Development of a science class through open-ended problems moderated by learners - Learners' own feelings and learning effects in this class -

Abstract

The purposes of this study were to try to make students exercise problem formulation that led to acquirement of knowledge in science and to foster their ability to think and to express themselves. Second grade science learners in a lower secondary school created an open-ended question and modified it through mutual moderation. It was found that the effectiveness of this method in this class on thought and expressiveness were more meaningful than in the ones that didn't have the exercise. Moreover, most of the learners answered affirmatively that they could enhance knowledge use and scientific thinking after the class.