The effect of teaching method on endodontic problem solving

1982 ◽  
Vol 46 (9) ◽  
pp. 548-552 ◽  
Author(s):  
RW Mendel ◽  
JP Scheetz
Keyword(s):  
Problem Solving ◽  
Teaching Method

scholarly journals Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Mahnaz Khayat ◽  
Fariba Hafezi ◽  
Parviz Asgari ◽  
Marzieh Talebzadeh Shoushtari
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Self Determination ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

scholarly journals Metode Pengajaran Karakter Yang Digunakan Rasulullah SAW Kepada Para Sahabat Dalam Kitab Shahih Muslim

2017 ◽  
Vol 13 (1) ◽  
pp. 65
Author(s):  
Taufik Abdillah Syukur
Keyword(s):  
Problem Solving ◽  
Character Education ◽  
Teaching Method ◽  
Prophetic Tradition

The research is talking about the prophet teaching method in building his companions character according to Shaheeh Muslim. And that result will explain about the complementation of prophet teaching method in shaping student character in the school. This study depends on the sourced literature. The researcher qualitatively collects data, describes and analyzes it well. This research is about the character teaching method depends on the prophetic tradition (al-Hadits). The researcher classifies the hadits based on nation character, analyzes that results and relates things with the main project. The result indicates that the most widely used method of the prophetinshapinghiscompanionscharacteristhemethodofstory, question & answer, and also lecturer. He also used another variety method such as problem solving, assignment, demonstration and fieldtrip. In shaping his companions character he did not use the method of discussion, experiment, and project. Researcher recommends all teachers to control and widely explore those three methods (stories, discussion, and lecturer) and integrate love, friends/ communicative, and care character as the main student character in process character education at school. Keywords: Prophet, Teaching method, Character, Shaheeh Muslim Penelitian ini membahas tentang tentang metode pengajaran karakter yang digunakan Rasulullah SAW. kepada para shahabat dalam kitab Shahih Muslim dan implementasinya dalam pendidikan karakter di sekolah. Penelitian ini menggunakan kajian pustaka yang bersumber dari kepustakaan. Peneliti mengumpulkan data yang bercorak kualitatif yang dideskripsikan untuk kemudian dianalisis. Penelitian ini seputar masalah metode pengajaran karakter yang mengambilhaditssebagaipijakannya. Adapununtukmenganalisa masalah, peneliti mengklasifikasikan hadits-hadits berdasarkan teori pendidikan karakter dan metode pengajaran. Kemudian menganalisis hasil klasifikasi tersebut dan menghubungkannya dengan pokok pembahasan. Hasil penelitian ini ditemukan bahwa metode yang paling banyak digunakan Rasulullah SAW. dalam pendidikan karakter shahabat adalah metode cerita, tanya jawab dan ceramah. Rasulullah SAW. juga menggunakan metode lain walaupun tidak banyak seperti pemecahan masalah, penugasan, demostrasi dan karyawisata. Rasulullah SAW. tidak menggunakan metode diskusi, eksperimen dan proyek dalam pendidikan karakter shahabat. Peneliti merekomendasikan agar para guru pengampu pendidikan karakter untuk menguasai tiga metode pengajaran yaitu cerita, tanya jawab dan ceramah serta mengintegrasikan karakter cinta, bersahabat/komunikatif dan peduli dalam proses pendidikan karakter di sekolah. Kata Kunci: Nabi, Metode pengajaran, Karakter, Shahih Muslim

scholarly journals THE EFFECT OF CLINICAL TEACHING METHOD AND LEARNING STYLE ON CLINICAL NURSING LEARNING OUTCOMES

2019 ◽  
Vol 8 (2) ◽  
pp. 108-114
Author(s):  
Ida Zuhroidah ◽  
Nurul Huda ◽  
Bagus Dwi Cahyono
Keyword(s):  
Clinical Practice ◽  
Problem Solving ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Clinical Teaching ◽  
Teaching Method ◽  
Learning Outcome ◽  
Bedside Teaching ◽  
Clinical Nursing

Background: Nursing Academy of Pasuruan has used problem solving method for learning clinical nursing practice. However, there is obstacle in the implementation of the method due to wide variation in implementing the method among field instructors. Theoretically, bedside teaching method can be used for learning activities to improve learning outcomes. Theoretically, students' learning style is associated with learning outcomes.Objective: This study aimed to examine the effect of clinical bedside teaching method and learning style of students on clinical practice outcome among nursing students at the Academy of Nursing.Method: The research method used Quasi-Experimental. The population source was students at the Academy of Nursing, Pasuruan. A sample of 80 students were selected by simple random sampling. Problem solving was used as a comparison method. The data were collected using standard questionnaires, and analyzed by multiple linear regression model.Result: Results indicated that bedside teaching resulted in higher clinical nursing learning outcome than problem solving method (b = 3.5, p < 0.001, CI 95% 2.6 to 4.4). There was no statistically significant effect of learning styles on learning outcomes of nursing clinical practice (p > 0.05).Conclusion: This study concludes that bedside teaching method results in better clinical nursing learning outcome than problem solving method. It is recommended that all faculty members use bedside teaching as the learning strategy to improve learning outcomes in clinical practice. Key words: Bedside Teaching, Problem Solving, Learning Styles, Clinical Practical Learning Outcomes.

scholarly journals KEMAMPUAN NUMBER SENSE MELALUI METODE LEARNING BY PLAYING

2015 ◽  
Vol 6 (2) ◽  
pp. 324
Author(s):  
Tunjung Susilowati
Keyword(s):  
Problem Solving ◽  
Teaching Method ◽  
Number Sense ◽  
Research Student ◽  
Intuitive Thinking ◽  
Mathematic Teaching ◽  
Addition And Subtraction

One of many purpose on mathematic teaching is problem solving. Problem solving need good computation abilities.Student have computation abilities if number sense develop in them. Number sense related with flexible and intuitive thinking about number. Number sense is natural ability of human and developed with teaching. This research using learning by playing teaching method to develop number sense. The purpose of choosing this method is student can practice their number sense and observed directly also mathematics can be fun subject. Research conducted with using different kind of games in every session. Based from the research, student developed their number sense on addition and subtraction of integers and they enjoy the learning also. Keywords: Number sense, learning by playing, summation and Equity pbulat numbers. Abstrak: Salah satu tujuan pembelajaran matematika adalah pemecahan masalah. Pemecahan masalah memerlukan kemampuan berhitung yang baik. Kemampuan berhitung didapat apabila kemampuan number sense berkembang pada diri siswa. Number sense berhubungan dengan pemikiran yang fleksibel dan intuitif tentang bilangan.Number sense merupakan kemampuan alami yang dimiliki oleh semua orang dan dapat berkembang dengan adanya pengajaran. Pengajaran untuk mengembangkan number sense siswa pada penelitian ini dilakukan dengan metode learning by playing. Metode ini dipilih agar kemampuan number sense dapat dipraktikkan dan diamati secara langsung serta pembelajaran matematika menjadi menyenangkan. Penelitian dilakukan dengan mengembangkan permainan yang berbeda pada setiap pertemuan. Berdasarkan penelitian yang dilakukan terlihat adanya peningkatan kemampuan number sense siswa pada penjumlahan dan pengurangan bilangan bulat dan juga siswa menikmati pembelajaran yang dilakukan. Kata kunci: number sense, learning by playing, penjumlahan dan pengurangan bilangan pbulat.

scholarly journals The effectiveness of an educational program based on the Brunner model in developing problem solving and mathematical thinking in mathematics for tenth grade female students in the Karak District Education Directorate: فاعلية برنامج تعليمي قائم على نموذج برونر في تنمية حل المشكلات والتفكير الرياضي في مادة الرياضيات لدى طالبات الصف العاشر الأساسي في مديرية تربية منطقة الكرك

2021 ◽  
Vol 5 (39) ◽  
pp. 71-49
Author(s):  
Kifaya Barakat Alrawashdeh, Khalaf Alsaqarat Kifaya Barakat Alrawashdeh, Khalaf Alsaqarat
Keyword(s):  
Problem Solving ◽  
Educational Program ◽  
Teaching Method ◽  
Mathematical Thinking ◽  
Ministry Of Education ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

The study aimed to uncover the effectiveness of an educational program based on the Bruner model in developing problem-solving, mathematical thinking and motivation in mathematics among tenth grade students in the Karak Education Directorate, and to achieve the objectives of the study the quasi-experimental approach was used by dividing the study sample into two groups, experimental and control groups, and the study sample consisted of (150) students who were randomly selected, and a set of tests were developed include solve problems test, mathematical thinking test, and motivation questionnaire. The study reached results, the most important of which are: There are statistically significant differences at the level of significance (α≤0.05) in the development of problem solving in mathematics among the tenth grade students in the Directorate of Education of the Karak due to the teaching method, and in favor of the students of the experimental group, and there are statistically significant differences at the level of significance (α≤0.05) in the development of mathematical thinking in mathematics among the tenth grade students in the Directorate of Education of the Karak due to the teaching method, and in favor of the students of the experimental group. In the light of the results, the study recommended that officials in the Ministry of Education should be interested in developing the teaching strategies used in teaching mathematics with a focus on the Brunner model due to its great and positive effect in improving students ’understanding and comprehension of mathematical content.

scholarly journals Authentic Teaching Tasks for Academic Success, Attitude, Problem Solving, and Creative Thinking Skills

2021 ◽  
Vol 12 (2) ◽  
pp. 108-123
Author(s):  
Emine Kübra Pullu ◽  
Mehmet Nuri Gömleksiz
Keyword(s):  
Academic Success ◽  
Problem Solving ◽  
Creative Thinking ◽  
Teaching Method ◽  
Web Design ◽  
Thinking Skills ◽  
Attitude Scale ◽  
Control Group ◽  
Problem Solving Skills ◽  
Experimental Group

Abstract This research was prepared in order to determine the change in students’ academic achievement, retention levels and attitudes, and problem solving skill and creative thinking skill as a result of programming teaching with authentic task-based applications. The research was prepared using an experimental design with pretest-posttest control group. In the study group of the research, 2nd year Computer Technologies Department students who studied at Erciyes University in the 2017–2018 academic year and took the Web Design Fundamentals course and the Research Methods and Techniques course are included. One of the second-year branches was determined as experimental group (n = 30) and the other one was determined as the control group (n = 33). The teaching of programming to the experimental group students was carried out with authentic tasks. Lessons were conducted with the control group students using the traditional teaching method. Achievement test developed by the researchers as pre-test, post-test, retention test, as well as Attitude Scale Toward Computer Programming developed by Baser (2013), Problem Solving Inventory developed by Heppner and Peterson (1982) and adapted to Turkish by Sahin, Sahin and Heppner (1993), “How Creative Are You?” scale developed by Raudsepp (1977) and adapted to Turkish by Coban (1999) were used. With research, it was concluded that authentic task-oriented practices increased students’ programming academic success and attitudes towards programming, and also positively affected both students’ problem-solving skills and creative thinking skills.

scholarly journals The effects of problem-solving teaching methods on elementary school student’s physics achievement at Dudmegn full cycle elementary school, Ethiopia

2020 ◽  
Vol 10 (1) ◽  
pp. 49-63
Author(s):  
Asrat Dagnew Kelkay ◽  
Gebremedhin Dagnew
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Teaching Method ◽  
Sampling Technique ◽  
School Level ◽  
Control Group ◽  
School Students ◽  
Lecture Method ◽  
Post Test ◽  
Research Procedure

This study investigated the effects of problem-solving teaching method on elementary school students’ physics achievement at elementary school. In this investigation an experimental research procedure was used. Along with this, a sample of sixty students was drawn from a total of three hundred seventy-eight students using lottery method of sampling technique. Physics achievement test (pre-test and post-test) covering the unit ‘’Introduction to Electronics’’ was used as measuring instrument. Then, based on the pre-test scores, mixed ability groups such as fifteen high and fifteen low scoring 30 students each were assigned as experimental (13Fand17M) and control(15 and15M) groups using lottery method of sampling technique Students in the experimental group were taught using problem solving teaching method while those in the control group were instructed with lecture teaching method. The post-test constructed by the writer in the sample unit taught was administrated to both groups immediately after the treatment was over. Finally, the results of the study revealed that problem-solving teaching method was more effective in teaching physics as compared with lecture method at elementary school level.   Key words: Achievement, Effect, Elementary, Physics, problem    

A Study on the PMPR Laboratory Teaching Method for the Cultivation of Students' Problem-Solving Abilities

Daxue Huaxue ◽  
2018 ◽  
Vol 33 (1) ◽  
pp. 29-34
Author(s):  
Shuhong CHEN ◽  
◽  
Liying ZHANG ◽  
Demin JIANG ◽  
Tingzhen LI ◽  
...  
Keyword(s):  
Problem Solving ◽  
Teaching Method ◽  
Laboratory Teaching

What is Problem-Based Learning?

2006 ◽  
pp. 25-43
Author(s):  
Lorna Uden ◽  
Chris Beaumont
Keyword(s):  
Problem Solving ◽  
Teaching Method ◽  
Complex Mixture ◽  
Problem Based Learning ◽  
Learning Objectives ◽  
Traditional Teaching ◽  
Teaching Philosophy ◽  
Problem Solving Skills ◽  
Traditional Teaching Methods ◽  
Case Based

Employers today are demanding communication, team, and problem-solving skills. Few of these skills are evident in the classroom, as students memorise facts for regurgitation. According to Vernon and Blake (1993), problem-based learning is more than a teaching method. It is a complex mixture of general teaching philosophy, learning objectives, and goals. PBL is an instructional approach that uses problems as a context for students to acquire problem-solving skills and knowledge. This chapter describes the shift from traditional teaching methods to PBL. It discusses the characteristics of PBL and explains how it differs from other approaches, such as case-based, project-based, and lecture-based approaches.

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