Effects of Question Prompts and Self-explanation on Database Problem Solving in a Peer Tutoring Context

2015 ◽  
pp. 180-189
Author(s):  
Min-Huei Lin ◽  
Ming-Puu Chen ◽  
Ching-Fan Chen
Keyword(s):  
Problem Solving ◽  
Peer Tutoring ◽  
Question Prompts

scholarly journals Scaffolding Novice Instructional Designers' Problem-Solving Processes Using Question Prompts in a Web-Based Learning Environment

2005 ◽  
Vol 33 (2) ◽  
pp. 219-248 ◽  
Author(s):  
Xun Ge ◽  
Ching-Huei Chen ◽  
Kendrick A. Davis
Keyword(s):  
Instructional Design ◽  
Problem Solving ◽  
Learning Environment ◽  
Design And Technology ◽  
Instructional Designers ◽  
Web Based ◽  
Question Prompts ◽  
Web Based Learning ◽  
Multiple Case ◽  
Structured Problem Solving

The present study investigated the effects of question prompts in scaffolding novice instructional designers solving ill-structured, instructional design problems in a Web-based learning environment. The effects of question prompts were studied under different prompting conditions (Question-Elaboration vs. Question-Guidance), taking into consideration various levels of learners' prior knowledge and experience. The study employed a comparative, multiple-case study design using the technique of think-aloud protocols, which were followed by interviews. Eight graduate students from the program of Instructional Design and Technology participated in the study. While the qualitative findings supported the previous research on the advantages of question prompts in scaffolding ill-structured problem solving, they also shed light on the specific cognitive and metacognitive functions, as well as limitations, of question prompts in different conditions. The study has implications for designing instructional scaffolds for supporting ill-structured problem solving of various domains in a Web-based learning environment.

scholarly journals Penerapan Model Pembelajaran Problem Solving Berbantuan Metode Peer Tutoring untuk Meningkatkan Kemampuan Berpikir Kritis dan Prestasi Belajar Siswa pada Materi Stoikiometri Kelas X MIA 3 SMA Batik 2 Surakarta Tahun Pelajaran 2015/ 2016

2018 ◽  
Vol 7 (1) ◽  
pp. 48
Author(s):  
Tuti Prihatinah ◽  
Haryono Haryono ◽  
Budi Utami
Keyword(s):  
Problem Solving ◽  
Peer Tutoring

<p>Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis dan prestasi belajar pada materi stoikiometri untuk siswa kelas X MIA 3 SMA Batik 2 Surakarta melalui penerapan model pembelajaran <em>Problem Solving</em> berbantuan metode <em>Peer Tutoring. </em>Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Subjek penelitian ini adalah siswa kelas X MIA 3 SMA Batik 2 Surakarta tahun pelajaran 2015/2016. Teknik pengumpulan data melalui observasi, angket, wawancara, kajian dokumen, dan tes. Teknik analisis yang digunakan adalah deskriptif kualitatif. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran <em>Problem Solving</em> berbantuan metode <em>Peer Tutoring</em> dapat meningkatkan kemampuan berpikir kritis dan prestasi belajar pada materi stoikiometri untuk siswa kelas X MIA 3 SMA Batik 2 Surakarta. Siswa yang memiliki kemampuan berpikir kritis dengan kategori tinggi dan sangat tinggi pada siklus I sebesar 84,62%, sedangkan pada siklus II sebesar 92,31%. Untuk prestasi belajar pada kompetensi pengetahuan, capaian ketuntasan pada siklus I sebesar 46,15% dan pada siklus II meningkat menjadi 76,92%. Pada kompetensi sikap diperoleh ketercapaian sebesar 100% siswa bersikap baik dan sangat baik. Pada kompetensi keterampilan, diperoleh ketercapaian 97,44% siswa tuntas.</p>

Generic Versus Context-Specific Prompts for Supporting Self-Regulation in Mathematical Problem Solving Among Students With Low or High Prior Knowledge

2013 ◽  
Vol 12 (2) ◽  
pp. 197-214 ◽  
Author(s):  
Bracha Kramarski ◽  
Itzhak Weiss ◽  
Sarit Sharon
Keyword(s):  
Problem Solving ◽  
Prior Knowledge ◽  
Mathematical Problem ◽  
Self Regulation ◽  
Mathematical Problem Solving ◽  
Question Prompts ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
High Prior Knowledge ◽  
Context Specific

We compared how 61 seventh graders, with low or high prior knowledge in mathematics, capitalized on two self-regulated learning approaches—generic versus context specific—to (a) enhance self-regulated learning, (b) foster procedural knowledge of routine algebraic tasks, and (c) transfer knowledge to novel mathematical problem solving. The generic approach was based on “IMPROVE” question prompts for comprehension, connection, strategy, and reflection modeled in a free context. The context-specific approach was based on what, when, why, and how (WWWH) question prompts directed explicitly to specific examples in a particular mathematical content area. Findings indicated no difference between the two approaches regarding short-term effects on algebraic procedural tasks; however, differential effects emerged between the two approaches on the self-regulation measure and on long-term transfer to novel tasks (near and far) among students with low or high prior knowledge. The practical and scientific significance of this study are discussed.

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