Development of chemistry learners’ problem-solving skills through hands-on instructional model

Abstract

<p><span lang="EN-US">Learners can experience science in the real world by interacting with materials, collaborating with peers, and engaging in a problem-solving process. Notwithstanding, secondary school learners’ problem-solving skills (PSS) can be developed by using an instructional strategy that actively involves them in the learning process instead of sorely focusing on content learned. This paper shows how the production of materials for teaching and learning can go hand-in-hand with the development of learners’ PSS through the implementation of a Hands-on Instructional Model (HIM) in chemistry lessons. This study was a Design-based Research using a convergent mixed-method approach. The data was collected using lesson observation protocol, focus group discussions guide, and problem-solving test. On the aspect of the development of PSS, learners were enhanced with the skills to solve an ordinary chemistry problem and the criteria of observation were on the ways learners identify a problem, the approach used to solve the problem, and whether they could reflect on the answer they obtained. The findings indicate a substantial impact of HIM on learners’ PSS. Therefore, it is suggested that HIM should be used frequently to enhance learners’ active engagement in chemistry lessons and for further development of their PSS.</span></p>

Transforming science teaching in Namibia: A practical work inquiry framework for secondary schools

“…For example, a study by Jerrim et al (2022) found that there exists a relationship between learners' performance and their involvement in inquiry-based teaching and learning. By unpacking and applying this framework, science teachers are envisaged to develop an environment that fosters inquiry-based learning, enabling learners to actively engage in the scientific method (Ambarita et al, 2019;Kibga et al, 2022). This shift towards a more hands-on and analytical approach has the potential to enhance understanding, critical thinking, and problem-solving skills among learners.…”

Development of Predict-Observe-Write (POW) learning model to improve student’s understanding of concepts on the topic of fluids

“…Performing a practicum serves as a valuable method to enhance students' cognitive abilities when studying physics [8][9][10]. In this process, students apply their observational findings from the practicum to bolster their existing theoretical knowledge, thereby constructing a robust conceptual framework [11][12][13][14]. The significance of engaging in practicum activities in the context of science education is underpinned by four pivotal reasons [15].…”