Simultaneously Developing a Serious Game and Its Classroom Use for Fostering Conceptual Understanding of Electrical Circuits: The Effect of the Game ‘E&E Electrical Endeavours’ on Secondary Students Conceptual Understanding of Electrical Circuits

2015 ◽  
pp. 181-195
Author(s):  
Ruurd Taconis ◽  
Mariette Dubois ◽  
Lesley de Putter ◽  
Henry van Bergen
Keyword(s):  
Secondary Students ◽  
Conceptual Understanding ◽  
Serious Game ◽  
Electrical Circuits ◽  
Classroom Use

Using partial knowledge to inform the creation of learning progressions

2021 ◽  
pp. 000494412110374
Author(s):  
Joan Burfitt
Keyword(s):  
Secondary Students ◽  
Conceptual Understanding ◽  
Rasch Analysis ◽  
Mathematics Assessment ◽  
Learning Activities ◽  
Learning Progressions ◽  
Partial Knowledge ◽  
Partial Credit ◽  
Logical Order ◽  
To Receive

The aim of this study was to show that some of the errors made by students when responding to mathematics assessment items can indicate progress in the development of conceptual understanding. By granting partial credit for specific incorrect responses by early secondary students, estimates of the difficulty of demonstrating full and partial knowledge of skills associated with the development of proportional reasoning were determined using Rasch analysis. The errors were confirmed as indicators of progress, and hence partial knowledge, when the thresholds of achievement followed a logical order: The greater the proficiency of the students, the more likely they were to receive a higher score. Consideration of this partial knowledge can enhance the descriptions of the likely behaviours of students at the various levels of learning progressions and this can be informative for teachers in their planning of learning activities.

Developing a Research-Informed Teaching Module for Learning About Electrical Circuits at Lower Secondary School Level

2018 ◽  
pp. 1-28
Author(s):  
Keith S Taber ◽  
Kenneth Ruthven ◽  
Christine Howe ◽  
Neil Mercer ◽  
Fran Riga ◽  
...  
Keyword(s):  
Secondary Students ◽  
National Curriculum ◽  
Good Practice ◽  
School Level ◽  
Transfer Of Knowledge ◽  
Electrical Circuits ◽  
Teaching Module ◽  
Module Design ◽  
Social Mediation ◽  
Constructivist Perspective

This chapter discusses the design and development of a teaching module on electrical circuits for lower secondary students (11-14 year olds) studying in the context of the English National Curriculum. The module was developed as part of a project: “Effecting Principled Improvement in STEM Education” (epiSTEMe). The electricity module was designed according to general principles adopted across epiSTEMe, drawing upon research and recommendations of good practice offered in curriculum guidance and the advice offered by classroom practitioners who tested out activities in their own classrooms. The module design was informed by the constructivist perspective that each individual has to construct their own personal knowledge and so rejects notions that teaching can be understood as transfer of knowledge from a teacher or text to learners. However, the version of constructivism adopted acknowledged the central importance of social mediation of learning, both in terms of the role of a more experienced other (such as a teacher) in channeling and scaffolding the learning of students and the potential for peer mediation of learning through dialogue that requires learners to engage with enquiry processes and interrogate and critique their own understanding.

scholarly journals The Effectiveness of Visualization of Proofs in Learning Mathematics by Using Discovery Learning Viewed from Conceptual Understanding

2019 ◽  
Vol 9 (1) ◽  
pp. 37-44
Author(s):  
Angga Kristiyajati ◽  
Ariyadi Wijaya
Keyword(s):  
Secondary Students ◽  
Conceptual Understanding ◽  
Quantitative Methods ◽  
Mathematics Learning ◽  
Population Sample ◽  
Measurement Instrument ◽  
Sampling Technique ◽  
Discovery Learning ◽  
Learning Models ◽  
Significance Level

The purpose of this study is to explore the effectiveness of the use of visualization of proofs upon discovery learning models in mathematics learning in terms of understanding concepts. This study is an experimental design which used quantitative methods to obtain data on student conceptual understanding. The sampling technique used was stratified random sampling. The population sample used in this study was 11th grade secondary students, chosen from 11 IPA 2 of SMAN 8 Yogyakarta, 11 IPA 3 of SMAN 8 Yogyakarta, 11 IPA 3 of SMAN 2 Yogyakarta, 11 IPA 4 of SMAN 2 Yogyakarta, 11 IPA 1 of SMAN 11 Yogyakarta, and 11 IPA 2 of SMAN 11 Yogyakarta. In each school, two classes were chosen with one class was given a discovery learning treatment with visualization of proofs (PWW) and the other class was given a discovery learning treatment without visualization of proofs. The measurement instrument used in this study was an essay test instrument with five questions. Discovery learning is said to be effective if the average value of conceptual understanding is at least 75. Based on the results of this study, although the data obtained did not meet the assumptions of normality, the number of members of the sample were more than 30 so that the data analysis could use parametric statistics. Using a hypothesis testing with a significance level of 0.05, it was found that the use of visualization of proofs was effective in mathematics discovery learning models if it was viewed from conceptual understanding.

Developing a Research-Informed Teaching Module for Learning about Electrical Circuits at Lower Secondary School Level

2014 ◽  
pp. 122-156 ◽  
Author(s):  
Keith S Taber ◽  
Kenneth Ruthven ◽  
Christine Howe ◽  
Neil Mercer ◽  
Fran Riga ◽  
...  
Keyword(s):  
Secondary Students ◽  
National Curriculum ◽  
Good Practice ◽  
School Level ◽  
Transfer Of Knowledge ◽  
Electrical Circuits ◽  
Teaching Module ◽  
Module Design ◽  
Social Mediation ◽  
Constructivist Perspective

This chapter discusses the design and development of a teaching module on electrical circuits for lower secondary students (11-14 year olds) studying in the context of the English National Curriculum. The module was developed as part of a project: “Effecting Principled Improvement in STEM Education” (epiSTEMe). The electricity module was designed according to general principles adopted across epiSTEMe, drawing upon research and recommendations of good practice offered in curriculum guidance and the advice offered by classroom practitioners who tested out activities in their own classrooms. The module design was informed by the constructivist perspective that each individual has to construct their own personal knowledge and so rejects notions that teaching can be understood as transfer of knowledge from a teacher or text to learners. However, the version of constructivism adopted acknowledged the central importance of social mediation of learning, both in terms of the role of a more experienced other (such as a teacher) in channeling and scaffolding the learning of students and the potential for peer mediation of learning through dialogue that requires learners to engage with enquiry processes and interrogate and critique their own understanding.

Students’ Understanding of Liıght Concepts ın the Secondary School

2015 ◽  
Vol 3 (6) ◽  
pp. 36-49
Author(s):  
P.R.K.A Vitharana
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Conceptual Understanding ◽  
Learning Science ◽  
Science Students ◽  
Light Responses ◽  
Complex Process ◽  
Understanding Of Science ◽  
Written Test ◽  
Correct Understanding

Learning science is a complex process and students develop limited understanding even after instruction. The aim of the research is to use students’ diagrams to assess conceptual understanding of science related to ‘light’ in grade eight students. Data were collected with the use of a written test, questionnaire and documents. Each question of the written test consisted of two parts; diagram and written explanation. Data obtained were analysed qualitatively and quantitatively. It was noted that students provided more than twenty different diagrams for each question instead of correct diagram. A large number of incorrect diagrams with incorrect explanations showed that students did not possess a correct understanding of concepts related to light. Responses to teacher questionnaire revealed that 98% of teachers provide opportunities for their students to draw diagrams to assess understanding of science. Students’ diagrams can be effectively used to assess conceptual understanding of science knowledge of secondary students.

scholarly journals Students’ conceptual understanding in learning mathematics through scientific approach with mind mapping

2019 ◽  
Vol 12 (2) ◽  
pp. 144-156
Author(s):  
Dewi Agus Tiani ◽  
Rahmah Johar ◽  
Bahrun Bahrun
Keyword(s):  
Secondary Students ◽  
Conceptual Understanding ◽  
Mathematics Learning ◽  
Preliminary Test ◽  
Mind Mapping ◽  
Mathematics Ability ◽  
Learning Mathematics ◽  
Scientific Approach ◽  
Number Sequences ◽  
Ninth Grade Students

[English]: Students' ability to understand mathematics concepts remains problematic even though conceptual understanding is critical in learning mathematics. Indeed, one of the efforts to develop conceptual understanding by actively engaging students in mathematics learning is to apply the scientific approach with mind mapping. This study aimed to investigate the development of secondary students' conceptual understanding through the use of the scientific approach with mind mapping in the number sequences topic. The present study employed a qualitative descriptive approach which involves 24 ninth-grade students.  Two students (S-1 and S-2) who respectively represent low and mid-achieving groups of mathematics ability were selected as the subjects for the focus of the investigation. They were purposively selected based on the results of preliminary test and teacher consultation. Data were collected by administering a conceptual understanding test and semi-structured clinical interview. The results of the test and transcript of the interview were analyzed based on the indicators of conceptual understanding to investigate the students' development of number sequences concepts. The results showed that S-1 fulfilled the indicators of conceptual understanding in all lessons, while S-2 only met one indicator in the third lesson. However, the post-test revealed that the students show significant progress in conceptually understanding the number sequence. The present study concludes that applying scientific approach with mind mapping support students’ development of conceptual understanding. Keywords: Conceptual understanding, Scientific approach, Mind mapping, Number sequences [Bahasa]: Kemampuan siswa dalam memahami konsep matematika masih bermasalah padahal pemahaman konsep merupakan bagian paling penting dalam pembelajaran matematika. Dalam hal ini, salah satu upaya untuk mengembangkan pemahaman konsep dengan melibatkan siswa secara aktif dalam pembelajaran yaitu menerapkan pendekatan saintifik berbantuan mind mapping. Penelitian ini bertujuan untuk mengalisis perkembangan pemahaman konsep siswa SMP melalui pendekatan saintifik berbantuan mind mapping pada materi barisan bilangan. Penelitian ini menerapkan pendekatan kualitatif deskriptif yang melibatkan 24 siswa kelas IX. Dua siswa (S-1 dan S-2) yang masing-masing mewakili kemampuan rendah dan sedang dalam matematika dari 24 siswa tersebut dijadikan sebagai fokus investigasi. Kedua siswa tersebut dipilih berdasarkan hasil tes awal dan konsultasi dengan guru. Pengumpulan data dilakukan melalui pemberian tes pemahaman konsep dan wawancara semi-terstruktur. Hasil tes dan transkrip wawancara dianalisis berdasarkan indikator pemahaman konsep untuk menganalisis perkembangan pemahaman konsep barisan bilangan. Hasil penelitian menunjukkan bahwa S-1 memenuhi indikator pemahaman konsep untuk semua pertemuan, sedangkan S-2 hanya memenuhi indikator pada pertemuan ketiga. Namun, hasil post-tes menunjukkan capaian pemahaman konsep yang lebih baik dari kedua siswa. Penelitian ini menunjukkan bahwa penerapan pendekatan saintifik dengan mind mapping dalam pembelajaran matematika mendukung pengembangan pemahaman konsep siswa. Kata kunci: Pemahaman konsep, Pendekatan saintifik, Mind mapping, Barisan bilangan  

Sign in / Sign up

Export Citation Format

Share Document