Development of Grade-11 Students’ Collaborative Problem-Solving Skills Using Biomimicry STEM Approach
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Abstract
Collaborative Problem-Solving (CPS) is an important 21st century skill, which helps people efficiently work and solve complex problems in complicated modern society. However, few studies investigate how CPS skills are developed in science classrooms. Therefore, this research examines students’ learning and their CPS development through the Biomimicry STEM approach. CPS skills were evaluated through a CPS questionnaire, a student behavior observation form, teacher’s reflective journals and students’ reflective journals. The results show that students’ CPS levels tended to be higher, especially in the aspect of monitoring and repairing the shared understanding (D1). The results also indicated three key features of Biomimicry STEM as follows; 1) Defining complex situations and clear criteria encouraged students to plan their operations and perspective the abilities of group members, 2) Presenting examples of innovations that inspiration from nature can help expand the perspective of identifying and explaining the workload that needs to be accomplished more, and 3) Questioning, encouraging, and sharing reflection activities in the room help to promote the process of tracking and reflecting students' opinions.
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เนื้อหาและข้อมูลในบทความที่ตีพิมพ์ในวารสารการศึกษาและนวัตกรรมการเรียนรู้ ถือเป็นข้อคิดเห็นและความรับผิดชอบของผู้เขียน ซึ่งกองบรรณาธิการวารสาร ไม่จำเป็นต้องเห็นด้วยหรือร่วมรับผิดชอบใด ๆ และไม่สงวนสิทธิ์การคัดลอกบทความเพื่อใช้ประโยชน์ทางวิชาการ แต่ให้อ้างอิงข้อมูลแสดงที่มาของบทความทุกครั้งที่นำไปใช้ประโยชน์
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