STRIKING WHILE IRON IS HOT: REFORM-BASED INSTRUCTION AND PROBLEM SOLVING

Abstract

The primary purpose of the research conducted in this dissertation was to explore how reform-based instructional methods influence learner actions, beliefs, and learning related to problem solving. The first study in this dissertation investigated the effect of hands-on learning and multiple representations on students’ problem-solving skills using a mixed-methods approach. Additionally, they looked deeper into what strategies enacted by students demonstrated a change in their problem-solving skills. The second study investigated the effect of engaging in STEM project-based learning (PBL) activities on students’ mathematical problem-solving beliefs (PSB) and their perceptions towards SEM subjects and STEM careers. The third study analyzed preservice teachers’ belief toward student-centered practices and reform-based instructional methods. Results from the first study demonstrated that using hands-on and multiple representation activities may effectively enable students to have a better conceptual understanding of mathematics and become better problem solvers. Second study’s findings showed that students increased their mathematical PSB and perceptions towards science, engineering, mathematics, and STEM careers after participating in STEM PBL lessons. Additionally, the linear regression analysis revealed that students’ mathematical PSB predicted their STEM career perceptions positively and statistically significantly. These results supported providing students with STEM PBL activities to increase their PSB and perceptions towards SEM subjects and STEM careers. Educators should utilize the results to provide opportunities for students to experience STEM PBL activities. The third study’s findings revealed that preservice teachers were able to develop positive beliefs towards practices and reform-based type instruction. It also showed the potential to initiate social change by introducing and reinforcing current teacher preparation programs to implement reform-based instruction in problem-solving courses to affect student mathematics success. Overall, the results of this dissertation indicate that students participating in reform-based learning affects students’ problem-solving skills and beliefs in a positive way. The findings of this dissertation are important because increasing students’ problem-solving skills and beliefs are needed to address the concern about U.S. not having enough skilled STEM workers and staying competitive in the global job market.