Guided discovery problem-posing: An attempt to improve science process skills in elementary school

Abstract

Developing science process skills in novice learners is not an easy task for teachers although these skills are essentially needed to solve problems and make decisions in real-life situasion. This research is pre-test post-test control group design. Pre-test and post-test were administered to the students in the beginning and the end of the approach to measure n-gain of students' science process skills. Students' activities in the classroom were also recorded and analysed descriptively and students' responses concerning the approach were recorded by a questionnaire given at the end of the session. Guided discovery problem-posing appeared helpful to most students for improving both basic and integrated science process skills, specifically higher order thinking skills. Students further recognized that using guided discovery problem-posing made the topics learned become easier and more entertaining.