Comparison of teachers' use of problem-solving method in public and non-profit schools
Somayeh Khatibi 1 and Mohsen Hadi 2
1 Master's degree in public psychology, Faculty of Humanities, Zanjan University
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2 Master's degree students in Farsi language and literature, Faculty of Humanities, Zanjan University
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Abstract
The purpose of this study was to investigate the use of problem-solving methodology by teachers in fifth-elementary elementary science courses in government girls 'schools compared to non-profit girls' schools. The research method is descriptive and survey type based on observation. The statistical population of this study is all teachers of the fifth grade of elementary schools of public schools, which are all fifth grade elementary teachers of non-profit schools that teach in the 1st district of Tehran. A research tool for observing and reviewing a researcher-made checklist is based on theoretical and research literature related to the problem-solving teaching model. After the final analysis of the data based on the questions raised, the results are as follows: The amount of student encounter with the problem is moderate in public schools and nonprofit schools, the rate of encouraging students to collect evidence for a problem in poorly-state schools is moderate in non-profit schools, and the extent to which students are encouraged to make a hypothesis for The problem is good in public schools and in nonprofit schools, the level of encouragement of students to test the hypotheses of poorly-state schools is low and in nonprofit schools is moderate. The rate of encouragement of students to conclude the problem in the public schools and nonprofit schools is moderate. In the overall conclusion, there was no significant difference between the use of problem-solving teaching method between public and non-governmental schools.
Keywords: problem solving teaching, science lessons, public schools, nonprofit schools
