scholarly journals Learning problem-solving skills in a distance education physics course

2017 ◽  
Vol 905 ◽  
pp. 012019
Author(s):  
G J Rampho ◽  
M Z Ramorola
Keyword(s):  
Distance Education ◽  
Problem Solving ◽  
Learning Problem ◽  
Problem Solving Skills ◽  
Physics Course

Learning Problem-Solving Skills in Algebra

1987 ◽  
Vol 15 (3) ◽  
pp. 303-324 ◽  
Author(s):  
David McArthur ◽  
Cathleen Stasz ◽  
John Y. Hotta
Keyword(s):  
Problem Solving ◽  
Learning Opportunities ◽  
Learning Problem ◽  
High Quality ◽  
Problem Solving Skills ◽  
Intelligent Tutors ◽  
Computer Tutoring ◽  
First Time ◽  
Intelligent Tutor

In this article we describe aspects of our intelligent tutor for basic algebra. A main goal of the project is to develop a computer tutoring system whose skills and knowledge approximate those of a high-quality human tutor. We are particularly interested in exploring novel learning opportunities that can be made available to students for the first time by exploiting the reactive capabilities of such intelligent tutors. In this context, we focus here on the role of an algebra expert system embedded in the tutor. We discuss how it can be used to help students learn several nontraditional types of skill and knowledge in the context of algebra, including goal-directed reasoning skills, and debugging techniques.

Computer-aided tutorials and tests for use in distance learning

2004 ◽  
Vol 49 (8) ◽  
pp. 65-71 ◽  
Author(s):  
N. Nirmalakhandan
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Problem Solving ◽  
Problem Solving Skills ◽  
Test Taking ◽  
Computer Aided ◽  
Education Courses

Compared to the traditional on-campus students, remote students in distance education courses find it more difficult to develop problem-solving skills. In this paper, we propose the use of computer-aided tutorials and tests (CATTs) as convenient tools for remote students to practice and improve problem-solving and test taking skills at their own pace. Example of CATTs developed with Authorware software for use in distance education is presented.

scholarly journals Samani and Pan (2021) Interleaving enhances memory and problem-solving skills in physics

2021 ◽  
Author(s):  
JOSHUA SAMANI ◽  
Steven C. Pan
Keyword(s):  
Problem Solving ◽  
Relevant Information ◽  
Introductory Physics ◽  
Problem Solving Skills ◽  
University Level ◽  
Physics Course

We investigated whether continuously alternating between topics during practice, or interleaved practice, improves memory and the ability to solve problems in undergraduate physics. Over eight weeks, students in two lecture sections of a university-level introductory physics course completed thrice-weekly homework assignments, each containing problems that were interleaved (i.e., alternating topics) or conventionally arranged (i.e., one topic practiced at a time). On two surprise criterial tests containing novel and more challenging problems, students recalled more relevant information and more frequently produced correct solutions after having engaged in interleaved practice (with observed median improvements of 50% on test 1 and 125% on test 2). Despite benefiting more from interleaved practice, students tended to rate the technique as more difficult and incorrectly believed that they learned less from it. Thus, in a domain that entails considerable amounts of problem-solving, replacing conventionally-arranged with interleaved homework can (despite perceptions to the contrary) foster longer-lasting and more generalizable learning.

scholarly journals THE VALIDITY AND EFFECTIVENESS OF PHYSICS INDEPENDENT LEARNING MODEL TO IMPROVE PHYSICS PROBLEM SOLVING AND SELF-DIRECTED LEARNING SKILLS OF STUDENTS IN OPEN AND DISTANCE EDUCATION SYSTEMS

2017 ◽  
Vol 16 (5) ◽  
pp. 651-665
Author(s):  
Paken Pandiangan ◽  
I Gusti Made Sanjaya ◽  
Budi Jatmiko
Keyword(s):  
Distance Education ◽  
Problem Solving ◽  
Independent Learning ◽  
Validity And Reliability ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Problem Solving Skills ◽  
Post Test ◽  
Trial Test ◽  
Directed Learning

The Physics Independent Learning (PIL) model is an authentic problem-based model designed teaching guide for improving self-directed learning and problem-solving skills in open and distance education. This research is aimed to analyze the validity and effectiveness of PIL model. This research was conducted using focus group discussions of experts that consisted of three science education experts and applies quasi-experiment of one group pre-test and post-test design to 144 students in East Java, Indonesia. Before applying the lesson using the PIL model, the students are given pre-test and after accomplishing the learning, the students are given post-test. The data collected from pre-test and post-test then is further analyzed by means of validity coefficient (rα), Cronbach’s alpha (α), pair t-test, n-gain and ANOVA. The result of research shows that rα = .75 and α = .92 is for content validity; rα = .79 and α = .99 is for construct validity, so that PIL model is validity and reliability qualified. In addition, there are increasing scores of physics problem solving skills and self-directed learning skills of α = 5% with moderate category of n-gain consistent in a limited trial test and of high category in a broader trial test for all groups. Keywords: PIL model, model validity, model effectiveness, physics problem-solving skills, self-directed learning skills, electricity, magnetism.

scholarly journals Problem-Based Introduction (PBI) Learning Model on The Problem Solving Ability of Prospective Economy Teachers

2019 ◽  
Author(s):  
Jusep Saputra ◽  
Chandra Aditya
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Research Method ◽  
Scale Model ◽  
Learning Problem ◽  
Model Learning ◽  
Problem Solving Skills ◽  
Real Experiment ◽  
Type Test ◽  
Better Than

Ability Problem solving of learners is needed in understanding the economy in order to support student learning achievement. But the problem-solving ability of learners was still low. This is because teachers rarely train the problem-solving skills of learners during the learning process. The purpose of this research is to analyze the implementation of PBI (Problem Based Introduction) model and how much influence of PBI (Problem Based Introduction) model to problem-solving ability. The research method is True Experimental Design (real experiment) The population in this research are all students SMA Negeri 27 Bandung. As for the sample of the research is the students of class X SMA Negeri 27 Bandung as much as two classes are randomly selected by class Instruments used in the research in the form of Multiple Choice type test questions problem-solving problem learners and a questionnaire scale using a Likert Scale model The data analysis is done using t-test, based on postes obtained data of independent samples test with sig value (2-tailed) 0.12 Based on the result of the calculation, the writer concludes that the problem-solving ability of learners who get the model learning problem-based Introduction (PBI) is better than the problem-solving ability of learners who get expository exposure. Therefore, Problem Based Introduction (PBI) model can be used as an alternative for teachers in implementing their learning to create an active, effective and enjoyable learning atmosphere.

scholarly journals Pengembangan Perangkat Pembelajaran Model Brain Based Learning Materi Barisan dan Deret untuk meningkatkan Kemampuan Pemecahan Masalah

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Nuranita Adiasstuty
Keyword(s):  
Problem Solving ◽  
Positive Response ◽  
Student Response ◽  
Learning Problem ◽  
Problem Solving Skills ◽  
Implementation Phase ◽  
Average Value ◽  
Brain Based Learning ◽  
Phase Design ◽  
Better Than

ABSTRACT The research aims to develop a learning devices  on Brain Based Learning (BBL), to enhance the problem solving abilities. This research is a development by using models Plomp, which consists of the initial investigation phase, design phase, construction phase of realization or phase test, evaluation, and revision, and implementation phase. The study was conducted in vocational Islamic Centre Cirebon on three sample classes. Variables include the study of learning, motivation, skills, processes, teacher and student response, and problem solving skills. Data collection techniques (in a row) using validation sheets, tests, questionnaires, observation, and TKPM sheet. The results showed the average value of the syllabus, lesson plans, student books, LKS row in the range of 1-5 is 4.55; 4.32, 4.45 and 4.40 so that the study considered valid. Positive response shown by the students and teachers towards learning, which indicate the practical learning. Increase problem solving ability. motivation and skills of the students, the effect of 81.5% of the students' problem-solving abilities. The average of the results of the test problem solving skills 77.56 KKM exceed 70, so that the average problem-solving ability to learn to use Brain Based Learning is better than average ability to use problem solving methods ekspository. It is concluded that the study is valid, practical, and effective. Keywords: effective, Brain Based Learning, problem solving abilities

scholarly journals DESAIN RISET PROTOTIPE BUKU GURU DAN BUKU SISWA BERBASIS PEMBELAJARAN TERBIMBING UNTUK MENINGKATKAN KETERAMPILAN PEMECAHAN MASALAH IPA PADA SISWA SD

2018 ◽  
Vol 4 (1) ◽  
pp. 626
Author(s):  
Anita Rif’atul Ilmi
Keyword(s):  
Problem Solving ◽  
Design Research ◽  
Discovery Learning ◽  
Development Model ◽  
Learning Problem ◽  
Guided Discovery ◽  
Problem Solving Skills ◽  
First Semester ◽  
Student Activity ◽  
School Year

ABSTRACTThis design research has aimed to train problem solving skill through the development of the teacher and student book prototype using guided discovery learning. The research was conducted in the first semester of the school year 2015/2016, subjects in this research is designing learning packade tested on 16 students of class IV SDN Kramat 2 Lamongan. Research and development model used in this research is 4D model using one group pretest-posttest design. The results show that: 1) the intervention are valid; 2) the implementation result of the intervention is very good, and the student activity show that the intervention is practice categorized to train problem solving skills; 3) the intervention is effective, according to the increasing of problem solving skills and students  positively respond towards intervention. It is show that the intervention is effective to train problem solving skills. Based on the result of research, it can be concluded that the teacher and student book prototype is valid, practice and effective to train students problem solving skills. Keywords: Guided Discovery Learning, Problem Solving Skill. ABSTRAK                                                                                          Penelitian ini adalah penelitian desain riset yang bertujuan untuk melatihkan keterampilan pemecahan masalah melalui pengembangan Prototipe Buku Guru dan Buku Siswa dengan pembelajaran penemuan terbimbing yang layak digunakan. Penelitian dilakukan pada semester ganjil tahun ajaran 2015/ 2016, subjek dalam penelitian ini adalah perangkat pembelajaran yang diujikan pada 16 siswa kelas IV SDN Kramat 2 Lamongan. Model penelitian dan pengembangan perangkat yang digunakan adalah model pengembangan 4-D dengan menggunakan rancangan uji coba One Group Pretest Posttest Design. Hasil penelitian ini menunjukkan: 1) Prototipe Buku yang dikembangkan valid untuk melatihkan keterampilan pemecahan masalah siswa; 2) keterlaksanaan RPP berkategori sangat baik dan aktivitas belajar siswa menunjukkan Prototipe Buku yang didesain terkategori praktis dalam melatihkan keterampilan pemecahan masalah siswa; 3) respon positif siswa terhadap prototipe buku dan peningkatan keterampilan pemecahan masalah siswa menunjukkan prototipe buku  yang didesain efektif untuk melatihkan keterampilan pemecahan masalah. Berdasarkan hasil penelitian, dapat disimpulkan bahwa Prototipe Buku Guru dan Buku Siswa berbasis pembelajaran terbimbing yang didesain valid, praktis dan efektif untuk melatihkan keterampilan pemecahan masalah. Kata kunci: Pembelajaran Terbimbing, Keterampilan Pemecahan Masalah

scholarly journals Topic Order in Introductory Physics and its Impact on the STEM Curricular Ladder

2017 ◽  
Vol 7 (1) ◽  
pp. 136 ◽  
Author(s):  
Teresa L Larkin
Keyword(s):  
Problem Solving ◽  
Student Learning ◽  
Introductory Physics ◽  
Problem Solving Skills ◽  
First Semester ◽  
Physics Courses ◽  
Introductory Course ◽  
Electricity And Magnetism ◽  
Physics Course ◽  
Introductory Physics Courses

Introductory physics courses are an important rung on the curricular ladder in STEM. These courses help to strengthen students critical thinking and problem solving skills while simultaneously introducing them to many topics they will explore in more detail in later courses in physics and engineering. For these reasons, introductory physics is a required element on the curricular ladder. Most often, introductory physics is offered as a two-semester sequence with basic mechanics being taught in the first semester and electricity and magnetism in the second. In fact, this curricular sequence has not been altered in decades. Is there a reason for this? There are many other enduring questions that arise pertaining to these foundation courses in physics. These questions include: Does taking the introductory course sequence “out of order” have an impact on student learning in physics? What topics should be taught? When should these topics be taught? What topics could be left out? The list of questions is essentially endless. This paper will address some of these questions in part, through a brief discussion on student learning in a second-semester algebra-based physics course. Connections will also be made to the broader curricular ladder in STEM. To this end, an illustration that makes connections to an engineering statics course will be presented. This discussion will conclude by presenting some broader implications for the larger STEM communities.

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