The effect of evidence-based learning approach on students' problem solving skills in life science lessons

The aim of this research is to determine the effect of the Evidence-Based Learning approach on students' problem-solving skills in the Life Science lesson, and to reveal the reflections of this effect throughout the process using both quantitative and qualitative data. The research was designed in line with the mixed methods approach and employed an embedded mixed design. In the quantitative dimension, a non-equivalent control group pretest-posttest design was applied, whereas in the qualitative dimension, a holistic single case design was adopted. Qualitative data were collected as embedded within the experimental process to support the explanation of the quantitative findings and to enable a multi-faceted evaluation of the contextual effects of the implementation. The study group of the research consisted of a total of 42 third-grade primary school students attending a public school, with 21 students in the experimental group and 21 in the control group. During the data collection process, quantitative data were gathered using the Problem-Solving Skills Scale for Children, while qualitative data were obtained through lesson transcripts, student work, individual interviews, and teacher diaries. The quantitative findings of the study demonstrated that the students in the experimental group, where the Evidence-Based Learning approach was implemented, showed a statistically significant improvement in their problem-solving skills compared to the control group. Particularly notable improvements were observed in the sub-dimensions of identifying the problem, determining solution paths, and decision-making; a limited number of students showed progress in the sub-dimension of information gathering, whereas the development in the sub-dimension of evaluating the solution approach did not reach statistical significance. The qualitative findings revealed that students participated in the problem-solving process in a multi-dimensional manner and exhibited a deepening of skills especially in identifying the problem, providing reasoned explanations, engaging in evidence-based thinking, and generating alternative solutions. The use of visually and emotionally engaging evidence increased students' active participation in the process; students not only generated ideas but also showed a tendency to support these ideas with evidence. When all findings were considered together, it was concluded that the Evidence-Based Learning approach is an effective and functional instructional approach in enhancing students' problem-solving skills in the Life Science lesson