Promoting scientific problem-solving skills of Grade 7 students using phenomenon-based learning enhanced by argument-driven inquiry (ADI): a classroom action research model

Information from the abstract

This classroom action research aimed to (1) improve Grade 7 students’ scientific problem-solving skills on the topic of weather change processes, and (2) evaluate learning management approaches using phenomenon-based learning (PhBL) enhanced by argument-driven inquiry (ADI). The participants were 35 Grade 7 students during the 2024 academic year, selected through purposive sampling. The study followed six cycles of action research. Research tools included six PhBL-based lesson plans (18 hours), pre- and post-tests with three open-ended problem scenarios and students’ learning journals. Qualitative data from reflective notes and journals were analyzed using content analysis, while quantitative data from tests were examined through mean scores and relative development indices. Findings revealed significant improvement in students’ problem-solving skills. The average score increased from 55.62% (good level) before the intervention to 80.67% (excellent level) after the PhBL–ADI activities, with a relative development index of 37.57% (moderate level). The six stages of PhBL instruction – exploring, understanding, investigating, modeling, synthesizing and communicating scientifically – were found to effectively support skill development. Correspondingly, students developed six sub-skills of problem solving: identifying problems, analyzing causes, searching for information, connecting relationships, evaluating solutions and presenting conclusions. This finding indicate that integrating PhBL with ADI can effectively - enhance scientific problem-solving skills in lower-secondary science education.

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Related topics: Science Education and Pedagogy · Problem and Project Based Learning · Education and Critical Thinking Development