Comment on ‘The effects of students' reasoning abilities on conceptual understanding and problem-solving skills in introductory mechanics’

AbstractThis article discusses the use of a scientific calculator in teaching calculus by using representations of mathematics notions in different sub-languages (analytical, graphical, symbolical, verbal, numerical and computer language). Our long-term experience shows that this may have a positive and significant effect on the enhancement of conceptual understanding of mathematical concepts and approaches. This transcends the basic computational uses, and implies a potential for real improvement in the learning success, cognitive motivation and problem solving skills of the student. We illustrate the steps we have taken towards doing this through some examples.

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Visuo-spatial mental imagery and geometry skills in school-aged children

School Psychology International ◽

10.1177/0143034321992458 ◽

2021 ◽

pp. 014303432199245

Author(s):

Maria Chiara Fastame

Keyword(s):

Academic Achievement ◽

Problem Solving ◽

Mental Imagery ◽

Spatial Abilities ◽

Verbal Reasoning ◽

Geometric Problem ◽

Problem Solving Skills ◽

School Aged Children ◽

Reasoning Abilities ◽

Geometric Knowledge

The relationships between visuo-spatial abilities and geometry performances in school-aged children were examined. A battery of tests assessing non-verbal reasoning, visuo-spatial mental imagery, and academic achievement in geometry (i.e., geometric knowledge and geometric problem-solving competencies) was presented to 162 8-9.5-year-old pupils attending primary school. After controlling for age, significant associations were found between non-verbal reasoning abilities and knowledge in geometry (r = .31, p = .013) and geometric problem-solving skills (r = .35, p = .005), respectively. Similarly, using age as covariate, mental imagery abilities were significantly related to geometric knowledge (r = -.28, p < .001) and geometric problem-solving skills (r = -.24, p = .002), respectively. Furthermore, pupils with high visuo-spatial mental imagery abilities outperformed their peers with low visuo-spatial competences in the geometry tasks and further visuo-spatial abilities measure computed by their teachers. Finally, male participants showed better geometry skills than females.

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Design and Implementation of Schoology-Based Blended Learning Media for Basic Physics I Course

Jurnal Pendidikan IPA Indonesia ◽

10.15294/jpii.v6i1.8648 ◽

2017 ◽

Vol 6 (1) ◽

Cited By ~ 3

Author(s):

W. Suana ◽

N. Maharta ◽

I D. P. Nyeneng ◽

S. Wahyuni

Keyword(s):

Problem Solving ◽

Blended Learning ◽

Conceptual Understanding ◽

Development Stage ◽

Design Development ◽

Classroom Implementation ◽

Problem Solving Skills ◽

Basic Physics ◽

The Media ◽

Addie Model

<p>This research was conducted to: (1) design a Schoology-based blended learning media for Basic Physics I course on the topics of vector quantity, linear motion, and translational dynamics, (2) describe the validity of the product, (3) describe the product’s effectiveness in enhancing students’ conceptual understanding and problem solving skills, and (4) describe students’ responses towards the media and blended learning model. The development procedures employed were ADDIE model which consisedt of five stages: analysis, design, development, implementation, and evaluation. In development stage, the assessment had been conducted by two experts to assess validity of media both in content and construct aspects. The results showed that the validities in content aspect and construct aspect were “very good” and “good”, respectively. The results from classroom implementation revealed the effectiveness of the product in enhancing students’ conceptual understanding and problem solving skills. Students’ responses towards the product’s utility, attractiveness, and easiness as blended learning media were also positive. The conclusion was that the media was valid and effective as blended learning media of Basic Physics I course.</p>

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CONCEPTUAL UNDERSTANDING AND PROBLEM-SOLVING SKILLS: THE IMPACT OF HYBRID LEARNING ON MECHANICS

EDUPROXIMA : Jurnal Ilmiah Pendidikan IPA ◽

10.29100/eduproxima.v2i2.1626 ◽

2020 ◽

Vol 2 (2) ◽

pp. 67

Author(s):

Yessi Affriyenni ◽

Arif Hidayat ◽

Galandaru Swalaganata

Keyword(s):

Problem Solving ◽

Conceptual Understanding ◽

Pearson Correlation ◽

Hybrid Learning ◽

Coefficient Of Determination ◽

Average Score ◽

Multiple Choice Questions ◽

Problem Solving Skills ◽

The Impact ◽

Linearity Test

<p>Mechanics is a challenging topic not only for the students majoring in physics but also for those who are not majoring in physics. This study aims to discover the correlation between students’ conceptual understanding and problem-solving skills experienced by students who major in natural science. The analysis was conducted after the course had been delivered using the hybrid-learning method. Students’ conceptual understanding was measured using 13 multiple-choice questions while their problem-solving skill was measured using 3 essay questions. The normality, the linearity, and the correlation of the data were analyzed. The data is normally distributed with the average score of students’ conceptual understanding was 83 and the average score of students’ problem-solving skills was 48. The linearity test shows that there is a significant linear correlation between students’ conceptual understanding and problem-solving skills. However, the Pearson Correlation test result shows that there is no significant positive correlation between the two variables with the coefficient of determination was only 15.4%.</p>

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Functional Approach in Teaching and Learning Plane Trigonometry

International Journal of Scientific Research and Management ◽

10.18535/ijsrm/v6i6.el013 ◽

2018 ◽

Vol 6 (06) ◽

Author(s):

Marita Salvo Magat

Keyword(s):

Problem Solving ◽

Conceptual Understanding ◽

Traditional Approach ◽

Functional Approach ◽

Control Group ◽

Work Context ◽

Control Group Design ◽

Problem Solving Skills ◽

Context Learning ◽

Mathematics Skills

Functional approach is both content and learner based approach of teaching Plane Trigonometry. As a content-based approach, it is anchored more on the concepts of circles and their applications rather than the concepts of angles. As a learner-based approach, it is based on Sticht theory of functional context learning which stresses the importance of making learning relevant to the experiences of the learners and their work context. This study investigated the effect of functional approach in the mathematics performance of college students. It likewise looked into its effectiveness in developing conceptual understanding, computation and problem solving skills and the factors associated with the development of these skills. It employed the quasi-experimental method specifically the non-equivalent pretest-posttest control group design. Findings revealed that the functional approach is more effective in raising the performance of students to the standard level in conceptual understanding, computation and problem solving skills than the traditional approach. It was also found out that factors such as previous ratings in mathematics, scholastic aptitude, attitude towards mathematics and gender are associated with development of the three mathematics skills. Income of the family is not associated with mathematics skills development. Functional approach in teaching Plane Trigonometry is recommended since it is anchored on the concepts of circles and circular functions which offers sound background materials for the study of higher mathematics and a high potential for the development of conceptual, computational and problem solving skills because it make use of students’ daily work context. Keywords: Functional approach; teaching-learning strategy; Plane Trigonometry

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Pedagogical Content Knowledge-Guided Lesson Study: Effects on Teacher Competence and Students’ Achievement in Chemistry

Education Research International ◽

10.1155/2016/6068930 ◽

2016 ◽

Vol 2016 ◽

pp. 1-9 ◽

Cited By ~ 2

Author(s):

John Lou S. Lucenario ◽

Rosanelia T. Yangco ◽

Amelia E. Punzalan ◽

Allen A. Espinosa

Keyword(s):

Student Achievement ◽

Problem Solving ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Conceptual Understanding ◽

Lesson Study ◽

Research Team ◽

Teacher Competencies ◽

Problem Solving Skills ◽

Pedagogical Content

This study aimed to investigate the effectiveness of Pedagogical Content Knowledge-Guided Lesson Study (PCKLS) as an intervention to develop PCK competencies among teachers and consequently enhance student achievement in terms of conceptual understanding and problem-solving skills. Using quasi-experimental design, teacher competencies and student achievement in the PCKLS group and the conventional group were compared. In the PCKLS group, the intervention involved planning the lesson by the research team, teaching the planned lesson while PCK observations were made by the researcher and another teacher from the group, including a feedback meeting, implementing the improvements in the reteach stage of the lesson study cycle by another teacher from the research team, and, finally, revising lesson plans based on the consolidated suggestions for improvement. Analyses of data showed that there was a significant difference in the science teacher competencies of the PCKLS group teacher respondents compared to those of the conventional group. Also, student respondents showed a significant increase on mean scores in terms of conceptual understanding and problem-solving skills. Therefore, it was concluded that PCKLS was an effective method to develop the teachers’ PCK competencies and student achievement in terms of conceptual understanding and problem solving. This study recommends that this intervention be used across chemistry topics and in other science classes such as Biology, Earth and Environmental Science, Physics, and Mathematics.

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