Improving Primary Students’ Problem Solving Skills in Science Learning in a Seamless Learning Environment

Abstract

The paper reports on an empirical study aiming at improving students’ problem solving skills in science learning on “Plant Adaptations” in a seamless learning environment in a primary school. Two Grade 6 classes with 28 and 26 students respectively participated in this study. One class (G1) adopted project-based learning approach using a productive failure (PF) instructional design; the other class (G2) adopted project-based learning approach without using (PF) design. In G1, the students explored ways to grow plants in different conditions on their own without learning the related concepts and facilitated by the teacher about the misconceptions and assembly of conceptual knowledge after students’ completed their project; in G2, the students learned the related concepts first, then did the project. The learning activities spanned spaces across home, farm and school supported by mobile devices. Data collection includes pre- and post-domain tests, pre- and post-questionnaire on self-reported problem-solving skills, and student interviews. Both quantitative and qualitative methods were employed in the data analysis. The research findings show that compared to G2, the students in G1 improved domain knowledge after the project, and male students became more confident and critical in solving problems than female students, but female students developed better personal control than male students.