The effect of model-based science and mathematics activities on middle school students' everyday problem-solving skills

This thesis study aims to enhance secondary school students' ability to solve daily life problems using model-based learning approach, focusing on shared concepts between mathematics and science such as graph reading and spatial thinking. This skills address the challenges in understanding abstract topics like matter-heat and the solar system, commonly encountered in science education. To achieve this aim, a concurrent triangulation design from mixed-method approach was employd. The study followed a one-group pretest-posttest quasi-experimental design. The implementation occurred during the second semester of the 2023–2024 academic year with 13 students (7 from the 7th grade and 6 from the 8th grade) at a public school as part of extracurricular activities. Data collection tools included the "Real-Life Problem-Solving Skills Test (RLPSST)" researcher-developed model-based activity sheets, researcher observations, audio recordings, and semi-structured interviews. The Real-Life Problem-Solving Skills Test was administered as both a pretest and posttest. In the interim, six model-based problem-solving activities focusing on science and mathematics concepts were conducted weekly. These activities were adapted from PISA questions from previous years and evaluated using a rubric based on Polya's problem-solving stages. Semi-structured interviews were conducted with six selected students. The results indicated that model-based activities improved students' real-life problem-solving skills. Observations and interviews revealed that using models in teaching science and mathematics concepts attracted students' interest, increased their motivation, and fostered positive attitudes toward the use of models in lessons.