Development of Collaborative Problem-solving Competencies Through Phenomena-based Learning on Natural Disasters Topic for 12th Grade Students

Abstract

The purpose of this article was to examine the effectiveness of the phenomenon-based learning management approach in fostering collaborative problem-solving competencies among 12th-grade students in a small school situated in Sukhothai Province, Thailand. This study has two objectives: (1) to examine the phenomenon-based learning management approach for developing collaborative problem-solving competencies; and (2) to assess the outcomes of utilizing phenomenon-based learning in enhancing collaborative problem-solving competencies based on the students’ experiences with natural disasters. The research model was a classroom action research design and was conducted in a small school located in Sukhothai Province. Eight 12th-grade students were selected for this study through purposive random sampling, and they were enrolled during the second semester of the academic year 2022. The research tools used in this study were (1) a learning management plan, (2) a learning management reflection record, and (3) a collaborative problem-solving competency assessment form. The collected data were analyzed using content analysis and percentage statistics. The approaches utilized in this study comprise the following: Firstly, teachers are recommended to utilize open-ended questions to encourage students to express their opinions on various aspects of the phenomenon under study. Secondly, teachers are advised to incorporate a range of learning sources and critically evaluate the credibility of the information presented. Finally, teachers are encouraged to ensure that students clearly delineate their roles and responsibilities in conducting experiments, with a particular emphasis on monitoring group members' collaborative efforts. As a result of this study, fostering phenomenon-based learning leads to the development of sub-competencies within collaborative problem solving. These sub-competencies include establishing and maintaining shared understanding, taking appropriate action to solve the problem (90.63%), and establishing and maintaining team organization (84.38%). Thus, the study proves that the phenomenon-based learning approach is advantageous for fostering collaborative problem-solving skills among students.