Abstract
This research considers students’ creative problem-solving competency implementing Friction Force STEM education through social situation of preventing elderly serious accidents from slipping and falling down. Four lesson plans of Friction Force unit regarding context-based STEM education, and scoring rubric to assess students’ creative problem solving competency (CPS) adapted from Treffinger (2003) were developed through Khon Kaen - STEM professional learning community (KKU-STEMPLC). Then it was implemented with 15 grade 10 students from high school in Khon Kaen province, Thailand for four weeks. Qualitative research design through interpretative paradigm was implemented to understand students’ performances in representing creative problem-solving competency. Data was collected from students’ worksheets, unstructured interview script and classroom observation, then interpreted regarding scoring rubrics from creative problem-solving frame. Students’ behaviors and performances, then, were categorized and developed into pattern with intention to explain the phenomena of students’ creative problem solving. Student’s show diverse ability from fair to excellent level related to main components of creative problem-solving competency; understand the challenge, generate ideas, prepare for action, and plan your approach. The details of students’ performance on specific characters of creative problem solving with regard to social issue of preventing elderly people from slipping and falling down was also clarified.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Science, Mathematics and Technology Learning
KEYWORDS
Student’s creative problem solving; Friction Force; STEM education
