problem solving method of teaching science pdf

Contemporary Issues in Science and Technology Education pp 209–220 Cite as

Science and Technology Teaching Strategies

• César Mora 13  
• First Online: 25 February 2023

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Part of the book series: Contemporary Trends and Issues in Science Education ((CTISE,volume 56))

We present a brief selection and discussion of the main and most successful teaching methodologies for science and technology nowadays. Among them, we have the Active Learning of science and technology, Interactive Lecture Demonstrations and the Project Based Learning Method, the STEM model, and the inquiry method learning methodology. Also, the problem-solving methodology and the use of interactive computational simulations; as well the laboratory as a teaching strategy and History and philosophy of science in teaching.

• Science and technology education
• Didactic of science
• Teaching strategies

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Further Reading

Methods for teaching science. https://www.fizzicseducation.com.au/articles/methods-for-teaching-science/

50 best strategies for enhancing your science instruction. https://www.ber.org/seminars/course/CZZ/50-Best-Strategies-for-Enhancing-Your-SCIENCE-Instruction-Using-Cutting-Edge-Tech-Tools-and-Resources-Grades-6-12

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Acknowledgement

This chapter was written with the support of the research project SIP-20221757 Active and Significant Learning of Physics through Physlets of the Instituto Politécnico Nacional of Mexico.

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Faculty of Education, Dokuz Eylul Universitesi, Buca, Turkey

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Mora, C. (2023). Science and Technology Teaching Strategies. In: Akpan, B., Cavas, B., Kennedy, T. (eds) Contemporary Issues in Science and Technology Education. Contemporary Trends and Issues in Science Education, vol 56. Springer, Cham. https://doi.org/10.1007/978-3-031-24259-5_15

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Effect of Problem Solving Method on Science Process Skills and Academic Achievement

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Ezgi Güven Yıldırım

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Nowadays, it is not enough for future teachers if they are only equipped with abilities and scientific skills, they need to apply their knowledge to real-world inside and outside the classroom. In fact, the previous studies report their low knowledge in understanding science. This research aims to improving students' academic achievement and Science Process Skills (SPS) through Problem Solving Instruction (PSI), and analyzing the correlation between both dependent variables. A quasi-experimental design was conducted for six weeks at Muhammadiyah University of Ponorogo, Indonesia. Forty-eight prospective elementary teachers completed Academic Achievement Test (AAT) and SPS Test (SPST). The reliability coefficient Cronbach's alpha of both tests was .81 and .86, respectively. Data were analyzed by using N-gain score, Mann-Whitney U test and Spearman's rho correlation at significance level .05. The findings indicate that there is a significant difference on academic achievement and science process skills between experimental and control groups in favor of experimental group students, and there is a high positive and significant correlation between both dependent variables. We recommend to the lecturers to use PSI as a tool to promote students' scientific skills and abilities to satisfactory performance in order to respond fast changes in 21st century learning.

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1 Ph.D. Student, Gazi University, Department of Primary Education, Ankara-TURKEY 2 Assoc. Prof. Dr., Eskişehir Osmangazi University, Department of Primary Education, Eskişehir-TURKEY 3 Prof. Dr., Eskişehir Osmangazi University, Department of Education ...

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Bu araştırmanın amacı, drama ile problemin hissettirildiği Probleme Dayalı Öğrenme (P b DÖ) yaklaşımının öğrencilerin empati beceri düzeyleri üzerine etkisini incelemektir. Öntest-sontest kontrol gruplu yarı deneysel modelin kullanıldığı araştırma kapsamında İstanbul ilinde ilkokul üçüncü sınıfa devam eden 24'er öğrenciden oluşan iki grup üzerinde çalışılmıştır. Veri toplama aracı olarak "Çocuklar İçin Empati Ölçeği (ÇİEÖ)" kullanılmıştır. Deney grubunda drama ile problemin hissettirildiği P b DÖ yaklaşımı uygulanırken, kontrol grubunda herhangi bir deneysel uygulama yapılmamıştır. Deney grubunun çalışma planı araştırmacılar tarafından hazırlanmış ve üç hafta boyunca deney grubu sınıfında uygulanmıştır. Elde edilen verilerin analizinde Shapiro-Wilk normallik testi, bağımlı gruplar t-testi ve bağımsız gruplar t-testi kullanılmıştır. Araştırmanın bulgularına göre; P b DÖ yaklaşımının uygulandığı deney grubu öğrencilerinin kontrol grubuna kıyasla empati beceri düzeylerinin geliştiği, drama temelli P b DÖ yaklaşımının ilkokul öğrencilerinin empati beceri düzeylerini geliştirmede etkili olduğu anlaşılmıştır.

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The present investigation was undertaken with an aim to study the effectiveness of Polya’s heuristic approach to problem solving in acquisition of mathematical concepts among secondary school students.. For this purpose 320 secondary school students from Moga district of Punjab state were taken as a sample. The tool used was Mathematical Concept Acquisition Test (MCAT) on selected topics of Mathematics of class IX (developed by the investigator). Instructional material (Modules) based on Problem Solving Instructional Strategy on selected topics of Mathematics for Class IX was also prepared by the investigator. It was validated by the subject experts and later on was implemented to the experimental group. The present study employed an experimental method with “pre-test post-test”design. Results showed that students taught through problem solving instructional strategy were found to achieve significantly high on the acquisition of mathematical concepts than taught through traditional teaching method.

The Effect Of Using Caricatures On Vocabulary Retention In Foreign Language Teaching

mujgan bekdaş

It is important to use the most appropriate and most interesting methods and techniques when teaching a language. One of the techniques used in vocabulary teaching is using caricatures. The purpose of this study is to determine the contributions of using caricatures to vocabulary retention in foreign language lessons (English). An experimental design with pretest-posttest and retention test control group was employed. The study was carried out with the voluntary participation of a total of 50 students in the preparatory class of a high school in Tokat during the fall semester of the 2015-2016 academic year. The students were randomly divided into two groups as experimental and control groups. The students in the experimental group were asked to draw the caricatures of the predetermined target words, and these drawings were hung on the walls of the class. The control group students studied the unit without caricatures through traditional methods accompanied by the teacher. At the outset of the study, a pretest covering the predetermined target words was administered to the students before starting the related unit. At the end of the unit, students were given a posttest, and then a retention test was administered after three weeks. In addition, the students in the experimental group were interviewed to determine their views on the use of caricatures. The results of the posttest indicated that there was no significant difference between the two groups. However, there was a significant difference between the retention test scores of the experimental and control groups. Additionally, it was found in the interviews with the experimental group students that using caricatures was beneficial. As a result, it was determined that using caricatures for teaching vocabulary increased retention.

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This study thematically evaluates Turkish studies in science process skills (SPS) from 2000 to 2015. In looking for SPS studies, the authors entered the keywords ‘process skills, science process skills, science education and Turkey/Turkish’ in well-known databases (i.e., Academic Search Complete, Education Research Complete, ERIC, and Springer LINK Contemporary). Further, in case the online search may have missed a substantial part of important SPS literature, the authors also conducted a manual search of the related journals. To present insights of SPS studies, a thematic matrix (needs, aims, methodologies, data collection tools, general knowledge claims, implications for teaching and learning) was used. Their general knowledge claims referred to (a) development of students’ and teachers’ SPS (b) effect(s) of variable(s) on SPS achievement level(s) (c) integration of SPS into science curriculum and (d) SPS measurement. Also, they showed that inquiry-based learning approach acted as a driving factor in developing SPS. Since science curriculum plays an important role in improving students’ SPS, the studies under investigation suggest curriculum developers to increase the number of science activities in science curriculum.

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Problem-Solving Method in Teaching

The problem-solving method is a highly effective teaching strategy that is designed to help students develop critical thinking skills and problem-solving abilities . It involves providing students with real-world problems and challenges that require them to apply their knowledge, skills, and creativity to find solutions. This method encourages active learning, promotes collaboration, and allows students to take ownership of their learning.

Table of Contents

Definition of problem-solving method.

Problem-solving is a process of identifying, analyzing, and resolving problems. The problem-solving method in teaching involves providing students with real-world problems that they must solve through collaboration and critical thinking. This method encourages students to apply their knowledge and creativity to develop solutions that are effective and practical.

Meaning of Problem-Solving Method

The meaning and Definition of problem-solving are given by different Scholars. These are-

Woodworth and Marquis(1948) : Problem-solving behavior occurs in novel or difficult situations in which a solution is not obtainable by the habitual methods of applying concepts and principles derived from past experience in very similar situations.

Skinner (1968): Problem-solving is a process of overcoming difficulties that appear to interfere with the attainment of a goal. It is the procedure of making adjustments in spite of interference

Benefits of Problem-Solving Method

The problem-solving method has several benefits for both students and teachers. These benefits include:

• Encourages active learning: The problem-solving method encourages students to actively participate in their own learning by engaging them in real-world problems that require critical thinking and collaboration
• Promotes collaboration: Problem-solving requires students to work together to find solutions. This promotes teamwork, communication, and cooperation.
• Builds critical thinking skills: The problem-solving method helps students develop critical thinking skills by providing them with opportunities to analyze and evaluate problems
• Increases motivation: When students are engaged in solving real-world problems, they are more motivated to learn and apply their knowledge.
• Enhances creativity: The problem-solving method encourages students to be creative in finding solutions to problems.

Steps in Problem-Solving Method

The problem-solving method involves several steps that teachers can use to guide their students. These steps include

• Identifying the problem: The first step in problem-solving is identifying the problem that needs to be solved. Teachers can present students with a real-world problem or challenge that requires critical thinking and collaboration.
• Analyzing the problem: Once the problem is identified, students should analyze it to determine its scope and underlying causes.
• Generating solutions: After analyzing the problem, students should generate possible solutions. This step requires creativity and critical thinking.
• Evaluating solutions: The next step is to evaluate each solution based on its effectiveness and practicality
• Selecting the best solution: The final step is to select the best solution and implement it.

Verification of the concluded solution or Hypothesis

The solution arrived at or the conclusion drawn must be further verified by utilizing it in solving various other likewise problems. In case, the derived solution helps in solving these problems, then and only then if one is free to agree with his finding regarding the solution. The verified solution may then become a useful product of his problem-solving behavior that can be utilized in solving further problems. The above steps can be utilized in solving various problems thereby fostering creative thinking ability in an individual.

The problem-solving method is an effective teaching strategy that promotes critical thinking, creativity, and collaboration. It provides students with real-world problems that require them to apply their knowledge and skills to find solutions. By using the problem-solving method, teachers can help their students develop the skills they need to succeed in school and in life.

• Jonassen, D. (2011). Learning to solve problems: A handbook for designing problem-solving learning environments. Routledge.
• Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
• Mergendoller, J. R., Maxwell, N. L., & Bellisimo, Y. (2006). The effectiveness of problem-based instruction: A comparative study of instructional methods and student characteristics. Interdisciplinary Journal of Problem-based Learning, 1(2), 49-69.
• Richey, R. C., Klein, J. D., & Tracey, M. W. (2011). The instructional design knowledge base: Theory, research, and practice. Routledge.
• Savery, J. R., & Duffy, T. M. (2001). Problem-based learning: An instructional model and its constructivist framework. CRLT Technical Report No. 16-01, University of Michigan. Wojcikowski, J. (2013). Solving real-world problems through problem-based learning. College Teaching, 61(4), 153-156

ORIGINAL RESEARCH article

This article is part of the research topic.

Research on Teaching Strategies and Skills in Different Educational Stages

BIOTECHNOLOGY PROJECT-BASED LEARNING ENCOURAGES LEARNING AND MATHEMATICS APPLICATION Provisionally Accepted

• 1 Universidad Técnica Particular de Loja, Ecuador

The final, formatted version of the article will be published soon.

Project-based learning (PBL) is a promising approach to enhance mathematics learning concepts in higher education. Here, teachers provide guidance and support to PBL implementation. The objective of this study was to develop PBL-based biotechnological projects as a strategy for mathematics learning. The methodology design was applied to 111 university students from Biochemical, Chemical Engineering and Business Administration careers. Knowledge, skills, perceptions, and engagement were measured through questionnaires, workshops, rubrics, and survey instruments. As a result, the paired comparison between tests, questionnaires and project shows significant differences (P<.001) between the experimental group and the control group. It is concluded that the teaching of mathematics should be oriented to the development of competencies, abilities, and skills that allow students to generate real solutions and broaden their vision of the applicability of their knowledge using new learning strategies. Key words: Mathematical models, Biotechnology, Project based learning.Science, technology, engineering, and mathematics (STEM) education has become a crucial topic both inside and outside of school (Han et al., 2015). Currently, mathematics learning tends to be oriented towards textbooks, and students can only work on math problems based on what the teacher exemplifies; however, if given different contextbased problems, they will have difficulty solving them (Fisher et al., 2020). Likewise, the traditional classroom model does not encourage student's interest in STEM (Sahin, 2009) The research gap is between what students learn at the university and what they really need in the workplace (Holmes et al., 2015). Higher education institutions have been trying to provide students with both (i) hard skills, such as cognitive knowledge and professional skills (Vogler et al., 2018), and (ii) soft skills, such as problem-solving and teamwork (Lennox and Roos 2017). However, these skills are difficult to achieve through traditional learning. One learning that creates an active, collaborative atmosphere, and can increase selfconfidence in students is Project-based learning (PBL) (Cruz et al., 2022; Guo et al., 2022;Markula and Aksela 2022). The PBL method is applied as a teaching model that involves

Keywords: Mathematical Models, Biotechnology, Project Based Learning (PBL), Learning, Learning mathematics activities

Received: 02 Jan 2024; Accepted: 03 Apr 2024.

Copyright: © 2024 Vivanco and Jiménez-Gaona. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Mr. Oscar A. Vivanco, Universidad Técnica Particular de Loja, Loja, Ecuador

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