The Development of Science Competency through Problem-based Learning in the Topic of Changes in Matters of Grade 5 Students at Ban Thung Chon School in Nakhon Si Thammarat Province
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This research aimed to 1) develop the science competency of Grade 5 students at Ban Thung Chon School through Problem-based Learning on the topic of Changes in Matters, and 2) investigate best practices in implementing Problem-based Learning in the topic of Changes in Matters that enhance the science competency of Grade 5 students at Ban Thung Chon School. This research was an action research study. The participants were 20 Grade 5 students in the second semester of the 2024 academic year, selected by purposive sampling. Research instruments included 1) Problem-based Learning lesson plans on the topic of Changes in Matters, 2) a science competency assessment form, 3) a teaching observation form, 4) teacher journals, and 5) student journals. Data were analyzed using thematic analysis, frequency and percentage. The findings revealed that 1) students’ science competency showed continuous improvement across the action research cycles. In Cycle 1, most students were at a fair level, while in Cycles 2 and 3, the majority reached a good level. When comparing before and after the implementation of problem-based learning, it was found that after learning, most students (65%) achieved a good level of science competency and before learning, most students (70%) were at a fair level. This aligns with the progressive development observed in each cycle, and 2) The best practices of Problem-based Learning that enhanced science competencies included: (1) using questions aligned with scientific concepts combined with observing scientific phenomena and formulating hypotheses; (2) using guiding questions to stimulate curiosity and verifying scientific problem-solving through empirical evidence; and (3) establishing a reasoning framework for constructing scientific explanations through argumentation and decision-making in scientific problem-solving.
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