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The effects of problem-based learning with thinking maps on fifth graders’ science critical thinking

This research was conducted to evaluate the effects of Problem-based Learning (PBL) with Thinking Maps (TM) teaching method (PBL-TM) on Fifth Graders’ science critical thinking. The critical thinking skills evaluated were Comparing and Contrasting, Sequencing, and Identifying Cause and Effect in phy...

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Main Authors: Siew, Nyet Moi, Ruslan Mapeala
格式: Article
語言:English
English
出版: 2016
主題:
LB Theory and practice of education
在線閱讀:https://eprints.ums.edu.my/id/eprint/18718/1/The%20Effects%20of%20Problem.pdf
https://eprints.ums.edu.my/id/eprint/18718/7/The%20effects%20of%20problem-based%20learning%20with%20thinking%20maps%20on%20fifth%20graders%E2%80%99%20science%20critical%20thinking.pdf
https://eprints.ums.edu.my/id/eprint/18718/
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spelling my.ums.eprints.187182020-12-29T07:16:14Z https://eprints.ums.edu.my/id/eprint/18718/ The effects of problem-based learning with thinking maps on fifth graders’ science critical thinking Siew, Nyet Moi Ruslan Mapeala LB Theory and practice of education This research was conducted to evaluate the effects of Problem-based Learning (PBL) with Thinking Maps (TM) teaching method (PBL-TM) on Fifth Graders’ science critical thinking. The critical thinking skills evaluated were Comparing and Contrasting, Sequencing, and Identifying Cause and Effect in physical science. A quasi-experimental pre-test and post-test control group design was employed in the research. The sample consisted of 270 Fifth Graders (age 11 years old) from three primary schools in Tawau, Sabah, Malaysia who were all randomly selected and assigned to PBL-TM (n=90), PBL (n=90), and Conventional Problem Solving (CPS) (n=90) teaching groups. The 30-item Test of Science Critical Thinking was used as the pre-test and post-test. The three thinking maps used were Double Bubble Maps, Flow Maps, and Multi-Flow Maps. A MANCOVA was conducted on the post-test scores with students’ pre-test scores as the covariates. The result indicated that students in the PBL-TM group significantly outperformed their counterparts in the PBL group who, in turn, significantly outperformed their counterparts in the CPS group in Comparing and Contrasting, Sequencing, and Identifying Cause and Effect. The findings suggest that thinking maps, which were explicitly infused into problem-based learning is effective in promoting critical thinking among Fifth Graders in physical science lessons. 2016 Article PeerReviewed text en https://eprints.ums.edu.my/id/eprint/18718/1/The%20Effects%20of%20Problem.pdf text en https://eprints.ums.edu.my/id/eprint/18718/7/The%20effects%20of%20problem-based%20learning%20with%20thinking%20maps%20on%20fifth%20graders%E2%80%99%20science%20critical%20thinking.pdf Siew, Nyet Moi and Ruslan Mapeala (2016) The effects of problem-based learning with thinking maps on fifth graders’ science critical thinking. Journal of Baltic Science Education, 15 (5). pp. 602-616. ISSN 1648-3898
institution Universiti Malaysia Sabah
building UMS Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sabah
content_source UMS Institutional Repository
url_provider http://eprints.ums.edu.my/
language English
English
topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Siew, Nyet Moi
Ruslan Mapeala
The effects of problem-based learning with thinking maps on fifth graders’ science critical thinking
description This research was conducted to evaluate the effects of Problem-based Learning (PBL) with Thinking Maps (TM) teaching method (PBL-TM) on Fifth Graders’ science critical thinking. The critical thinking skills evaluated were Comparing and Contrasting, Sequencing, and Identifying Cause and Effect in physical science. A quasi-experimental pre-test and post-test control group design was employed in the research. The sample consisted of 270 Fifth Graders (age 11 years old) from three primary schools in Tawau, Sabah, Malaysia who were all randomly selected and assigned to PBL-TM (n=90), PBL (n=90), and Conventional Problem Solving (CPS) (n=90) teaching groups. The 30-item Test of Science Critical Thinking was used as the pre-test and post-test. The three thinking maps used were Double Bubble Maps, Flow Maps, and Multi-Flow Maps. A MANCOVA was conducted on the post-test scores with students’ pre-test scores as the covariates. The result indicated that students in the PBL-TM group significantly outperformed their counterparts in the PBL group who, in turn, significantly outperformed their counterparts in the CPS group in Comparing and Contrasting, Sequencing, and Identifying Cause and Effect. The findings suggest that thinking maps, which were explicitly infused into problem-based learning is effective in promoting critical thinking among Fifth Graders in physical science lessons.
format Article
author Siew, Nyet Moi
Ruslan Mapeala
author_facet Siew, Nyet Moi
Ruslan Mapeala
author_sort Siew, Nyet Moi
title The effects of problem-based learning with thinking maps on fifth graders’ science critical thinking
title_short The effects of problem-based learning with thinking maps on fifth graders’ science critical thinking
title_full The effects of problem-based learning with thinking maps on fifth graders’ science critical thinking
title_fullStr The effects of problem-based learning with thinking maps on fifth graders’ science critical thinking
title_full_unstemmed The effects of problem-based learning with thinking maps on fifth graders’ science critical thinking
title_sort effects of problem-based learning with thinking maps on fifth graders’ science critical thinking
publishDate 2016
url https://eprints.ums.edu.my/id/eprint/18718/1/The%20Effects%20of%20Problem.pdf
https://eprints.ums.edu.my/id/eprint/18718/7/The%20effects%20of%20problem-based%20learning%20with%20thinking%20maps%20on%20fifth%20graders%E2%80%99%20science%20critical%20thinking.pdf
https://eprints.ums.edu.my/id/eprint/18718/
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score 13.251813

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