Anthony Baawuo

This research aimed at developing preservice-teachers’ scientific problem-solving skills after taking part in active learning in an introductory science lesson in semester two of the 2020/2021 academic year. The researchers engaged 150 level hundred preservice-teachers for five (5) weeks. Pre-test and post-test designs were employed to collect data for both quantitative and qualitative analyses. Ten active learning practices were performed throughout the semester. The problem-solving assessment used was T-TEL and rubrics were used to develop the research instrument to evaluate preservice teachers’ problem-solving skills. A Sample group interview was conducted to obtain qualitative data on preservice teachers’ opinions of active learning activities. A sample t-test was used to compare problem-solving pre-test and post-test scores in the class. The data collected and content analysis was used to summarize preservice teachers’ opinions. The results revealed their problem-solving skills were highly improved after taking part in active learning processes at 0.05 confident levels. Preservice teachers expressed their opinions positively toward active learning processes and showed a willingness to participate actively in the next lesson using the same learning approach.