the 2017-2018 academic year, problem-solving activities based on the problem-
posing approach were performed with the participating students during their senior year in
various university chemistry and physics departments throughout the Republic of Turkey.
The study results suggested that structured, semi-structured, and free problem-posing
activities improve students; problem-solving skills and metacognitive awareness. These
findings indicated not onlythe usefulness of integrating problem-posing activities into
science but also the need for further research into this question.
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