Problem-Based Learning in STEM to Enhance Creative Problems Solving Ability in the Topic of Polygon for 6th Grade Students
Article Sidebar
Main Article Content
Abstract
The research article consisted of the following objectives: 1) to investigate the problem-based learning management in STEM to enhance creative problem solving ability in the topic of polygon; and 2) to explore creative problem solving ability in the topic of polygon by using problem-based learning in STEM. The action research method was used in the classroom, and the participants were 24 students from the 6th grade in Kamphaeng Phet Province. The research tools included learning management plans, a form that reflected learning management results, and an assessment form that tested creative problem solving ability. The obtained data were analyzed by content analysis and descriptive statistics such as mean and percentage.
From the study, the following results are found:
1) The problem-based learning management should use everyday problems by relating to polygons in a way that there are multiple ways to solve problems in order to improve creative problem solving skills and integrate with STEM. Teachers should prepare areas in the community where students can actually go on the field, as well as encourage students to apply mathematics to solve problems by using open ended questions. Students should be given opportunities to write their own problem-solving strategy and exchange it with others in their group.
2) From exploring students’ ability to creatively solve problems based on the 4 components, it is found that most students have a high high level of ability to understand problems with a percentage of 45.83, a high level of ability to build approaches to solve problems with a percentage of 50.00, a high level of ability to prepare for implementation with a percentage of 41.67, and lastly, a medium level of ability to plan for implementation with a percentage of 41.67.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Views and opinions expressed in the articles published by The Journal of MCU Peace Studies, are of responsibility by such authors but not the editors and do not necessarily reflect those of the editors.
References
Chiangkul, W. (2016). The State of Education Report 2014/2015 How Can We Transform Thai Education to Catch up with the World in the 21st Century?. (1st ed.). Bangkok: Pimdee Printing.
Jinwan, W. (2011). Cognitive Load Reduction Web-Based Instruction Model Using Creative Problem Solving Techniques Model upon Cognition and Creativity of Undergraduate Students. Doctor of Philosophy in Technology Technical Education. (Master’s Thesis). King Mongkut’s University of Technology North Bangkok. Bangkok.
Jituafua A. (2020). The Development of Science Student Teacher’s STEM Literacy Through the Community Participation Combined with Local STEM Education Camp in Surat Thani. Journal of Education Naresuan University, 22(2), 302-315.
Katwibun, D. (2018). Problem-Based Learning for Mathematics Teacher. (1st ed.). Chiang Mai: Jarusprint.
Kemmis, S., & McTaggart, R. (2000). Participatory Action Research In N. Denzin & Y. Lincoln (Eds.), Handbook of Qualitative Research. (2nd ed.). Thousand Oaks, CA: Sage.
Khongyam, K. (2017). Instruction Package Using Open-Ended Questions for Encouraging Creative Thinking in Mathematics of Secondary Education Students at Khlungratchadapisak School. (Master’s Thesis). Burapha University. Chon Buri.
Lou, S. J., Shih, R. C., Diez, C. R., & Tseng, K. H. (2011). The Impact of Problem-Based Learning Strategies on STEM Knowledge Integration and Attitudes: An Exploratory Study Among Female Taiwanese Senior High School Student. International Journal of Technology and Design Education, 10798(21), 199.
Ministry of Education, Department of Curriculum, and Instruction Development. (2008). Basic Education Core Curriculum B.E. 2551 (A.D.2008). (1st ed.). Bangkok: The Agricultural Cooperative Federation of Thailand. Limited.
National Institute of Educational Testing Service (Public Organization). (2019). Test Report Educational at the National Basic Level. Retrieved July 10, 2020, from http://www.new onetresult.niets.or.th/AnnouncementWeb/School/ReportSchoolBySchool.aspx?mi=2/ SbjStatbySchool_2562_P6_1062020079%20.pdf
Phoonsawat, N. (2019). Problem-Based Learning Activity for Developing Students’ Creative Problem Solving Ability and their Learning Achievements on Cells and Cellular Respiration of Secondary Students at the 10th Grade. (Master’s Thesis). Rajabhat Maha Sarakham University. Maha Sarakham.
Smith, Margaret S., & Stein M. (2011). 5 Practices for Orchestrating Productive Mathematics Discussions. Reston. The National Council of Teachers of Mathematics, 111(5), 367-369.
Supap, W. (2018). Mathematics Learning Based on STEM Education: Approach, Expectation, and Challenge. Journal of Education Naresuan University, 20(4), 302-315.
Thammawongsa, B. (2018). Encourage the Child to Think Critically the Teacher Had to Stop Asking If He Understood or Not Hurry to Answer the Answer. Retrieved August 7, 2020, from https://www.aksorn.com/en/think-critically
The Institute for the Promotion of Teaching Science and Technology. (2015). Problem Solving Capacity for the World of Tomorrow. Bangkok: The Institute for the Promotion of Teaching Science and Technology.
Treffinger, D. J., Isaksen, S. G., & Dorval, K. B. (2010). Creative Problem solving (CPS Version 6.1™) a Contemporary Framework for Managing Change. Sarasota, FL: Center for Creative Learning. Retrieved July 25, 2020, from: www.creativelearning.com/images/ freePDFs/CPSVersion61.pdf
