Effect of Conversion Factor on Problem Solving and Experience of Teacher Candidates

Abstract

Through problem solving especially in the chemistry courses, individuals are required to solve difference types of problems both in traditional and innovative ways, and to reveal different points of views. Both correct results and correct units are achieved through the conversion factors. The fact that the teacher candidates approach problem solving processes through a different point of view is thought to contribute to the problem solving abilities of their students during their future professional lives. The object of this study is to determine the effect of use of the conversion factor, which the first class students of primary education science teaching department have experienced for the first time, on their success in problem solving, and the views of such students on the conversion factors. In this study, we have used the mixed design. As a result of the study, it is seen that problem solving abilities of the first class students of primary education science teaching department have increased thanks to the conversion factor method, which they have experienced in solution of some chemistry questions for the first time. And from the statements of the students, it is seen that the reasons for their having difficulty and failure are connected with applying a new method and insufficiency to organize the deficiencies and data in the basic science and mathematics infrastructures to be used by them during application.