Problem‐Solving Processes of Pre‐Service Chemistry Teachers in Nigeria

Abstract

This study investigated the problem solving difficulties of Pre‐service Chemistry teachers. A sample of 300 students in three Colleges of Education in Bendel State, Nigeria, participated in the study. The research instruments employed were three written tests and an interview. The analyses of the students’ responses to the written tests and problem solving protocols revealed that: (i) most of the students were capable of constructing appropriate mental representations of the problems but had difficulties in constructing solution plans; (ii) most of them had inappropriate problem‐solving approaches and limited knowledge of problem‐ solving strategies. They relied on the use of random trial and error and algorithms; (Hi) most of them exhibited structural errors relating to a disregard of given information and generation of necessary information; a misapplication of given information and a generation of wrong information in solving the problems and (iv) most of them failed to evaluate their problem‐solving processes.