Abstract ▼ AI-Helper

Objectives The purpose of this study is to develop a program using problem-based learning to express student agency in middle school science classes and to verify the effectiveness of the program by applying it to science classes in the third grade of middle school.
Methods Among the existing mo...

Objectives The purpose of this study is to develop a program using problem-based learning to express student agency in middle school science classes and to verify the effectiveness of the program by applying it to science classes in the third grade of middle school.
Methods Among the existing models of problem-based learning, the program was developed using the model of IMSA, and the validity of the program was reviewed by six incumbent science teachers with more than five years of educational experience. The developed program was applied to 180 third grade students at S Middle School in I City in December 2022, a pre-post test using tools to measure student agency for middle and high school students and class satisfaction survey were conducted on 135 students who agreed to participate in this study and participated in both the pre- and post-test in questionnaires. In order to analyze the results of the survey using the tools to measure student agency, a paired t-test was conducted using SPSS 12.0. In addition, the course was recorded to understand the meaning of the survey results in detail, and various data such as small group activity papers, student output, course-based evaluation data, and researchers' observation journals were used as auxiliary data. In addition, a class satisfaction survey was conducted to confirm the perception of the classes of students who participated in the program, In order to understand students' perceptions of the class in depth, semi-structured interviews were conducted after class, and the transcribed data were analyzed by recording them.
Results A total of six classes were developed and applied to students, and their effectiveness was verified. As a result of paired t-test for survey using the tools to measure student agency, there was statistically significant differnece between the pre- test and the post-test in both total student agency and their 3 sub-domains. In addition, it was confirmed that the components of student agency, such as a sense of purpose, reflective behavior, investment of time and effort, and responsibility, appeared in the course of the class. In addition, the average of the class satisfaction survey was high at 4.13. And it was confirmed that the perception of the class was positive through semi-structured interviews conducted after class.
Conclusions The program using problem-based learning for the expression of student agency developed in this study is effective in expressing student agency, and students' perception of the class is positive. Therefore, this study is expected to help middle school science teachers in the field who are considering designing the class support the expression of student agency, and to provide students who experience this program an opportunity to learn whole middle school science concepts.