How Fifth Graders Solve Real-World Problems Using Science Knowledge

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Abstract

Problem-solving is central to STEM education, yet little is known about how primary school students apply science knowledge in real-world reasoning. This study examined how fifth-grade students (N = 130) solved a non-routine task after reading a curriculum-aligned science passage. Students generated possible causes for an environmental problem, selected the most plausible one, and developed targeted solutions. Multilevel models showed that selected causes tended to appear early in students’ idea lists and were more often grounded in the text. Solutions based on the passage were more accurate and better aligned with the chosen cause, but less original. Findings suggest that elementary students can apply science content in complex tasks and tend to favor text-based over novel ideas.

Authors

• Kamila Urban, Slovak Academy of Sciences

• Ainur Kakimova, Institute for Research in Social Communication, SAS

• Marek Urban, Czech Academy of Sciences