Group Science Learning (GSL) is collaborative problem solving based learning by design to improve collaborative problem solving skills, science process skills, and self-confidence of primary schools teacher candidates. This research aims to analyze the effectiveness of GSL model to improve collaborative problem solving skills and self-confidence of primary schools teacher candidates on basic science learning in academic year 2018. This research used one group pre-test and post-test design on 119 primary schools’ teacher candidates that were divided into four groups. The data collection methods were conducted by using collaborative problem solving skills test that was emphasized on participation indicator, perspective taking, social regulation, learning and knowledge building, and task regulation; questionnaire of self-confidence was emphasized on: ability indicator, motivation, and perseverance. The data analysis was done by using Paired sample t-test and n-gain. The results showed that there was a significant increase in collaborative problem solving skills and self-confidence at α=5%, with post-test and n-gain score average in high category for all four groups. Thus, the GSL model is effective to enhance collaborative problem solving skills and self-confidence of primary schools’ teacher candidates.

中文翻译：

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小组科学学习模式提高小学教师协同解决问题的能力和自信心

小组科学学习 (GSL) 是一种基于协作解决问题的学习设计，旨在提高小学教师候选人的协作解决问题技能、科学过程技能和自信心。本研究旨在分析 GSL 模型对提高 2018 学年小学教师在基础科学学习上的协作解决问题能力和自信心的有效性。本研究采用一组前测和后测设计，对 119学校的教师候选人被分为四组。数据收集方法采用协作解决问题技能测试，强调参与指标、观点采择、社会规制、学习和知识建设、任务规制；自信问卷强调：能力指标、动力和毅力。通过使用配对样本 t 检验和 n 增益进行数据分析。结果表明，在 α=5% 时，协作解决问题的技能和自信心显着提高，所有四组的后测和 n-gain 得分均处于高水平。因此，GSL 模式可有效提高小学教师候选人的协作解决问题的能力和自信心。