Promoting the scientific Problem Solving Ability of Grade 6 Students by Using Open Approach Supplemented with Feynmen’s Learning Technique in Force and Electrical Energy
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Abstract
This study aimed to compare students’ scientific problem-solving ability before, during implementation, and after learning by the open approach supplemented with Feynman’s learning technique in a topic of Force and Electrical Energy. The target group consisted of 6 Grade 6 students from a small-sized primary school under the Udonthani Primary Educational Service Area Office 4, during semester 2 of academic year 2024. The students were selected by purposive sampling. The one group pretest-posttest design was employed in this study. The research instruments included: (1) 6 lesson plans based on the open approach supplemented with Feynman’s learning technique (2) scientific problem-solving ability test based on Weir’s (1974) framework, covering four components-problem identification, problem analysis, problem-solving method presentation and result verification, 24 items based on Weir (1974) concept (3) The worksheet form assessing scientific problem-solving ability during implementation processes, and (4) a semi-structured interview form for oral problem-solving ability testing after each lesson finishes. The researcher analyzed quantitative data from pre- and post- tests and analyzed qualitative data from worksheet forms and oral testing during the implementation. The research findings indicated that students who learned through open approach supplemented with the Feynman learning technique had higher post-learning scientific problem-solving ability (Mean = 33.50, S.D. = 5.86) than pre-learning (Mean = 26.72, S.D. = 5.75). From the analysis of scientific problem-solving ability data during the implementation, it was found that students showed continuous improvement in their scientific problem-solving ability, both overall and in each of the 4 components. The prominent finding was that the students' ability to propose solutions and evaluate results improved significantly and reached a good level in the later learning management plans. This resulted from students engaging in hands-on practice and self-directed learning, leading to an understanding of the principles and correct scientific problem-solving methods.
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