Alleviating Students’ Naive Theory on Newton’s Laws of Motion through Problem Optimization and Scaffolding Discussion

Table 15

Findings of PBL stages with open problems with scaffolding.

Stage	Description of activities
Identification of problems	The teacher gives an open problem which is the result of class observations. The results of class observations can be obtained from the problems in the article. Students write down observations, analyze phenomena, formulate problems, and hypotheses. Students work in small groups of up to four people and make videos. During the discussion process, the teacher provides oral scaffolding. Students open the moodle which has been accompanied by written scaffolding in procedural and conceptual form.
Hypothesis proving	Students determine variables, design experiments, conduct experiments, and discuss results. When conducting experiments, the teacher provides procedural scaffolds and provides conceptual scaffolds in the form of expert to novice scaffolds, and makes a video of the process of proving this hypothesis.
Presentation of results	Students present the results ranging from observing phenomena and suggesting hypotheses to experiments. Presentations are made in each group by taking turns with their friends. During one presentation, others must ask at least one question. Students make a video of the presentation of the results.
Deepen material	Students deepen their understanding of the material that has been studied by working on questions from the questions in the article.