Developing Scientific Problem-Solving Competency in Pre-Service Science Teachers through Problem-Based Learning Activities on Chemical Safety
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Abstract
This research aimed to: 1) compare the learning achievement of undergraduate students on chemical safety through problem-based learning activities; 2) examine the integrated science process skills; 3) investigate student satisfaction with chemical safety learning activities; 4) compare students' scientific problem-solving ability; and 5) analyze the outcomes of problem-based learning implementation. The sample consisted of 49 undergraduate students enrolled in the Bachelor of Education program, majoring in General Science Education, Faculty of Education and Human Development, who registered for the Science Laboratory in Schools course during the first semester of the 2024 academic year, selected by means of purposive sampling. The research instruments comprised: 1) a science learning achievement test; 2) a scientific problem-solving ability test; 3) an integrated science process skills assessment form; and 4) a learning satisfaction assessment form. Data were analyzed using percentage, mean, standard deviation, and dependent samples t-test. The findings revealed that: 1) students' post-test learning achievement scores were significantly higher than pre-test scores at the 0.05 level of significance; 2) the mean score of integrated science process skills following the implementation of the activities was 77.80%; 3) students expressed the highest level of satisfaction with problem-based learning regarding activity organization, practical application, and perceived value and benefits; 4) students' post-test scientific problem-solving ability scores were significantly higher than pre-test scores at the 0.05 level of significance; and 5) among all measured outcomes, including learning achievement, integrated science process skills, and satisfaction, student satisfaction yielded the highest score at 85.60%.
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