An action research on developing the problem solving and decision-making skills of students in primary school third grade life studies lesson

The purpose of this study is to develop students' problem solving (PC) and decision making (DM) skills in third grade elementary school life science and to examine this developmental process. The action research model was used in the study. The students participating in the study were identified using the criterion sampling method. The criteria for sampling are the willingness of the principal, class teacher and students to participate in the study, the availability of cameras, audio recordings etc. that allow the use of equipment, and the students' lack of PS and DM knowledge.The research was conducted with 22 third grade students of an elementary school in Gaziantep during the school year 2021-2022. The research data were obtained using qualitative and quantitative data collection instruments. Qualitative data collection instruments include video recordings, worksheets, researcher and student diaries, and semi-structured interview forms. Quantitative data collection instruments are the Problem Solving Skills Scale developed by Aydoğan, Ömeroğlu, Büyüköztürk and Özyürek (2012), the Decision Making Skills in Daily Life Situations Form, and a rubric developed by the researcher. The action research implementation process was completed in a total of eight weeks, 23 course hours, and four cycles of action. Before the implementation process began, students' problem-solving and decision-making skills were assessed using classroom teachers' opinions, Problem Solving Skills Scale and Decision Making Skills in Daily Life Situations Form. It was found that most students' problem-solving skills were below average. It was found that students' decision-making skills were at intermediate and low levels in terms of determining the decision situation, using various sources to search for information about options, giving reasons for the decision, and making a plan to implement the decision. During the application process, video recordings of each lesson and the worksheets used in some lessons were examined to determine the development of the students' PS and DM skills and the problems encountered during the teaching process. In addition, the class teacher interview form (Evaluation of Practices) was applied at the end of each lesson and the researcher's diary was written. Student diaries were written after each lesson to ascertain students' views on the practices and a focus group discussion form was used at the end of each action cycle. After the implementation process of the study was completed, quantitative data collection tools were again used to determine the changes in students' PS and DM skills. The qualitative data were analyzed using the content analysis method. In order to ensure reliability, the data were coded by the researchers and an expert, and a consensus was reached by comparing the codes. Descriptive statistics and t-tests were used to analyze the data from the quantitative data collection instruments. In addition, the scores obtained by the students on the problem-solving skills scale were interpreted using the percentage norm scores. To ensure validity and reliability, student responses on the Decision Making Skills in Daily Life Situations Form were scored by two raters using a rubric. The correlation coefficient was calculated to determine inter-rater agreement. At the end of the study, it was found that students had difficulties in defining problems and decision-making situations, designing different solutions and options, making decisions according to given criteria and explaining the reasons for these decisions, and collecting information from different sources on problems and decision-making situations. However, problems were also encountered, such as students' reluctance to write, draw and fill in the activity diary, lack of understanding of the instructions, insufficient lesson time and students' inability to concentrate on the lesson during the expert invitation. Educational games, thinking aloud, brainstorming and drama are methods and techniques for these problems. It was found that materials such as animations, visuals, red and green expression cards, and puzzles and humor can be used. It was found that students' PS and DM skills improved with the implemented applications. The results of the quantitative data collection instruments showed that there was a significant difference in students' PS and DM skills pre and post application, in favor of post application. However, it was found that the students overwhelmingly rated the applications positively. At the end of the study, suggestions for practitioners and researchers were made taking into account the results.