Scientific Problem Solving Research Articles

HUBUNGAN KEMAMPUAN LITERASI SAINS DENGAN PEMECAHAN MASALAH IPA SISWA SEKOLAH DASAR

AbstractThe purpose of this study was to determine the relationship between scientific literacy skills and science problemsolving for fourth grade students of Sukatani IV public elementary school, Tangerang Regency, using correlationalquantitative research methods, with 56 research subjects for fourth grade students. The test instrument used scientificliteracy skills essay questions (X). which consists of 10 questions, and science problem solving essay questions (Y)totaling 10 questions. The results showed that there was a positive relationship between scientific literacy skills andscience problem solving, which was 0.94 with a regression equation Y=18.65 + 1.09 X and a determination coefficient of0.97%, this means that scientific literacy skills have contribution of 94.04% to problem solving ability. Keywords:Ability, Science Literacy, Problem Solving, Science

A systematic review of empirical studies using log data from open‐ended learning environments to measure science and engineering practices

AbstractTechnology‐based, open‐ended learning environments (OELEs) can capture detailed information of students' interactions as they work through a task or solve a problem embedded in the environment. This information, in the form of log data, has the potential to provide important insights about the practices adopted by students for scientific inquiry and problem solving. How to parse and analyse the log data to reveal evidence of multifaceted constructs like inquiry and problem solving holds the key to making interactive learning environments useful for assessing students' higher‐order competencies. In this paper, we present a systematic review of studies that used log data generated in OELEs to describe, model and assess scientific inquiry and problem solving. We identify and analyse 70 conference proceedings and journal papers published between 2012 and 2021. Our results reveal large variations in OELE and task characteristics, approaches used to extract features from log data and interpretation models used to link features to target constructs. While the educational data mining and learning analytics communities have made progress in leveraging log data to model inquiry and problem solving, multiple barriers still exist to hamper the production of representative, reproducible and generalizable results. Based on the trends identified, we lay out a set of recommendations pertaining to key aspects of the workflow that we believe will help the field develop more systematic approaches to designing and using OELEs for studying how students engage in inquiry and problem‐solving practices. Practitioner notesWhat is already known about this topic Research has shown that technology‐based, open‐ended learning environments (OELEs) that collect users' interaction data are potentially useful tools for engaging students in practice‐based STEM learning. More work is needed to identify generalizable principles of how to design OELE tasks to support student learning and how to analyse the log data to assess student performance. What this paper adds We identified multiple barriers to the production of sufficiently generalizable and robust results to inform practice, with respect to: (1) the design characteristics of the OELE‐based tasks, (2) the target competencies measured, (3) the approaches and techniques used to extract features from log files and (4) the models used to link features to the competencies. Based on this analysis, we can provide a series of specific recommendations to inform future research and facilitate the generalizability and interpretability of results: Making the data available in open‐access repositories, similar to the PISA tasks, for easy access and sharing. Defining target practices more precisely to better align task design with target practices and to facilitate between‐study comparisons. More systematic evaluation of OELE and task designs to improve the psychometric properties of OELE‐based measurement tasks and analysis processes. Focusing more on internal and external validation of both feature generation processes and statistical models, for example with data from different samples or by systematically varying the analysis methods. Implications for practice and/or policy Using the framework of evidence‐centered assessment design, we have identified relevant criteria for organizing and evaluating the diverse body of empirical studies on the topic and that policy makers and practitioners can use for their own further examinations. This paper identifies promising research and development areas on the measurement and assessment of higher‐order constructs with process data from OELE‐based tasks that government agencies and foundations can support. Researchers, technologists and assessment designers might find useful the insights and recommendations for how OELEs can enhance science assessment through thoughtful integration of learning theories, task design and data mining techniques.

Application of Problem-Based Learning-Audio Visual Approach to Improve Science Problem-Solving Ability of Elementary School Students

This study aims to determine the application of the Problem Based Learning-Audio Visual approach in improving science skills. The research method used is quantitative. The type of research used is a quasi-experimental design with a nonequivalent control group design. The sample in this study was fourth-grade students in one of the elementary schools in Maros Regency, amounting to 44 people. Data collection techniques used tests to determine students' science problem-solving abilities. The data collected were analyzed quantitatively using descriptive statistics and inferential statistics. The results of descriptive statistical data analysis showed that the average value of the scientific problem-solving ability of the experimental class was 88.26, and the control class was 72.38. At the same time, the results of inferential statistical data analysis showed the value of sig. On problem solving ability less than 0.05 with a t value of 10.228 greater than t table 1.681. This means that there is an increase in the ability to solve science problems through applying the Problem Based Learning-Audio Visual approach.

Analyzing students’ science process skills through mobile learning using virtual laboratory

Science process skills have to be taught during learning process in order students are able to develop their skills in examining and solving science problems by leading such investigation process in which are beneficial for their future life. This study aims at analyzing students’ science process skills in the concepts of biodiversity through mobile leaning using virtual laboratory. The research included in a descriptive quantitative study. The mobile learning was conducted on November 2021 toward 24 students from 7th grade in a junior high school. Students learned the concepts of biodiversity through virtual laboratory in which the virtual laboratory has been already stated as valid and appropriate to be implemented in the learning process. In addition, the students’ science process skills were evaluated and measured using a test. Findings indicated that the students’ science process skills is 60.42±8.59. Therefore, it can be concluded that students’ science process skills reached moderate through mobile learning using virtual laboratory.

Levels of Teaching Science to Gifted Students

ABSTRACT In this article, we present a hierarchical model for teaching scientific thinking to gifted students. This article follows up on an article published 40 years ago in this journal. The problem now, as 40 years ago, is that gifted students often are taught science courses at a more intensive level, but without their truly learning how to think scientifically. We argue that students of science need not only learn the content of science courses, but also learn, at a deep level, how to think scientifically. Our model addresses the issue of what this deep level consists of. Level I involves Teaching Scientific Knowledge. Level II involves Teaching Scientific Problem Solving. Level III involves the deepest level of scientific thinking: Teaching Scientific Problem Finding. We end the article with conclusions about these issues.

The Construction of the Tower of Pisa as a Basis for Problem-Solving in the Exact Sciences and the Use of Interdisciplinarity in Teaching

Background : Learning in exact sciences is a common problem for education in all countries. New education technologies are proposed to solve these situations, and using real problems in teaching is suggested. Objectives : This article associates Pólya’s problem-solving method with the real problems in the construction of the Tower of Pisa. Design : In this work, we propose a multidisciplinary approach to the history of the construction of the Tower of Pisa, related to the social, historical, geological, and mainly physics and engineering problems shown in this work. Setting and participants : The authors were responsible for elaborating and solving the proposed problems. Data collection and analysis : The data used come from the history of the Leaning Tower of Pisa as a pedagogical basis for teaching, especially in the exact sciences. Results : Many problems and resolutions via Pólya’s problem-solving method were performed to show teaching possibilities to teachers and students. Conclusions : The Tower of Pisa theme can be used to implement new education technologies, such as modelling, problem-solving, and real-life problems, as it enriches school culture and attracts an inter-and multidisciplinary character to teaching, as shown through the proposed teaching in exact sciences examples.

Project Based Learning Modules to Improve Scientific Literacy and Problem-Solving Skill

This research was carried out due to the lack of use of varied teaching materials, causing a lack of scientific literacy and problem-solving skills of students in learning. This study aims to analyze the design, validity, practicality, and effectiveness of project-based learning-based modules to improve scientific literacy and problem solving in plant development materials. This research is development research using the 4D model (Four D Model). The subjects of this study were material experts, media experts, educators, and third grade elementary school students. Data collection methods used are interviews, documentation, and questionnaires. The type of instrument used is a closed questionnaire. Data collection techniques used are qualitative analysis techniques and quantitative analysis techniques. The results of this study indicate the results of the calculation of the effectiveness test on the overall scientific literacy ability using N-gain with a g value of = 0.74 with a high level of effectiveness. The results of the effectiveness test on overall problem-solving ability using N-gain obtained a g value of = 0.71 with a high level of effectiveness. Thus, the project-based learning module developed with the 4D model is valid, practical, and effective to be used as teaching materials. The implication of this research is that the project-based learning module developed is valid, feasible, and effective for use in learning.

Sustainable Human–Machine Collaborations in Digital Transformation Technologies Adoption: A Comparative Case Study of Japan and Germany

The Digital Transformation (DX) megatrend is fundamentally disrupting and changing the nature of work, business, and industry at a rapid pace. Although the notion of DX has garnered much research interest from practitioners, scholarship on this topic is somehow lagging behind, possibly because of the lack of theoretical frameworks on DX. Recently, most Japanese firms have begun to use diverse digital technologies to sustain their competitive advantages. However, the return of investment on digital technologies has not been as high as expected for some firms. Furthermore, as the visions of Industry 5.0 describe sustainable, resilient, and human-centered future factories that will require smart and resilient capabilities both from next-generation manufacturing systems and human operators, it is necessary to design resilient human–machine collaborations within factories. To this end, this paper presents a research model between DX technologies and scientific problem-solving in terms of deduction, induction, and abduction inference structures as an approach to resilient human–machine collaborations. The purpose of this research is to analyze the difference in the utilization pattern of the digital technology of American, German, and Japanese firms based on three types of decision-making methods. Next, we apply this framework in a comparative case study of two Japanese firms and one German firm, where we find that there is a difference in DX technologies utilization among the Japanese and German firms. We assert that the utilization of IoT technology in the United States and Germany is pursuing IoT with the aim of autonomous control, whereas Japanese firms prioritize robot–human collaboration. Finally, we discuss how our findings contribute to the burgeoning field of resilient human–machine collaborations by showing the distinct roles of deduction, induction, and abduction inference structures. Furthermore, our research contributes to international comparative studies to identify the difference in national IT utilization. Lessons and implications are discussed.

Causes, Effects and Management of Science Anxiety among Senior High School Students in Old Tafo Municipality of Ghana

The purpose of the study was to investigate the causes, effects, and management of science anxiety among Senior High School (SHS) students in the Old Tafo Metropolis of the Ashanti Region of Ghana. The descriptive survey research design was adopted for the study. A sample of 337 students were selected from Osei Kyeretwie Senior High School and Al Azhariya Islamic Senior High School using the stratified random sampling procedure. Data were collected by using the Science Anxiety Scale and analysed using descriptive and inferential statistics. The study revealed that the respondents had some level of science anxiety in relation to doing science homework, having a negative attitude toward the science teacher, having fearful when entering the science classroom as well as solving science problems. The study also revealed that the causes of science anxiety involve the content, lack of infrastructure, and inadequate teaching and learning materials to make the subject easy to understand. The study revealed that science anxiety affected students’ academic performance negatively, reduced their interest in science, prevent them from pursuing science programmes in the future, and also affected school attendance. The study recommended that school heads should provide the necessary infrastructure and teaching materials that will make the teaching and learning of science practical and easy to understand.

학습자 참여중심 토의를 활용한 과학수업이 예비유아교사들의 과학교수효능감, 의사소통능력, 문제해결능력에 미치는 효과

Objectives The purpose of this study was to explore the effect of the learner participation-centered discussion class on the science teaching efficacy, communication capability, and problem solving ability of pre-service early childhood teachers. Methods The subjects of this study were 32 students enrolled in a four-year early childhood education program. The learner participation-centered discussion class were carried out through the science education class (45 hours) during the first semester in 2021. Data were collected from science teaching efficacy, communication capability, and problem solving ability rating scales. Results The results of quantitative analysis were as follows. First, the learner participation-centered discussion class brought statistically significant difference to pre-service early childhood teachers’ science teaching efficacy(both science teaching outcome expectancy and science teaching self-efficacy). Second, the learner participation-centered discussion class brought statistically significant difference to pre-service early childhood teachers’ communication capability(especially in message converting capability out of all sub-domains). Third, the learner participation-centered discussion class brought statistically significant difference to pre-service early childhood teachers’ problem solving ability(especially in the production of alternative resolution method, and the implement and confirmation of resolution method out of all sub-domains). Conclusions Therefore, the learner participation-centered discussion class is the meaningful teaching method to improve the science teaching professionality and problem solving ability of pre-service early childhood teachers.

Comparing Middle School Students’ Scientific Problem-Solving Behavior in Hands-On Manipulation Performance Assessment: Terms by Eye-Tracking Analysis

This study specifically designed an eye-tracking supported scientific problem-solving assessment: hands-on manipulation task system to explore the differences in visual attention and cognitive processes between high and low science achievement groups. Thirteen students with high science achievement and fourteen students with low science achievement participated. Students needed to complete the hands-on manipulation assessment, consisting of three modules, including selecting experimental equipment, experimental design, and building the experimental model. Behavioral and eye movement data were collected during the process. The results showed that the high science achievement group allocated more visual attention to the hands-on manipulation task, acquired more information through visual fixation, and assigned more attention to the key area. In module three of the hands-on manipulation task, the high science achievement group transformed from a visual channel to a tactile channel, and they generated more hands-on behaviors depending on the experimental area. Furthermore, the results showed a high correlation between students’ eye movement behavior and the performance of scientific problem-solving assessments. Eye movement behavior could predict students’ performance in scientific problem-solving. The average fixation duration and the average fixation duration of the interest area were two significant determining parameters. The implications of the experimental results for front-line science education, curriculum designers, and science assessment were also discussed.

Sketching and verbal self‐explanation: Do they help middle school children solve science problems?

AbstractBoth sketching and self‐explanation are widely believed to be effective for problem‐solving in science learning. However, it is unclear which aspects of these strategies promote learning and how they might interact. Compared to a read‐only baseline, we examined the impact of instructing 11‐year‐old students to solve science problems to sketch, self‐explain, or both. Problems were either high spatial or low spatial. We coded elements and relations in their sketches and think‐alouds. Self‐explanation led to greater accuracy on problems, but only when used alone. Sketching had no effect, although showing more elements and relations in sketches was associated with higher accuracy and occurred more often for high spatial problems. Students may be more comfortable with self‐explanation than with sketching and require encouragement or specific instruction to use sketching routinely for the benefits hypothesized to be associated with sketching to appear.

Tathwir al- Manahij Bi syaklin 'Am fi al-Marhalah al-Asasiyah (al-Ibtidaiyah) fi al-Mamlakah al-Arabiyah as-Sa'udiyah

Purpose- The purpose of this study is to see the reality of curriculum, curriculum development and evaluation from the point of view of teachers in elementary schools in Saudi Arabia. The focus of this research is a sample of teachers who work in Tabuk schools in the academic year of 1442 H.
 Design/ Methodology/ Approach- The method used in this research is a survey. The research informants were 100 elementary school teachers in the city of Tabuk Saudi Arabia who were taken randomly. Because it is a survey research, the data is obtained through a questionnaire.
 Findings- The results of the study show that it takes the initiative of all stages of education in developing the curriculum in many aspects. In addition, it requires special formulation at all levels, integration, continuity between subjects, connecting knowledge and scientific life, focusing on scientific research skills, developing thinking and problem solving skills, and considering students. The needs and tendencies of learners, and the existing and expected aspirations of the Saudi society, as all aspects of this Kingdom curriculum need to be developed, updated and acted upon.
 Research Limitation/ Implications- This research could not be more in-depth due to the limited time of researchers in searching for data, even though this research can be used as a basis in helping to develop the curriculum at Tabuk Elementary School in Saudi Arabia.
 Kata kunci/ Keywords- Curriculum, Elementary School, Saudi Arabia

Science Teaching Approach Ethno-SETSaR to improve pre-service teachers’ creative thinking and problem solving skills

Pre-service teachers need creative thinking and problem solving skills to support their teaching quality. The aims of this research: (1) problems in science teaching, creative thinking and problem solving skills of pre-service teachers; (2) improvements of creative thinking and problem solving skills of pre-service teachers through Ethno-SETSaR Science Teaching Approach, and (3) relationship pattern of critical thinking and problem solving skills. The research method applied in this study was sequential exploratory mix method. The research design consisted of five stages: 1) qualitative data gathering; 2) qualitative data analysis; 3) quantitative data gathering; 4) quantitative data analysis and 5) data interpretation. The subjects of this research were 80 pre-service teachers from two universities. The research instruments were essay tests of creative and problem solving skills. The data analysis used was independent T Test. It could be concluded from qualitative study that science teaching practice was still oriented on content knowledge mastery. It did not improve creative thinking and problem solving skills. Science teaching with Ethno-SETSaR approach was applied as foundation to quantitative study. The result of quantitative study was there was difference in creative thinking and problem solving skills of pre-service teachers. The pre-service teachers enrolling science teaching with Ethno-SETSaR approach had higher scores. There was correlation of creative thinking affecting problem solving skills.

Science Reasoning: A Review and Bibliometric Analysis

Improving critical thinking in science classes can be accomplished by developing reasoning thinking approaches. The goal of studying science reasoning in science classes is to see how much of this strategy is used in solving science problems and developing Higher Order Thinking Skills (HOTS) that are based on critical thinking. Between 2015 and 2021, a total of 100 articles were retrieved from the Google Scholar database and the Publishing or Perish (PoP) program. Mendeley desktop, a referencing management software, was then used to handle the selected references. Once the database was handled, this research employed VOS viewer software to categorize and visualize it. In general, this study provides a solid foundation for further research into "science reasoning."

The Effect of Argumentatıon Modal Implemented in The Unit “Change of Matter” on Students’ Achievements, Argumentative Attitude, Perceptions of Problem Solving

The aim of the study is to investigate the effect of Primary School 5th class students’ science achievements, arguer attitude and problem solving sense in Science Lesson. The participants constituted by selecting a primary school in Defne/ Hatay by convinience sampling method using impartial designation. At research used pretest- posttest nonequalized control group quasi- experimental design. Data collected by “Change of Matter Unit Success Test”prepared by reseacher, “Arguer Attitude Scale” and “Problem Solving Inventory” addapted from previous studies. Data analysis by using SPSS packet programme, benefit from descriptive and inferental statistic method. Lessons performed the activities of recommended by the Ministry of National Education (2013) in control group and argumentation activities in experimental group. After appliying pretests, lessons started at the same time in both groups and aplication continued 20 hours (5 weeks). After aplication the same tests appliying as posttests. In conclusion ABSL (Argumentation Based Science Learning) method didn’t creat statistically significant different as far as present programme in academic success and problem solving skills sense; besides determined effected positively to argumentative skills sense.

Integrated PjBL-STEM in Scientific Literacy and Environment Attitude for Elementary School

Integrating Project-Based Learning (PjBL) and Science, Technology, Engineering, and Mathematics (STEM) in elementary schools can increase the quality of human resources in industrialization and globalization to maintain the environmental system and fulfill 21st century competencies. The research method used Quasi-Experiment from elementary schools in Bengkulu, Indonesia, with 50 respondents for the experiment and control class. For all attitude, context, and knowledge indicators, the data was analyzed using a non-parametric test and an ANOVA. The instrument's validity was tested statistically and by experts. The results show that PjBL and STEM significantly affect scientific literacy and environmental attitudes in three indicators. Furthermore, the diorama project with PjBL and STEM allows students to investigate environmental conservation efforts, accommodate science and technology. Students' success in making slogans to solve science problems. Environmental literacy instruments and STEM are suggested to be integrated with cognitive, motivation, behavior, and values.

The Impact of Metacognition on Elementary School Students’ Problem-Solving Skills in Science Learning

The concept of education at the basic education level plays an important role in character building and students' cognitive, affective, and psychomotor development. Through science learning, it is hoped that students will not only know the concept, but are directed to be able to solve problems in the surrounding environment. However, the facts show that students in elementary schools still have difficulty solving analytical problems in science learning. This study aims to analyze the effect of metacognition on the ability to solve science problems in fifth grade elementary school students. The method used in this study is a quantitative method. The sample in this study were 50 grade 5 students, who were selected using a random sampling technique. Data was collected using an instrument in the form of a questionnaire. The data analysis method used is simple linear regression analysis. The results showed that the value of tcount was greater than ttable, namely 3,086 > 2,312 at a significance level of = 0.05. Thus, it can be concluded that there is a significant effect of metacognition on the ability to solve science problems. The implications of the results of this study are expected to be used as evaluation material and input for teachers in choosing and using appropriate learning strategies so as to improve problem-solving skills in science learning at the elementary school level.

Developing and Assessing Creative Scientific Talent that is Transformational through Real Engagement in Active Problem Solving (REAPS)

Real Engagement in Active Problem Solving (REAPS) cultivates exceptional talent across disciplines through students solving problems that are real in their lives. In this study, the focus was on scientific talent: to determine students’ growth in creative problem solving in science in classrooms in which REAPS was implemented. Using a repeated measures t-test, we found statistically significant changes in total creative problem solving in science across two tasks: ‘Problems and Solutions’ and ‘Grouping Flowers’ (M = 3.82, SD = 20.72, p = .01). Using multivariate regression, the level of fidelity of implementation of REAPS explained 9.8% of the variance in total creative problem solving in science across both tasks (p = .04). Differences were found in sub-scores in both analyses. We recommend use of REAPS to develop transformational scientific talent by engaging students in solving problems that are real and important in their world.

Emacs as a Tool for Modern Science

It is human nature to prefer additive problem solving even if removal may be the more efficient solution. This heuristic has wide ranging implications when dealing with science, innovation and complex problem solving. This is compounded when dealing with these issues at an institutional level. Additive solutions to workflows with extra software tools and proprietary digital solutions can impede work without offering any advantages in terms of Findable, Accessible, Interoperable, Reusable (FAIR) data principles or productivity. This viewpoint highlights one possible workflow and the mentality underpinning it with an aim to incorporate FAIR data, improved productivity and longevity of written documents while improving workloads within industrial research and development (R&D).