Bilişim Teknolojileri Öğretmen Adaylarının Problem Çözme Becerilerinin Çeşitli Değişkenler Açısından İncelenmesi

Problem Statement: When we consider the impact of problem solving skills on the structure of the mind and the basic education program of information technology teachers, we can conclude that it is important to investigate the impact of problem solving skills on prospective teachers’ academic achievement in the process of making information technology education more efficient. Purpose ofthe Study: This study aimed to seek answers to the following questions. 1. Does the level of problem solving skills of prospective teachers who study in the department of computer and instruction technologies differentiate meaningfully inrespect to an age variable? 2. Does the level of problem solving skills of prospective teachers who study in the department of computer and teaching technologies differentiate meaningfully inrespect to a class variable? 3. Does the level of problem solving skills of prospective teachers who study in the department of computer and teaching technologies differentiate meaningfully inrespect to a gender variable? 4. Does the level of problem solving skills of prospective teachers who study in the department of computer and teaching technologies differentiate meaningfully inrespect to an academic achievement variable? Method(s): This research is a descriptive study for the problem solving skills evaluation of the students who study at Cukurova University Education Faculty, in the Department of Computer and Teaching Technologies, in respect to differences in the variables of “age, class, gender and academic achievement”. The sample consists of 171 prospective teachers of information technology who still study at Cukurova University Education Faculty, in the Department of Computer and Teaching Technologies. In the analysis of the data obtained from the research, reliability analysis testing and one-way variance analysis testing were performed and the frequency, the arithmetic average and the standard deviation of the data were examined. Findings and Discussions: According to the results of the analysis, there is no meaningful difference between the age ranges 17-20, 21-22, 23 and more. It was concluded that there is no meaningful differentiation between the groups which consist of the students of 1st, 2nd, 3rd, and 4th classes. It was also concluded that there is no meaningful differentiation between the groups in respect to gender. And it was concluded that there is no meaningful differentiation between the groups divided according to academic achievements. Conclusions and Recommendations: If the research had been held with the participants whose features are not so similar to each other, probably, we would have observed differentiations in the variables “age, class, gender and academic achievement”. As we mentioned before, problem solving has a crucial role in education and it has many effects on students’ academic achievements, maybe not directly but indirectly. To suggest; the studies in the field of education and problem solving skills should be given more importance. New scales should be developed to show the relationship between problem solving and academic achievement. The increasing number of studies about problem solving skills will result in more attention from education community and this will led to a shorter time toreach educational goals.