Browsing by Author "Dereje Andargie,"

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    An Investigation of Chemistry Student Teachers' Problem Solving Ability in Dilla College of Teachers Education: Knowledge Structure, Beliefs Self and Chemistry Task
    (Addis Ababa university, 2005-06) Dereje Andargie,; Gizaw Tasia,
    This ll'ork was the starting pOint of my study, which aimed at disclosing components q{ problem olving ability of chemistry student teachers across some common and Lije rated areas ofchemislry. Relevant and problem specific knowledge structure, problem solving behavior (Pelfor/nance , Perceived self- efficacy beliefs, perceived alfractiveness and perceived difficulty beliefs of chemistry were the variables of the study. A descriptive ca e study method employed in the study. In the study thirty-nine randomly selected, fourth and third (PreparatOl'Y origin and freshman origin) year chemistry student teachers were involved. The problem of study addressed using chemistry tasks, self-efficacy scales, interviews, discussions, information talks, and observations. The resulting data was analyzed qualitatively and quantitatively using mean, median, standard deviation, t-test, and onelVa) A OVA. The study revealed that knowledge structure, perceived difficulty and perceived attractiveness beliefs toward chemistry, and problem solving behavior C)'T.S' lVere not the desired results. Means comparison with reference to students' origin, revealed that there was a significant difference in all variables except self- efficacy beliefs. That is fourth year and third year Ji'eshman origin chemistry student teachers were significantly had belfer than third) ear preparatory origin counter parts. This study suggests that, the need for further investioation to understand why chemistry student teachers and particularly preparatOlY origin students' problem solving ability was severely hampered