Abstract
The presented contribution follows the previous one in which freshman pre-service chemistry teachers' problem solving skills were investigated. This study focused on pre-service chemistry teachers in their final year.
Their problem-solving skills were, again, measured with the use of two sets of problem tasks-chemistry and general science tasks. The students were given the same tasks as the freshmen and experts in the original study.
Each participant completed two computer-based tasks while their eye movements were monitored. Subsequently, retrospective think-aloud sessions and interviews were conducted in order to gather data pertaining to the problem-solving process.
The results showed the master students' better, yet unsatisfactory problem solving skills. They also confirmed the original conclusion that students take away the feeling that chemistry problem tasks require only memorization.
With respect to their opinion on the nature of the tasks, the students in higher number mentioned they do not see themselves using the tasks as "it requires students to think". The results show the need to enrich the teaching of future chemistry students with scaffolded problem problems and a deeper justification of their role in students' learning.