The Impact of Science Classes Applying Collaborative Problem solving for Character Competency (CoProC) on the Character Competence and Scientific Affective Characteristics of Vocational High School Students

The purpose of this research was to analyze the impact of Collaborative Problem solving for Character compe-tency (CoProC) applied science classes on the character competence and scientific affective characteristics of vocational high school students. To achieve this, two junior classes of chemical industry majors in a vocational high school, were selected as the experimental group with 43 participants, and character competence test, scientific affective characteristic test, group dis-cussion voice recordings, reflection activity sheets were analyzed. Based on the results of the study, the experimental group showed a statistically significant differences in value for the total character competence test score compared to the control group, and it had statistically significant differences in the nine lower character competence factors. Based on the results of the scientific affective characteristic test result, the experimental group was higher in total score to a statistically significant degree compared to the control group, and showed a statistically significant difference in seven of the lower factors, exclud-ing consistency in interest. Therefore, science classes with CoProC applied were effective in cultivating the character compe-tence and enhancing the scientific affective characteristics of vocational high school students.