scholarly journals Exploration of students’ conceptual understanding in static fluid through experiential learning integrated STEM with formative assessment

2021 ◽  
Author(s):  
Estianinur ◽  
Parno ◽  
Eny Latifah ◽  
Marlina Ali
Keyword(s):  
Experiential Learning ◽  
Formative Assessment ◽  
Conceptual Understanding ◽  
Integrated Stem ◽  
Static Fluid

scholarly journals Penguasaan Konsep Siswa pada Materi Fluida Statis Dalam Pembelajaran STEM Disertai E-Formative Assessment

2020 ◽  
Vol 5 (6) ◽  
pp. 822
Author(s):  
Zahrotul Ula Irma ◽  
Sentot Kusairi ◽  
Lia Yuliati
Keyword(s):  
High School ◽  
Formative Assessment ◽  
Conceptual Understanding ◽  
Effect Size ◽  
Mixed Method ◽  
Wilcoxon Test ◽  
Test Results ◽  
Significant Difference ◽  
Before And After ◽  
Static Fluid

<p><strong>Abstract:</strong> This study aims to explore students’ conceptual understanding of static fluid in STEM with e-formative assessment learning. The study uses embedded experimental design methods. It involved 30 students of XI grade high school in Sidoarjo. The pretest and posttest instruments consisted of 10 reasoning multiple chooise questions with reliability is 0.629. Wilcoxon test results is p = .000 with an average posttest higher than pretest shows that there is significant difference between students' conceptual understanding of before and after learning. The effect size value is 0.88. Students’ conceptual understanding of each indicator is also discussed.</p><strong>Abstrak:</strong><em> </em>Tujuan penelitian ini adalah mengetahui penguasaan konsep siswa pada materi fluida statis dalam pembelajaran STEM disertai <em>e-formative assessment</em>. Penelitian menggunakan <em>mixed method</em> desain <em>embedded experimental</em>. Penelitian melibatkan 30 siswa kelas XI SMA di Sidoarjo. Instrumen <em>pretest</em> dan <em>posttest</em> berupa 10 soal penguasaan konsep pilihan ganda disertai alasan dengan reliabilitas 0,629. Hasil uji Wilcoxon sebesar <em>p</em>=.000 dengan rata-rata <em>posttest</em> lebih tinggi daripada <em>pretest</em> menunjukkan bahwa terdapat perbedaan yang signifikan antara penguasaan konsep siswa sebelum dan sesudah pembelajaran. Nilai <em>effect size</em> sebesar 0,88 menunjukkan bahwa pembelajaran STEM disertai <em>e-formative assessment</em> berpengaruh sedang terhadap penguasaan konsep. Penguasaan konsep siswa setiap indikator juga akan dibahas.

scholarly journals EVIDENCE BASED LEARNING: A STUDY OF IMPACT ON EXPERIENTIAL LEARNING ACTIVITIES ON ATTAINMENT OF SPECIFIC LEARNING OUTCOMES

2021 ◽  
Vol 9 (2) ◽  
pp. 22-31 ◽  
Author(s):  
Prashant Thote ◽  
Gowri. S
Keyword(s):  
Experiential Learning ◽  
Formative Assessment ◽  
Learning Outcomes ◽  
Conceptual Understanding ◽  
Positive Impact ◽  
Learning Activities ◽  
Control Group ◽  
Study Group ◽  
The Impact ◽  
Specific Learning

The unit “Solution and its Colligative Properties” is found to be difficult for most of the Grade 12 students.  To make the learning experience joyful- three experiential learning activities are designed. It plays a positive role in strengthening and enhancing the academic performance in Chemistry. The objective of the present paper is to inspect the impact of the designed three experiential learning activities on attainment of intended specific learning outcomes. Totally 40 students participate in the study. The purposive sample technique is used to draw the sample of the present study.  Sample learners are divided into two groups: study group and control group. Each group consists of 20 students.  Both groups are taught the unit “Solution” through online mode due to COVID pandemic. The pretest – “formative assessment” is conducted.  The result of the formative assessment divulges that the learners face challenges in the conceptual understanding of the unit. The researcher designs three activities for experiential learning to enhance the deep conceptual understanding. Students of the study group are exposed to the experiential learning activities for the period of one week. The present paper is experiential in nature. Formative assessment is conducted before and after the treatment.  Data is collected by using two formative assessments and one summative assessment. Statistical tool used are mean, mean difference and standard deviation. The result of the paper reveals that experiential learning has positive impact on attainment of specific learning outcomes.  Low score learners are much benefitted than the average learner and the high score learners.  Based on the conclusion of the study few recommendations are made.

scholarly journals EVIDENCE BASED LEARNING: AN ANALYSIS OF IMPACT OF EXPERIENTIAL LEARNING ON ATTAINMENT OF INTENDED SPECIFIC LEARNING OUTCOME

2021 ◽  
Vol 9 (1) ◽  
pp. 66-74
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Experiential Learning ◽  
Formative Assessment ◽  
Conceptual Understanding ◽  
Positive Impact ◽  
Deep Understanding ◽  
Learning Outcome ◽  
Learning Activities ◽  
Control Group ◽  
School Students ◽  
Specific Learning

The intension of the present study is to enhance the conceptual understanding amongst Grade 12 School students.  As a teacher, it is very challenging to make the learners to be strong and have deep understanding in the theoretical concept for its application in day- to-day life.  The experiential learning activities enhance the deep learning.  The purpose of the study is to investigate the effect of experiential learning activities designed for the concept “corrosion” on the academic performance amongst Senior Secondary School students in Chemistry.  Totally 40 students participate in the study.  The samples are drawn using Purposive sampling technique.  The samples are divided in to two groups: study and the control group based of their performance of formative assessment before the treatment. Students of the study group are taught by using experiential learning activities.  The present study is experimental in nature. Data is collected using formative assessment before and after the treatment.  Mean, mean difference and standard deviation are the statistical tools applied to analyze the data. Results of the study reveal that experiential learning activities have a positive impact on the deep conceptual understanding to achieve the intended specific learning outcome. Based on the results few recommendations are made.

scholarly journals Formatively assessing prospective teachers’ skills in leading mathematics discussions

2021 ◽  
Author(s):  
Meghan Shaughnessy ◽  
Nicole M. Garcia ◽  
Michaela Krug O’Neill ◽  
Sarah Kate Selling ◽  
Amber T. Willis ◽  
...  
Keyword(s):  
Elementary Teachers ◽  
Formative Assessment ◽  
Conceptual Understanding ◽  
Prospective Teachers ◽  
First Year ◽  
Teacher Education Programs ◽  
First Year Teachers ◽  
Education Programs ◽  
Prospective Elementary Teachers ◽  
Making Sense

AbstractMathematics discussions are important for helping students to develop conceptual understanding and to learn disciplinary norms and practices. In recent years, there has been increased attention to teaching prospective teachers to lead discussions with students. This paper examines the possibilities of designing a formative assessment that gathers information about prospective elementary teachers’ skills with leading problem-based mathematics discussions and makes sense of such information. A decomposition of the practice of leading discussions was developed and used to design the assessment. Nine first-year teachers who graduated from a range of different teacher education programs participated in the study. The findings reveal that our formative assessment works to gather information about teachers’ capabilities with leading discussions and that the associated tools support making sense of the information gathered. This suggests that such tools could be useful to support the formative assessment of the developing capabilities of prospective teachers.

scholarly journals OUTCOME BASED LEARNING: THE EFFECT OF EXPERIENTIAL LEARNING ACTIVITY ON DEEP CONCEPTUAL UNDERSTANDING

2021 ◽  
Vol 9 (6) ◽  
pp. 20-29
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Experiential Learning ◽  
Conceptual Understanding ◽  
Learning Activities ◽  
Learning Activity ◽  
Control Group ◽  
Teaching Model ◽  
Study Group ◽  
Post Test ◽  
The Mean ◽  
Understanding Of Science

The aim of the present study is to investigate the effect of experiential learning activity in deep conceptual understanding of science in comparison with conventional teaching model. In the present experiment quasi experimental and post-test research design is implemented. Totally 80 students participate in the study: 40 girls and 40 boys. The sample is categorized into two: study and the control group. Each group consists of 40 students: 20 boys and 20 girls. The study group is taught “Gases Law” by using experiential learning activities and the control is taught by using the conventional method. Data is collected by using a questionnaire and it consists of 20 multiple choice questions. The collected data is analyzed by using descriptive statistics. The examination of the data illustrates that there is no noteworthy difference in the mean score between the study group and the control group. Independent ‘t-test’ is applied to compare the student’s achievement in post-test. The mean score of the study group, who are exposed to the experiential learning activities, in Science Achievement post-test is 17.35. It is higher than that of (t=6.65; p&gt;0.01) the learners in the control group. The mean of the control group is 14.45. Therefore, it is concluded that the experiential learning activities as a teaching model enhances the deep conceptual understanding of science.

scholarly journals e-Assessment for learning and performativity in higher education: A case for existential learning

2016 ◽  
Author(s):  
Jennifer Charteris ◽  
Fran Quinn ◽  
Mitchell Parkes ◽  
Peter Fletcher ◽  
Vicente Reyes
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Experiential Learning ◽  
Formative Assessment ◽  
Learning Environments ◽  
Assessment For Learning ◽  
Online Learning Environments ◽  
Specific Focus ◽  
Support Students ◽  
Education Courses

<p class="Normal1">This paper provides a critical and contextualised exploration of assessment for learning (AfL) as an important area of scholarship in higher education, particularly in online learning environments. Although AfL can speak to a range of education discourses, the specific focus here is on the performativity and experiential learning discourses around individual and collective notions of AfL in online settings (e-AfL). We argue that e-AfL practices that emphasise performativity and are used primarily for technicist purposes impoverish their potential to promote learning. We explore the existential notion that e-AfL can transcend formulaic and procedural interpretations of formative assessment in higher education. Rich, divergent approaches to e-AfL can support students in higher education courses to develop their funds of identity, thereby enhancing learner reflexivity and agency.</p>

scholarly journals Contextual Learning Module Based on Multiple Representations: The Influence on Students’ Concept Understanding

2018 ◽  
Vol 3 (1) ◽  
pp. 11 ◽  
Author(s):  
Ummul Uslima ◽  
Chandra Ertikanto ◽  
Undang Rosidin
Keyword(s):  
Conceptual Understanding ◽  
Multiple Representations ◽  
T Test ◽  
Contextual Learning ◽  
Control Group ◽  
Homogeneity Test ◽  
Design Data ◽  
Control Group Design ◽  
Learning Module ◽  
Static Fluid

This study aims to describe the effect of using contextual learning module based on multiple representations of static fluid material toward students' conceptual understanding. The sample of this research was the students of class XI IPA 2 and XI IPA 3 in SMA N 1 Trimurjo, Central Lampung. This research was conducted using Pretest-Posttest Control Group Design. Data were tested with N-gain analysis, normality test, homogeneity test and Independent Sample T-test. Results from the Independent Sample T-test value of the Sig value. (2-Tailed) was less than 0.05 which is 0.036, then it can be stated that there is a significant influence of contextual learning module based on multiple representations toward the students’ conceptual understanding. Based on the N-gain value, the average N-gain concept comprehension in the experimental class was 0.56 (medium category), while the control class was 0.46 (medium category). Contextual learning modules based on multiple representations can improve students’ conceptual understanding.

scholarly journals EXPERIENTIAL LEARNING ACTIVITIES: A POTENTIAL TOOL FOR GREEN CATALYST

2020 ◽  
Vol 8 (4) ◽  
pp. 173-180
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Experiential Learning ◽  
Conceptual Understanding ◽  
Learning By Doing ◽  
Learning Activities ◽  
Pedagogical Tool ◽  
Green Catalyst ◽  
Self Confidence ◽  
Determine Effect ◽  
Potential Tool ◽  
Data Result

Education is the process of continuous comprehensive evolution which dynamically adopts its vision, structure, objectives and problems in order to solve the challenges. Experiential learning is the learning by doing through experience, exploration, innovation and natural skills, creativity and self-confidence. The purpose of the present paper is to determine effect of experiential learning model on student’s conceptual understanding on impact of climate change on raise in sea level. The sample of the study was 50 students of grade IX. Questionnaire and interviews are used to collect the data. Result of the study reveals that experiential learning is effective pedagogical tool to address misconception and enhance conceptual understanding.

scholarly journals Analisis Penguasaan Konsep melalui Pembelajaran Guided Inquiry berbantuan Modul Terintegrasi STEM pada Materi Fluida Dinamis

2020 ◽  
Vol 5 (6) ◽  
pp. 809
Author(s):  
Ika Khoirun Nisa ◽  
Lia Yuliati ◽  
Arif Hidayat
Keyword(s):  
Conceptual Understanding ◽  
Effect Size ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Research Instrument ◽  
Integrated Stem ◽  
The Impact

<p><strong>Abstract:</strong> This study aims to analyze the impact of guided inquiry learning integrated STEM module of the students’ physics conceptual understanding on dynamic fluid topic. The research sample was 34 students of class XI at SMAN 1 Singosari. The research instrument used 7 essay questions with a reliability value of 0.622. There is an increase of students' conceptual understanding through <em>guided inquiry learning</em> by the integrated STEM module (&lt;g&gt; = 0.652). The results of the calculation of the value of the effect size of 4.49 show that the influence of guided inquiry learning assisted by the integrated STEM module on dynamic fluid topic for the students’ physics conceptual understanding is included in the strong category. The level of students’ misconception decreases with increasing their conceptual understanding.</p><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk menganalisis dampak pembelajaran <em>guided inquiry </em>berbantuan modul terintegrasi STEM terhadap penguasaan konsep fisika siswa pada materi fluida dinamis. Sampel penelitian adalah 34 siswa kelas XI di SMAN 1 Singosari. Instrumen penelitian menggunakan tujuh buah soal <em>essay </em>dengan nilai reliabilitas sebesar 0,622. Terdapat peningkatan penguasaan konsep siswa melalui pembelajaran guided inquiry berbantuan modul terintegrasi STEM (&lt;g&gt; = 0,652). Hasil perhitungan nilai <em>effect size</em> sebesar 4,49 menunjukkan bahwa pengaruh pembelajaran <em>guided inquiry</em> berbantuan modul terintegrasi STEM pada materi fluida dinamis terhadap penguasaan konsep siswa termasuk dalam kategori kuat. Tingkat miskonsepsi siswa pada materi fluida dinamis menurun seiring dengan meningkatnya penguasaan konsep mereka.

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