Scientific Problem-solving Skills Research Articles

STEAM 기반 요리 활동이 유아의 사회적 능력과 과학적 문제해결력에 미치는 효과

Objectives This study aimed to reveal the effects of STEAM-based cooking activities on young children's social skills and scientific problem-solving skills.
 Methods This study conducted STEAM-based cooking activities developed for this study through single-group experimental treatment and pre- and post-tests on 20 5-year-old children attending M early childhood education institution located in G Metropolitan City on April 10, 2023. It was conducted a total of 21 times, approximately 40 minutes each time, 3 times a week for a total of 9 weeks from January 1st to June 9, 2023. In order to examine the effectiveness of the developed STEAM-based cooking activity, data were collected on the social abilities and scientific problem-solving skills of participating children through pre- and post-tests before and after participating in the STEAM-based cooking activity. The collected data were compared to the paired sample t- Verification was conducted and the effect was analyzed.
 Results First, STEAM-based cooking activities showed statistically significant differences in the pre- and post-scores of children's overall social skills and sub-elements. Second, STEAM-based cooking activities showed statistically significant differences in pre- and post-scores of children's scientific problem-solving skills.
 Conclusions The significance of the study is that it predicts the development direction, application, and effectiveness of STEAM educational activities for young children and can be used as basic data for the development of various educational activities.

Strategic Factors Skills for Solving Hots Science Questions for Batik Junior High School of Surakarta Grade 8th

This correlational quantitative research aims to examine the relationships among metacognition ability, literacy ability, and High Order Thinking Skills (HOTS) in Science problem-solving among eighth-grade students at Batik Surakarta Middle School in 2023. Utilizing a simple random sampling technique, 168 students were selected as the sample. Data on metacognitive abilities, literacy skills, and HOTS Science problem-solving skills were collected through questionnaires. The analysis employed multiple linear regression with SPSS 25. The findings indicate a positive and significant correlation between metacognition abilities and HOTS Science problem-solving skills (regression coefficient: 1.311, effective contribution: 78.9%, relative contribution: 81.1%). Additionally, there is a positive and significant relationship between literacy skills and HOTS Science problem-solving skills (regression coefficient: 0.192, effective contribution: 18.27%, relative contribution: 18.8%). Collectively, these two independent variables contributed 97% to the variance in HOTS Science problem-solving skills, while the remaining 3% was influenced by unexamined variables. This research emphasizes the importance of metacognition and literacy in enhancing students' HOTS Science problem-solving abilities

Prototype of Greenhouse Effect for Improving Problem-Solving Skills in Science, Technology, Engineering, and Mathematics (STEM)-Education for Sustainable Development (ESD): Literature Review, Bibliometric, and Experiment

This research aims to improve problem-solving abilities regarding the greenhouse effect using project-based learning methods supported by Science, Technology, Engineering, and Mathematics (STEM)-Education for Sustainable Development (ESD)-based teaching materials. The study was conducted in multiple phases: (i) utilizing a pretest to gauge students' prior knowledge, (ii) employing the project-based learning approach to teach the greenhouse effect, and (iii) assessing students' final knowledge (with a posttest). The research was completed with the observation of temperature variations in a greenhouse prototype. Students monitored and recorded temperature changes over time. Students' problem-solving abilities increased significantly after being treated using project learning assisted by STEM-ESD teaching materials, imparting more information through the media by stimulating students' curiosity and interest in science subjects.

The Effect of a Scientific Approach Based on Problem Based Learning Models on Students Science Problem Solving Skills at Madrasah Ibtidaiyah

The ability to solve problems shows a person’s ability to think critically by using the reasoning and knowledge they have. The purpose of this study was to determine the effect of a scientific approach based on problem based learning on students’ science problem solving skills at Madrasah Ibtidaiyah Negeri 2 Aceh Tamiang. This research is quantitative research with an experimental method. The population is all students of class V MIN 2 Aceh Tamiang, totaling 60 people and the sample used is VA class as the control class and VB class as the experimental class. Each class consists of 30 people. The research instrument was a test in the form of an essay totaling 3 questions of indicators of problem solving skills namely identifying problems, describing various strategies, solving problems, and solving problems systematically. From the results of the data analysis, the class average value was obtained. The experiment was higher than the control class with a difference of 54.67 and an increase of 63.87%. The findings from the hypothesis testing indicate a significance level of 5%. The calculated t-value 18.41 exceeds the critical t-value 2.41 for the shown degrees of freedom 18.41 or the two-tailed significance value 0.00 is less than 0.05. Consequently, the alternative hypothesis (Ha) is accepted. The conclusion is an effect of a scientific approach based on problem learning on students’ science problem solving skills at Madrasah Ibtidaiyah Negeri 2 Aceh Tamiang and this approach is good for learning science

Development of Scientific Problem-Solving Skills in Grade 9 Students by Applying Problem-Based Learning

Making predictions and observations, interpreting data, and drawing conclusions are all examples of scientific problem-solving procedures. The purpose of this research was 1) to develop scientific problem-solving skills by applying problem-based learning as a basis for students in grade 9 to pass the 70 percent requirement and 2) to study the satisfaction of grade 9 students with respect to problem-based learning management. With these aims in mind, the author developed science learning activities in everyday life by applying problem-based learning management in four plans and developing students’ scientific problem-solving skills. Data were collected with a 20-item, multiple-choice scientific problem-solving skill assessment. A total of 32 students in grade 9 in a public secondary school were chosen as study participants. The data were examined with respect to the mean, standard deviation, and percentage. The results revealed that the grade 9 students had an average scientific problem-solving skill score of 15.28 points, representing 76.40%. From this, it can be seen that students had problem-solving skill scores higher than the base requirement. Regarding grade 9 students’ satisfaction with PBL management, the mean value was 4.62, representing the most satisfied level.

The integrative role of parenting styles and parental involvement in young children's science problem-solving skills.

How parents encourage and engage young children to learn science and solve scientific problems remains an understudied issue. Parenting styles have been widely studied and found to be associated with children's various developmental outcomes. However, there is a dearth of research linking parenting styles to early science skills which build from both cognitive and social abilities. This cross-sectional study intended to pilot test a mediation model of parental involvement in the relationship between parenting styles and children's science problem-solving skills. A total of 226 children (M = 62.10 months, SD = 4.14, 108 girls) and their parents was recruited from five kindergartens in Fuzhou in China by adopting stratified random sampling. All parents completed the Demographics Questionnaire, the Parenting Style and Dimension Questionnaire, and the Chinese Early Parental Involvement Scale. Each child was tested with the Picture Problem Solving Task. Pearson's correlation analysis and intermediary effect analysis were conducted using IBM SPSS 25 in data analysis. Parental involvement had a significant mediating effect in the bidirectional associations between parenting styles and children's science problem-solving skills. The findings suggested that children with higher science problem-solving skills were likely to be raised by parents who were employing a flexible (i.e., authoritative) parenting style and had more involvement in children's formal and informal learning environments, while children's higher levels of science problem-solving skills predicted a higher level of parental involvement and a more flexible parenting style.

Analysis of Problem Solving Ability of First Middle School Students in Learning Science

Purpose of the study: The purpose of this study was to analyze the problem-solving abilities of junior high school students in science learning through a literature review. Methodology: The type of research used in this research is qualitative research with a systematic literature review method. The data collection technique used is a literature study. The data analysis technique used is the synthesis matrix Main Findings: Based on the research that has been done, it can be concluded that almost all of the articles analyze the level of students' problem-solving abilities, and most of the articles analyzed use an experimental research design in improving junior high school students' natural science problem-solving skills. Novelty/Originality of this study: The novelty of this research lies in the focus of its research on problem-solving ability analysis, especially in science learning, junior high school research subjects, and using a type of literature review research.

The Effectiveness of Producing a Blended Learning Environment Based on the Programming of an Educational Robot to Develop Problem-solving Skills in Science for Intermediate School Students in the Kingdom of Saudi Arabia

This study aimed to examine the effect of producing a Blended learning environment based on the programming of an educational robot to develop problem-solving skills in Science for intermediate school students in the Kingdom of Saudi Arabia. The sample of the study consists of (60) intermediate school students. A total of Four research questions and hypotheses were used in the study. A pre-post-test design was used to achieve the study's objectives in which special treatment was given to the experimental group, whereas no treatment was given to the control group. SPSS was used as a statistical tool to examine the present research results. The study's results proved the effectiveness of a Blended learning environment based on the programming of an educational robot in developing problem-solving skills in Science for intermediate school students in the Kingdom of Saudi Arabia, as the experimental group showed a better performance in the post-test than the control group. Moreover, the correlation test results indicated a significant positive relationship between the Blended learning environment based on the programming of educational robot performance and students' developing problem-solving skills in Science.

Learning Science through Cloud Gamification: A Framework for Remote Gamified Science Learning Activities Integrating Cloud Tool Sets and Three-Dimensional Scaffolding

In today’s world where virtual interaction is becoming more and more important, remote collaborative problem solving has become a promising teaching strategy. The motivation to promote collaborative science learning and the depth of group discussions are key research issues. The use of gamification strategies has the potential to facilitate remote synchronous science instruction. In order to promote learners’ collaborative science problem-solving skills, it is critical to design appropriate scaffolds and provide a guiding framework for teachers to integrate cloud-based interactive tools to design remote synchronous gamification activities. Based on years of research on scaffold-based gamified teaching, this study proposes a framework for gamified teaching activities that integrates a cloud-based toolset and a three-dimensional scaffolding (cognitive scaffolding, peer scaffolding, and metacognitive scaffolding). The framework can be used as a reference for science teachers to combine cloud tools for remote gamified teaching and for researchers in this field.

Problem-based learning management through active learning activities for 21st-century education to promote learning achievements and scientific problem-solving skills

Problem-based learning management through active learning activities for 21st-century education to promote learning achievements and scientific problem-solving skills

Development of Scientific Problem-Solving Skills in 5th Grader Using Problem-Based Learning

The purpose of the research was to develop scientific problem-solving thinking skills in fifth-grade pupils by using problem-based learning (PBL). The target group was 21 pupils attending a primary school located in Sakon Nakhon province, northeast Thailand. Data were collected twice (first and second cycle) in substance change learning unit in the second semester of 2021 academic year. Three types of research tools were the following: six PBL plans within 12 hours (pupils experienced 3 plans in each cycle and 2 hours for each plan), scientific problem-solving thinking skill test (SPSTST), and observation of scientific problem-solving behavior (OSPSB). A minimum criterion was 70% of mean score in SPSTST and SPSBO, and at least 70% of the pupils reached that. The results in the 1st cycle showed that pupils had 67.46% in SPSTST and 57.14% of them passed the minimum criterion. They had 65.85% in SPSBO and 57.14% of them passed the minimum criterion. In the 2nd cycle, pupils had 91.67% in SPSTST and 90.48% of them met the minimum criterion. They had 87.58% in SPSBO and 90.48% of them met the minimum criterion.

Developing Preservice Teachers’ Scientific Problem-Solving Skills Using a Pragmatic Approach to Physics: The Case of Gbewaa College of Education

This research aimed at developing preservice-teachers’ scientific problem-solving skills after taking part in active learning in an introductory science lesson in semester two of the 2020/2021 academic year. The researchers engaged 150 level hundred preservice-teachers for five (5) weeks. Pre-test and post-test designs were employed to collect data for both quantitative and qualitative analyses. Ten active learning practices were performed throughout the semester. The problem-solving assessment used was T-TEL and rubrics were used to develop the research instrument to evaluate preservice teachers’ problem-solving skills. A Sample group interview was conducted to obtain qualitative data on preservice teachers’ opinions of active learning activities. A sample t-test was used to compare problem-solving pre-test and post-test scores in the class. The data collected and content analysis was used to summarize preservice teachers’ opinions. The results revealed their problem-solving skills were highly improved after taking part in active learning processes at 0.05 confident levels. Preservice teachers expressed their opinions positively toward active learning processes and showed a willingness to participate actively in the next lesson using the same learning approach.

Analysis of Students’ Scientific Problem Solving Skills in Learning Using PhET Simulation in 3T Region

Scientific problem solving skills is truly needed when we meet the contextual problems in daily life. Besides, the nowadays challenges in 21st-century has led to scientific and technology-integrated learning so that the students must be prepared to have problem solving skills comprehensively. The purpose of this study was to analyze students’ scientific problem solving skills in learning using PhET simulation in 3T region. The 3T region is the outermost area in the territory of Indonesia requiring three conditional parameters which are terdepan (frontier), terpencil (remote), and tertinggal (disadvantaged). Basically, there are 122 regions in Indonesia that are included in the 3T region, one of which is Nimboran, Papua. The research site was Public SHS 1 Nimboran, Papua, Indonesia. This descriptive qualitative research investigated all students of XI Science. The sample consisted of 51 students taken with purposive random sampling. The researchers collected the data and triangulated them with interview, observation, and documentation. The results were 10.20% students could define the problem. A percentage of 3.27% students could explore the problems. The percentage of 10.98% students could arrange the solution plan. Then, a percentage of 6.54% students could evaluate the data. The test technique obtained the average score of 38.46 for the students’ scientific problem solving skill. It indicated the students still had low scientific problem solving skills.

The effects of problem based learning for enhancing science problem solving skills

The purpose of this study was to examine the effectiveness of traditional versus problem based learning on high school Science Problem Solving skill. Two class of students were recruited from three classes of grade 7 students at one school in Northern Thailand. Using Pretest – Posttest Control Group Design, Student were assigned to an experimental (N=33) and a control (N=33). The research instruments were 1) Two pedagogical of lesson plans by using Problem Based Learning and 5E Model 2) The Science Problem Solving skill test. which were included 20 items of the multiple choice test. The finding showed that students’ Science Problem Solving skill in the experimental group were significantly higher than in the control group.

فاعلية أنشطة مقترحة في العلوم قائمة على منحى STEM في تنمية التحصيل والقدرة على حل المشکلات العلمية لدى طالبات الصف الثالث المتوسط

هدفت هذه الدراسة إلى الکشف عن فاعلية أنشطة مقترحة في العلوم قائمة على منحى STEM في تنمية التحصيل والقدرة على حل المشکلات العلمية لدى طالبات الصف الثالث المتوسط في منطقة الحدود الشمالية ، استخدم المنهج التجريبي، وتکونت عينة الدراسة من (52) طالبة من طالبات الصف الثالث المتوسط، تم اختيارهن عشوائيا بعد أن اختيرت المدرسة المتوسطة عشوائيا کمدرسة للتجريب خلال العام الدراسي 2019/2020، ثم توزيعهن إلى مجموعتين تجريبية تکونت من (25) طالبة درسن مادة العلوم باستخدام أنشطة مقترحة قائمة على منحى STEM، وضابطة تکونت من (27) طالبة درسن المادة نفسها باستخدام الطريقة الاعتيادية، تم استخدام اختبارا تحصيليا ومقياسا لمهارات حل المشکلات العلمية، بعد التأکد صدقها وثباتها. أظهرت النتائج فاعلية الأنشطة المقترحة القائمة على منحى STEM في تنمية التحصيل ومهارات حل المشکلات العلمية، حيث تبين وجود فروق ذات دلالة إحصائية عند مستوى (α=0,05) بين المتوسطات الحسابية لدرجات طالبات المجموعتين التجريبية والضابطة على أداتي الدراسة (الاختبار التحصيلي، ومقياس مهارات حل المشکلات العلمية)، وهذا الفرق لصالح طالبات المجموعة التجريبية اللواتي درسن باستخدام أنشطة مقترحة قائمة على منحى STEM. abstract This study aimed to reveal the effectiveness of the proposed activities in the sciences. The list of STEM-oriented sciences in developing the achievement and ability to solve scientific problems among the third-grade intermediate students in the Northern Border Region. They were chosen randomly after the middle school was chosen randomly as a school for experimentation during the academic year 2018/2019, and then distributed into two experimental groups consisting of (25) students who studied science using suggested activities based on the STEM approach, and a control consisted of (27) students who studied the same subject using The usual method, an achievement test and a measure of scientific problem-solving skills, was used, after confirming their validity and reliability. The results showed the effectiveness of the proposed activities based on the STEM approach in developing achievement and scientific problem-solving skills, as it was found that there are statistically significant differences at the level (α = 0.05) between the arithmetic averages of the scores of the students of the experimental and control groups on the two study tools (achievement test and skills scale Scientific Problem Solving), this difference is for the benefit of the students of the experimental group who studied using the proposed STEM-based activities.

The Effectiveness of 5E’S Learning Cycle Strategy in Developing Problem-Solving Skills for Learning Science Subject Among Third Grade Students

The current study aimed at identifying the effectiveness of 5E’S learning cycle strategy in developing problem-solving skills for learning science subject among third grade students. In order to achieve the objectives of the current study, the researchers have developed a test to measure problem-solving skills in science among third grade students. The semi-experimental approach was adopted, as the study sample consisted of (38) students in Amman, with (20) students representing the experimental group, and (18) students representing the control group. The experimental group studied according to the 5E’S learning cycle strategy, and the control group studied according to the regular strategy. The results revealed that there were differences between the experimental group and the control group in the solving problems skills in science attributed to the teaching strategy in favor of the experimental group. Keywords : 5E's Learning Cycle, Problem Solving Skills, Third grade DOI: 10.7176/JLPG/98-21 Publication date: June 30th 2020

유아의 질문에 대한 PBL 기반 과학 활동이 과학적 문제해결력과 과학적 태도에 미치는 영향

본 연구는 유아들의 질문 중에서 문제를 선정하여 PBL 방식으로 해결해보는 과학 활동이 유아의 과학적 문제해결력과 과학적 태도에 어떠한 영향을 미치는지를 알아보고자 하였다. 본 연구는 D시에 위치한 A유치원의 만 5세 유아 37명(실험집단 19명, 비교집단 18명)을 대상으로 2018년 9월 10일부터 11월 16일까지 9주 동안 주 1-2회씩 총 16회에 걸쳐 실시되었다. 실험집단 유아들은 2주 동안 수집한 질문들 중에서 선정된 12개의 문제를 모둠별로 선택하고 해결안을 찾는 PBL 기반 과학 활동에 참여하였다. 유아들의 질문에 대한 PBL 기반 과학 활동은 과학적 문제해결력 전체와 하위 영역인 아이디어 적용과 결과를 중심으로 결론짓기에 긍정적인 영향을 미치는 것으로 나타났다. 또한 과학적 태도 전체와 하위 영역인 호기심, 적극성, 솔직성, 개방성, 객관성, 비판성, 끈기성, 협동성에 긍정적인 영향을 미치는 것으로 나타났다. 이러한 연구 결과는 유아들의 질문에 대한 PBL 기반 과학 활동이 유아의 과학적 문제해결력과 과학적 태도를 향상시키는데 효과적임을 시사한다.

The effectiveness of PO2E2W learning model on natural science learning to improve problem solving skills of primary school students

The PO2E2W learning model (problem oriented, observation, explanation, orientation, and write in science) is a self-regulated learning-oriented learning model that is designed to improve problem-solving skills. The purpose of this study is to analyse the effectiveness of PO2E2W learning model on natural science learning to change the problemsolving skills of primary school students. This research used one group pre-test and post-test design in fourth grade students of academic year 2017/2018. Students’ problem-solving skills were measured by using Problem-Solving Skills Assessment Sheet (PSSAS) and Student Response Questionnaire. The indicators of problem-solving skills include representing the problems, developing solutions, justifying proposed solutions, and evaluating the solutions. The data analysis technique used Paired test, n-gain, and Independent test. The results of the study prove that: (1) There is an increase in problem-solving skills of primary school students at α = 5%; (2) The average score of n-gain of the students’ problem-solving skill was in medium category; (3) There is no significant (consistent) difference on the natural science problem-solving skills in all groups, and (4) Students responded very positively. Therefore, the learning model of PO2E2W on natural science learning has proven to be effective to improve the problem-solving skill of primary school students.

The effectiveness of OrDeP2E learning model to train the natural science problem-solving skills of primary school students

The OrDeP2E learning model (Problem Orientation, Problem Definition, Hypothesis Submission, Hypothesis Testing, and Evaluation) is a natural science learning model that refers to a scientific approach to train the students’ natural science problem-solving skills. The purpose of this study is to analyse the effectiveness of OrDeP2E model to change the problem-solving skills of primary school students. This study used one group pre-test and post-test design toward the primary school students of 2017/2018 academic year. The students’ problem-solving skills were measured by using the Natural Science Problem-solving Skills Assessment Sheet (NSPSSAS) and Student Response Questionnaire. The indicators of natural science problem-solving skills include identifying problems, formulating problems, making hypothesis, conducting experiment, and drawing conclusions. The data analysis technique used Paired test, n-gain, and Independent test. The result of the research proves that: 1) There is an improvement on the primary school students’ natural science problem-solving skills on = 5%; 2) The average n-gain score of students’ natural science problem-solving skills were in high category; 3) there is no significant difference (consistent) n-gain on students’ natural science problem-solving skills in all groups; and 4) Students responded very positively. Therefore, the OrDeP2E learning model has proven to be effective to solve the natural science problem-solving skills of primary school students.

The Impact of Engineering Design Process in Teaching and Learning to Enhance Students’ Science Problem-Solving Skills

This study aimed to determine the impact of the integration of engineering design process (asking, imagining, planning, creating and improving) in an electrical & magnetism module to improve problem-solving skills in physics among secondary school students in Aceh, Indonesia. The quasi-experimental study was carried out with 82 form three (age 15 years old) students of a secondary school in Aceh Besar, Indonesia. The first author had randomly chosen two classes as the experimental group and two other classes as the control group. Independent samples t-test analysis was conducted to determine the difference between the physics teaching and learning module which integrated the five steps of engineering design process and the existing commonly used science “Pudak” teaching and learning module. The results of the independent samples t-test analysis showed that the use of the physics teaching and learning module which integrated the five steps of engineering design process was more effective compared to the use of the existing “Pudak” module in increasing the students’ skills in solving physics problems. The findings of the study suggest that the science learning approach is appropriate to be applied in the teaching and learning of science to enhance science problem-solving skills among secondary school students. In addition, it can be used as a guide for teachers on how to implement the integration of the five steps of engineering design process in science teaching and learning practices.