Promoting Scientific Problem-Solving Skills of Grade-3 Students on the Topic of Electrical Energy Using a Problem-Based Learning Approach
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Abstract
This classroom action research aimed to enhance Grade-3 students’ scientific problem-solving skills on the topic of electrical energy using a problem-based learning (PBL) approach. The participants were 28 students from a public school in Phuket Province, purposively selected because the researcher was also their classroom teacher. The intervention consisted of four PBL-aligned lesson plans. Research instruments included a 20-item three-answer-choice test and four in-class activity sheets, each aligned with four domains of scientific problem-solving: identifying problems, analyzing problems, proposing solutions, and evaluating outcomes. Data were analyzed using both quantitative (descriptive statistics) and qualitative (content analysis) methods. Findings revealed a significant improvement in students’ problem-solving skills, with post-test scores (M = 74.43%) exceeding pre-test scores (M = 60.53%). Qualitative data indicated increased proficiency in identifying relevant problems, applying reasoning, and evaluating solutions. The study highlights the effectiveness of the PBL model in fostering higher-order thinking and scientific reasoning in primary education. Implications are offered for instructional design, early science education, and curriculum reform in competency-based learning contexts.
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