ABSTRACT
The demand for more STEM professionals calls for the incorporation of engineering practices into science learning. Moreover, many studies indicated that science lesson involving engineering activities could foster particular 21st-century skills. One of the essential 21st-century skills that can be taught and measured is Collaborative Problem Solving (CPS) skills. Numerous surveys, reports, and research studies over the past two decades revealed that this set of skills is strongly needed. However, earlier studies have not yet investigated how learning through engineering practices facilitate students with diverse learning style to acquire CPS skills. Thus, through the descriptive analysis method, this study investigates how learning circulatory system through engineering design could facilitate students with a particular learning style to perform CPS skills. Fourteen secondary students participated in the lesson unit involving a collaborative project to solve the problem through the engineering design process. Prior to lesson implementation, students’ learning styles were identified using adapted VARK questionnaire. To investigate students’ learning, direct observation was done throughout the lesson. Furthermore, students’ discourse during collaborative work was audio-recorded and transcribed to capture collaboration skills. Students’ problem-solving skills were measured by using problem-solving tests administered before and after the lesson implementation. Findings indicate that the lesson facilitated students to learn in a way that corresponds to their learning style thus enabling them to performed particular elements of CPS skills. During collaborative work, students demonstrated the varied level of collaboration skills which include participation, perspective-taking, and social regulation skills with particular trends in regard to learning style. In addition, after lesson implementation students were able to demonstrate a higher level of problem-solving skills in task regulation dan knowledge building and learning.
KEYWORDS
engineering design, collaborative problem solving, science education