The Relationship between Reflective Thinking Tendencies and Social Problem Solving Abilities of Pre-Service Teachers

Abstract

The ability of reflecting thinking and problem solving are two qualities that are thought effective in education of qualitative teachers and regulations of their educational status. In this study, our aim is to examine the pre-service teachers' levels of reflective thinking and problem solving and to determine if there is a significant relationship between reflective thinking and problem solving. From this aspect, this study has the quality of relational screening model. The sample of this study includes 438 pre-service teachers studying at Kırşehir Ahi Evran University in 2015-2016 academic year. As a data collecting tool, "Reflective Thinking Scale (RTS)" and "Problem Solving Inventory (PSI)" have been used. In the study, it was seen that pre-service teachers had a moderate and above positive relationship between the reflective thinking tendencies and the scores they got from the subscales of the problem solving skills and the general scores they got from the scales. It was determined that there is a significant positive relationship between reflective thinking and problem solving. In general, it is concluded that the pre-service teachers' abilities of reflective thinking and problem solving are high.