ENHANCING SCIENCE TEACHERS’ 4CS SKILLS COMPETENCIES: A DESIGN THINKING BASED PROFESSIONAL DEVELOPMENT INTERVENTION IN ELEMENTARY EDUCATION

Abstract

The purpose of this study was to understand the development of the 4Cs skills and the impressions of science teachers who involved in a training intervention based on the design thinking. To explore the study objectives, a quasi-experimental approach was employed on a 25 teachers who teach science in elementary schools. The assessment of teachers' 4 Cs skills is conducted using a cognitive test of critical and creative thinking skills. The test have been validated and reliable in terms of their psychometric properties. (T) test results indicate the significant difference between the mean of the pre and post test to the post test. A survey was used to measure the soft skills, which are communication and collaboration skills. The result of the study indicates the effectiveness of the Design Thinking Approach in developing 4 Cs skills among teachers. Based on the rsults four of recommendations were listed.