This study aims to develop tools supporting issue setting for elementary students, on the subject of "Library Improvement", based on the problem that conventional problem-setting is challenging due to problem abstraction. The tools — (1) observation and (2) analysis — are based on design thinking theory. Preliminary practice using (1) and (2) shows a shift in students' questions from books and library itself to environment, psychology, and behavior, improving positive question-generation attitudes. The second practice, using only (1), shows that many question student generate use "why", however, the same tendency in factors of questions as the preliminary practice, enhancing subject understanding attitudes. Comparing both practices emphasize the need, in elementary schools, to prioritize subject understanding through observation, fostering positive question attitudes initially, followed by gradual adoption of an analytical process to enhance perspectives and positive attitudes.
View full abstract