The development of problem-solving abilities in the interdisciplinary projects: the attitudes of pre-service teachers

The article describes the results of the research being a part of EU Seventh Framework Programme project „Science-Teacher Education Advanced Methods (S-TEAM) “. The effects of learning through co-operation on the development of problem-solving abilities of pre-service teachers are analysed in the light of interdisciplinary curriculum. The model of cooperation performing crosscurricular projects was based on the method proposed by M. Foldevi (1995). The learning cycle is composed of nine phases: scenario of a problem; creation of a group plan; formulation of hypothesis of problem solution; „brain storming“; definition of the problem; formulation of learning tasks; deepening one’s knowledge; discussions and careful research of knowledge; application of knowledge in practice. This article aimed to reveal the role of learning through co-operation in the development of problemsolving abilities of pre-service teachers. It was discovered that M. Foldevi method has positive effect on problem-solving abilities (scenario of a problem; creation of a group plan; formulation of hypothesis of problem solution; „brain storming“; definition of the problem; formulation of learning tasks; deepening one’s knowledge; discussions and careful research of knowledge; application of knowledge in practice). Pre-service teachers’ self-assessment of their abilities has shown better results regarding “brain storming” and deepening one’s knowledge whereas worse results have been observed regarding abilities appearing in cooperative activities, i.e. formulation of hypothesis of problem solution and definition of the problem. Such results highlight the importance of encouraging the cooperation between pre-service teachers while applying M. Foldevi method during the following activities: formulating hypothesis, determining goals of learning and generating ideas how to solve problemsVytauto Didžiojo universitetasŠvietimo akademij