CORRELATION BETWEEN SCIENTIFIC TEMPER AND PROBLEM-SOLVING ABILITY: A STUDY ON SENIOR SECONDARY SCHOOL STUDENTS

Authors

  • Dr. Kiran Garg Department of Education (B.Ed.), Digambar Jain College, Baraut, Baghpat, Uttar Pradesh, India Author
  • Jyoti Yadav Research Scholar, Teacher Training Department, Digambar Jain College, Baraut, Baghpat, Uttar Pradesh, India Author

DOI:

https://doi.org/10.29121/ShodhPrabandhan.v3.i2.2026.148

Keywords:

Scientific Temper, Problem-Solving Ability, Senior Secondary Students, Scientific Attitude, Critical Thinking, Inquiry-Based Learning, School Education

Abstract

Senior Secondary education has important outcomes, such as scientific temper and problem-solving. With technological advances, misinformation, environmental issues, and complex social problems, students must question claims, evaluate evidence, reason logically, and apply knowledge to real-life situations. Scientific temper fosters curiosity, objectivity, rational investigation, evidence-based judgment, a revisionist attitude, and problem-solving capacity, helping students identify problems, generate alternatives, choose appropriate solutions, and analyse results. This paper reviews the conceptual relationship between scientific temper and problem-solving ability among senior secondary school students. It argues that students with a scientific temper take a systematic, logical approach to solving academic and day-to-day problems and are independent. The paper discusses the meaning, dimensions, relationship, influencing factors, and educational implications of both constructs. It suggests that schools must foster an investigative approach to learning through experimentation, projects, discussion, reflective questioning, and application-based assessment to build scientifically literate, problem-solving citizens.

References

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Published

2026-09-30

Issue

Vol. 3 No. 2 (2026): Volume 3 Issue 2 July-September 2026

Section

Articles

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Copyright (c) 2026 Dr. Kiran Garg, Jyoti Yadav (Author)

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