Bu araştırmanın genel amacı, iki farklı tür İşlevsel Çalışan örnek (İÇö) kullanılan öğretim uygulamalarının öğretmen adaylarının ölçme ve değerlendirme dersindeki problem çözme becerilerine etkisini incelemektir. Araştırmada iki gruplu öntest-sontest deneysel desen kullanılmıştır. Uygulama süreci bir grupta Metin Temelli İşlevsel Çalışan örnek (MT-İÇö, n=23) diğer grupta ise Formül Temelli İşlevsel Çalışan örnek (FT-İÇö, n=22) kullanılarak gerçekleştirilmiştir. Araştırma gruplarında, ölçme ve değerlendirme dersi kapsamında yer alan başarı puanı, frekans ve yığılmalı frekans, merkezi yığılma ölçüleri, dağılım ölçüleri, Z ve T standart puanları ve dönüşümleri ile madde güçlük ve ayırtedicilik indeksleri konularının öğretimi gerçekleştirilmiştir. Araştırma 5 haftada tamamlanmıştır. Veriler iki aşamalı teşhis testi türünde Ölçme Değerlendirme Başarı Testi (ÖDBT) kullanılarak toplanmıştır. Nicel verilerin analizinde Wilcoxon işaretli sıralar ve Mann Whitney U testleri, nitel veriler için içerik analizi yapılmıştır.Analiz sonuçları, hem FT-İÇö hem de MT-İÇö uygulamalarının öğrencilere problem çözme becerisi kazandırmak açısından etkili olduğunu göstermiştir. Ayrıca, FT-İÇö uygulamasının MT-İÇö uygulamasına kıyasla problem çözme becerisi kazandırma açısından daha etkili olduğunu göstermiştir. Her iki grupta yer alan öğretmen adaylarının problem çözme sürecinde yaşadıkları en önemli güçlüklerin 'grafik okuma' ve 'temel bilgi eksikliği'nden kaynaklandığı belirlenmiştir. Ayrıca, hem MT-İÇö hem de FT-İÇö kullanımında, öğretmen adayının bir problemi çözmek için sadece konuya ilişkin hazırbulunuşluk düzeylerinin değil bunun yanında genel hazırbulunuşluk düzeylerinin de dikkate alınmasının gerekli olduğu belirlenmiştir

The main purpose of this study is to analyze effect of two different types of Worked Example (WE) on teacher candidates’ problem solving skills in Measurement and Evaluation course. In this study, an experimental method with pre and post tests was used. During the implementation process, while Text-Based WE (TB-WE, n=23) were used in the first research group, in the second research group, Formula-Based WE (FB-WE, n=22) were used. The content of the study includes achievement scores, frequencies, mod, median, mean, standart deviation, quartile deviation, ranj, T and Z standard points, p (power of item), item discrimination index concepts and subjects. The study was completed five weeks period. Data was collected by using a Measurement & Evaluation Achievement Test (ME-AT) consists of items based on two-tier multiple-choice type diagnostic instrument. To analyze quantitative data, Wilcoxon signed rank and Mann Whitney U tests were used. Also, to analyze qualitative data content analysis technique was use. Results show that both the FB-WE and the TB-WE are effective approaches in order to support teacher candidates' problem solving skills. Moreover, the FB-WE implementation is more effective then the TB-WE in terms of developing problem solving skills of teacher candidates. One of the the most important difficulties which teacher candidates have are determined as ‘understanding graph’ and ‘lack of basic knowledge’. As a conclusion, if we try to develop candidate teachers’ problem solving skills, both their readiness levels related to learning subject and general readiness should be taken into consideration as it is one of the most important factors affecting their problem solving skills Nowadays, one of the most important skills which students must gain it in their educational process is problem solving and it is also be accepted as a high order thinking skill. Learners are probably will encounter different types of problems related to both their general and professional life as long as they overcome these problems, they can develop themselves. Problem solving can be defined as a thinking skill that learners use to overcome solving a problem by using and reorganizing their own cognitive resources. This skill can be learned through working on problem situations repeatedly as it is related to learners' tendency towards persistence and repetition (Cornoldi et al., 2015) and it is very difficult skill to be gained (Davies, 2006; Miri, David & Uri, 2007). Hence, if aim is to support and develop learners' problem solving skills, their cognitive structure and resources should be taken into consideration. In conventional problem solving approach, the main aim is that learners must solve a complicated problem situation completely and then they must transfer their problem solving skills, which they have already gained necessary competencies when working on previous problems, to a new problem situation (Darabi, Nelson ve Palanki, 2007). Providing students problem-solving skills with this approach, however, may not always be an effective method for every student, in that; Kalyuga et al. (2001) argue that conventional problem solving approach may cause high load on learners cognitive structure so that it can hinder learners' schema acquisition. Moreover, in conventional problem solving approach, learners activate their all cognitive information units (as chunks) and they create links among the units simultaneously during their problem solving process. Therefore, this approach may have a negative effect on a novice learner who has inadequate cognitive resources and competencies (i.e. working memory capacity). This handicap can be surpassed by using different learning approaches such as worked example (WE). WE is defined as a schedule which shows solving steps of a problem situation to learners (Renkl, 2014). Furthermore, WE contributes both to the efficient use of the cognitive resources of the learners (without overloading) and to the shortening of the learning period (Sweller & Cooper, 1985) Aim and Research Problems Main purpose of the study is to analyze the effect of two different types of Worked Example (WE) on candidate teachers’ problem solving skills in measurement and evaluation course. Based on the purpose, following research questions were investigated.  Are there any significant differences between the pre and post measurement &evaluation achievement test (ME-AT) candidate teachers’ scores in the Text-Based WE group?  Are there any significant differences between the pre and post measurement & evaluation achievement test (ME-AT) candidate teachers’ scores in the Formula-Based WE group?  Are there any significant differences between the candidate teachers’ ME-AT gain (Post ME_AT - Pre ME_AT ) scores in Text-Based WE and Formula-Based WE groups?  What are the views of candidate teachers who participated in the Text and the Formula-Based WE groups, toward difficulties related to understanding of concepts and problem solving process? Method In this study, an experimental method with pre and post-tests were used. During the implementation process, while Text-Based WE (TB-WE, n=23) were used in the first research group, in the second research group, Formula-Based WE (FB-WE, n=22) were used. The study was completed during a five-week period. Data were collected by means of a Measurement & Evaluation Achievement Test (ME-AT) consisting of items based on two-tier multiple-choice type diagnostic instrument. Results Results show that both the FB-WE and the TB-WE are effective approaches in order to support candidate teachers’ problem solving skills. Moreover, the FB-WE implementation is more effective than the TB-WE in terms of developing problem solving skills of candidate teachers. On the other hand, according to the results of qualitative analysis, the most important difficulties, which teacher candidates have encountered, are determined as ‘understanding graph’ and ‘lack of basic knowledge’. Discussion and Conclusion Both the TB-WE and the FB-WE are effective on candidate teachers’ problem solving skills in measurement and evaluation course. The results are similar to the related literature; in that, WE implementation supports learners’ problem solving skills (Rourke ve Sweller, 2009; van Gog, Kester ve Paas, 2011). Moreover, based on the pre ME-AT scores, post ME-AT candidate teachers’ scores show that FB-WE implementation is more effective than the TB-WE in terms of developing candidate teachers’ problem solving skills. However, it is thought that we should focus on qualification of candidate teachers in both groups. Although the TB-WE implementation show the steps of solving the problem step by step in textual explanations to the teacher candidates, the FB-WE is more effective than TB-WE in terms of supporting problem solving skills. But, when the course content is taken into consideration (e.g. statistical concepts, mod, median, mean, standard deviation, variance etc.), FBWEs may pose an advantage that the nature of the structure and meaning of the concepts are suitable to explain via formulas. On the other hand, to reveal the nature of structure and meaning of the concepts are hardly possible without using long explanations in the TB-WE implementation. Hence, the candidate teachers who participated in the TB-WE group may strive more than those participating in the FB-WE groups in terms of retrieving meaning or/and information from their long term memory. Therefore, it can be inferred that facilitating effect of WE is more beneficial in the FB-WE implementations. When candidate teachers’ characteristics related to their cognitive development are taken into consideration, they are in formal operational stage. So, the effects of FB-WE are the natural result of their cognitive stage. In addition, qualitative findings of the study also support this idea. In that, findings related to the items (Item1, Item2, Item3, Item4, Item5, Item8) in ME-AT showed that the candidate teachers participating in the TB-WE group had more difficulty as to ‘lack of basic knowledge’ in the problem solving process. On the other hand, one of the most important findings of the study is that candidate teachers in both groups had difficulties ‘understanding graph’ extremely when they were solving problems. From this standpoint, it is clear that ‘understanding graph’ is not only a need for problem solving in measurement and evaluation course but also a need for all other courses and solving daily problems. As a conclusion, if we try to develop candidate teachers’ problem solving skills, both their readiness levels related to learning subject and general readiness should be taken into consideration as it is one of the most important factors affecting their problem solving skills.