The effects of a problem solving strategy on the achievement of earth science students

Abstract

A review of the stated goals for education reveals a consistent emphasis on problem solving. Problem solving is compatible with the investigative nature of science and with higher order thinking. Consequently, a problem solving strategy was developed t o improve the achievement of eighth grade students enrolled in earth science. The sample consisted of 287 eighth grade students randomly assigned to fourteen sections taught by four teachers. This resulted in seven control sections and seven experimental sections. The students in the treatment groups received approximately six weeks of instruction with the experimental groups receiving a variety of problem solving activities. A forty item posttest consisting of four subtests was administered to all students. The results indicate that the problem solving approach was useful in improving the overall achievement of students. It was particular effective in facilitating application of earth science subject matter. This problem solving approach appears to be a feasible strategy to use in most secondary science classrooms. The Problem

A problem‐solving based computer‐assisted tutorial for the earth sciences

“…Many researchers including the author have suggested implementing different modes of instruction to improve students' achievement, attitudes toward subject matter, problem‐solving ability or critical thinking skills in earth science (e.g., Champagne & Klopfer, 1981; Russell & Chiappetta, 1981; Chang & Barufaldi, 1999; Chang & Mao, 1999). This study generated promising evidence to sustain the proposition that the PSCAT is more effective in increasing the acquiring and understanding of earth science concepts than is the LID teaching approach.…”

“…During the last few decades, there has also been an increasing research interest in student achievement in relation to their problem solving experiences in science education. Russell & Chiappetta (1981) demonstrated that problem‐based instruction was fruitful in improving the overall achievement of eighth grade earth science students. These researchers found that the problem solving approach was particularly effective in facilitating application of earth science subject matter.…”

“…Many studies in the area of science education have indicated that problem‐solving‐based instruction or inquiry‐oriented instruction results in greater student achievement than the strategies reflected in traditional science classrooms (Henkel, 1968; Russell & Chiappetta, 1981; Mulopo & Fowler, 1987; Hall & McCurdy, 1990; Geban et al 1992; Chang & Barufaldi, 1999; Chang & Mao, 1999). There were relatively few studies, however, which tried to improve pupils’ science achievement through a problem‐solving‐based computer‐assisted tutorial within a classroom setting.…”

Mathematics Usage in Secondary Science Courses and Textbooks

“…How problem solving is taught can affect achievement/ Some researchers have found that the problem solving emphasis can be used to improve student achievement. Russell and Chiappetta (1981), for example, were able to show experimentally that earth science students were able to improve their achievement as a result of being taught how to solve problems at the higher levels of Bloom's taxonomy. Parallel to the argument for problem solving emphasis in mathematics, Russell and Chiappetta identified problem solving as being an essential element in both science and the science curriculum.…”