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.

scholarly journals STRATEGI PEMBELAJARAN DI ANTARA GURU TERHADAP SISWA DALAM KONTEKS MEMECAHKAN KESULITAN BELAJAR

2021 ◽  
Vol 4 (2) ◽  
pp. 1-12
Author(s):  
Pudun Tadam
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Difficulties ◽  
Learning Activities ◽  
Learning Material ◽  
Self Awareness ◽  
Strategic Learning ◽  
Effective Learning ◽  
Teachers And Students ◽  
To Receive

Abstract: Strategic Learning involves Learning Strategies and Teaching Strategies that can help bring success to a student. The research objective answers the question: What is the meaning of a Learning Strategy? What is an Effective Learning Strategy? What are the Learning Strategies among Teachers against Students in the Context of Solving Learning Difficulties? The answer is: Learning strategies are the methods that will be selected and used by a teacher to deliver learning material that aims to make it easier for students to receive and understand learning material, which in the end can be mastered learning objectives at the end of learning activities. Three aspects of effective learning strategies are: (1) Students Need Continuous Strategic Instruction. (2) Teachers Promote Self-Awareness in Metacognition in the Classroom. (3) Teachers Can Recognize and Understand Different Learning Profiles. Learning Strategies between Teachers and Students in the Context of Solving Learning Difficulties are: (1) learning difficulties manifested in classrooms, (2) difficulties demonstrated by students in classrooms, and (3) strategies to help students who have difficulty paying attention in class . Abstrak: Strategic Learning melibatkan Strategi Pembelajaran dan Strategi Pengajaran yang dapat membantu membawa kejayaan kepada seorang mahasiswa. Tujuan penelitian menjawab pertanyaan: Apakah pengertian Strategi Pembelajaran? Bagaimanakah Strategi Pembelajaran yang Efektif? Bagaimanakah Strategi Pembelajaran di antara Guru terhadap Siswa dalam Konteks Memecahkan Kesulitan Belajar? Jawabannya adalah: Strategi pembelajaran adalah cara-cara yang akan dipilih dan digunakan oleh seorang pengajar untuk menyampaikan materi pembelajaran yang bertujuan untuk memudahkan peserta didik menerima dan memahami materi pembelajaran, yang pada akhirnya tujuan pembelajaran dapat dikuasainya di akhir kegiatan belajar. Tiga hal strategi pembelajaran yang efektif adalah: (1) Siswa  Memerlukan Instruksi Strategi yang Berkelanjutan. (2) Guru  Mempromosikan Kesadaran Diri dalam Metakognisi di Kelas. (3) Guru-guru Dapat Mengenali dan Memahami Profil Pembelajaran yang Berbeda. Strategi Pembelajaran di antara Guru terhadap Siswa dalam Konteks Memecahkan Kesulitan Belajar adalah: (1) kesulitan belajar dimanifestasi dalam bilik kelas, (2) kesulitan didemonstrasi oleh siswa dalam bilik kelas, dan (3) strategi-strategi untuk membantu siswa yang kesulitan perhatian di kelas.

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>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.

Linking the submicroscopic and symbolic level in physical chemistry: how voluntary simulation-based learning activities foster first-year university students’ conceptual understanding

2020 ◽  
Vol 21 (4) ◽  
pp. 1132-1147
Author(s):  
Stefanie Schwedler ◽  
Marvin Kaldewey
Keyword(s):  
Physical Chemistry ◽  
University Students ◽  
Mental Models ◽  
Conceptual Understanding ◽  
Learning Activities ◽  
Scientific Concept ◽  
First Year ◽  
Tertiary Teaching ◽  
Simulation Based ◽  
At Home

Research in the past decades repeatedly revealed university students’ struggles to properly understand physical chemistry concepts. In contrast to school, tertiary teaching relies heavily on the symbolic level, mainly applying abstract representations such as equations and diagrams. To follow the lessons and generate conceptual understanding, students need to connect those representations with macroscopic and submicroscopic aspects of the scientific concept depicted. For German first-year chemistry students, this increase in abstraction in a major subject of study contributes to excessive demand and demotivation (especially during out-of-class learning) and increases the risk of early dropouts. We designed a simulation-based learning environment (BIRC: Bridging Imagination and Representation in Chemistry) to suit the needs of first-year students and support them when learning physical chemistry at home. Our approach, featuring molecular dynamics simulations, requires students to assess their own mental models on the submicroscopic level and connect them to equations and diagrams on the symbolic level. Prior studies did already highlight the potential of individual BIRC learning units to foster conceptual understanding on specific topics. In this paper, we investigate if and how students of a broader sample use these learning activities as voluntary supplement beside regular coursework. During the term, we used think-aloud protocols, interviews and eight online questionnaires to analyse students’ mental and emotional interaction while working on BIRC, assessing whether students perceived BIRC as a suitable, enjoyable and supportive resource to enhance learning. Via two paper & pencil achievement tests we examined students’ retention concerning submicroscopic mental models and their ability to connect these mental models with symbolic representations 5–10 weeks later. Our findings indicate a cognitively engaging, comparably enjoyable learning process, which strengthens conceptual understanding and – despite the necessary time and effort – induces a broad number of students to voluntarily work on several units at home.

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.

scholarly journals PRODUCING GLOBAL MALAYSIAN SECONDARY STUDENTS THROUGH FOREIGN NOVELS: CHALLENGES

2019 ◽  
Vol 5 (2) ◽  
pp. 31
Author(s):  
Yuet Zhou Tan ◽  
Azlina Abdul Aziz
Keyword(s):  
Secondary Students ◽  
Global Citizenship ◽  
Item Analysis ◽  
Ministry Of Education ◽  
Global Citizen ◽  
Global Citizens ◽  
Teachers And Students ◽  
Louise Rosenblatt ◽  
To Receive ◽  
English Culture

The study of literature provides a civilizing effect on a society anywhere around the world. Through these English kinds of literature, there are aspects of English culture encapsulated in it. This could potentially help students to develop as global citizens, which understand not only the feelings, settings, culture and even thoughts conveyed through the literature but being able to apply it to the real world, as a global citizen. If young students are not able to get such valuable exposure in schools, where are they supposed to receive such valuable input? Through this study, it is aimed to provide an overview of how foreign literature English novels chosen by the Ministry of Education has expanded the students' perspective as a global citizen. This paper aimed to reveal the challenges faced by teachers in using these texts in completing the objectives of producing students as global citizens. Thus, by applying Louise Rosenblatt Transactional Theory, it scaffolds this study to examine the challenges faced by English teachers in incorporating global citizenship values through the teaching of foreign novels in English. Data was collected via classroom observations, document analysis and interviews on both teachers and students. The data collected from the interviews, observations and item analysis were analyzed and results were conveyed in different themes, on the challenges faced by the respondents.�

scholarly journals FEATURES OF THE ORGANIZATION OF THE EDUCATIONAL PROCESS IN THE CONTEXT OF THE CONSTRUCTIVIST CONCEPT OF LEARNING

2021 ◽  
pp. 86-92
Author(s):  
A.A. Fasolya ◽  
◽  
M.S. Guzeev ◽  
N.V. Uvarina ◽  
◽  
...  
Keyword(s):  
Modern Philosophy ◽  
Conceptual Understanding ◽  
School Teacher ◽  
Philosophy Of Education ◽  
Educational Process ◽  
Learning Activities ◽  
Individual Identity ◽  
Internal Motivation ◽  
Support Students ◽  
Community Teaching

The essence of the theory of constructivism as a component of the modern philosophy of education and the basics of the organization of the educational process in the context of the above concept are discussed. Analyzes the direction of the organization of the learning process is based on constructivism: the organization of meaningful knowledge; the development of conceptual understanding; engaging students in authentic, professionally oriented activities; the urge to reflect on their actions; provision of educational nature of the learning activities; creation of a community teaching; the development of internal motivation of learning of students; support for their individual identity. Attention is focused on the importance of the activity of a higher school teacher as a facilitator to support students in the educational process

scholarly journals Nomophobic Prevalence and Academic Achievement of Higher Secondary Students Practicing Blended Learning during COVID-19 Pandemic

2021 ◽  
pp. 871-877
Author(s):  
Jijish Elias ◽  
P. M. Jayalakshmy ◽  
K. Jayaraman ◽  
M. Mirunalini ◽  
Issac Paul
Keyword(s):  
Academic Achievement ◽  
Blended Learning ◽  
Secondary Students ◽  
Learning Process ◽  
Rating Scale ◽  
Smart Phone ◽  
Learning Activities ◽  
Smartphone Addiction ◽  
Adolescent Students ◽  
Mobile Phone Usage

Introduction: Smartphone usage for academic and non academic processes increased among the adolescent students, especially among Higher Secondary students. This increased usage developed a kind of addiction among them towards the smartphones and other mobile gadgets. The mode of delivering learning experiences also changed due to the pandemic and this makes the need of the current study. Aim: To identify the smartphone addiction termed as nomophobia and academic achievement of higher secondary students during blended learning activities which known for the mixing of appropriate theories, methods and technologies to optimise learning in a particular context. Materials and Methods: A standardised nomophobic rating scale utilised to check the extent of smartphone addiction among the higher secondary students. Their academic achievement is identified using an achievement test in the relevant subject. The higher secondary students from Kerala constitute the population of the current study and 30 among them practicing blended learning activities are selected for the study in a convenient manner. Results: The results show that students are more prevalent to the smart phone addiction during the blended learning process. The male students show a higher level of smartphone addiction when compared to their female counterparts while academic achievement does not differ with respect to gender. Locality of the higher secondary students has no significant role on their nomophobic prevalence and academic achievement.  Nomophobic prevalence correlated negatively with academic achievement but not at a significant level. Conclusion:  This study reveals the major issues about the need for adequate supervision of adolescent mobile phone usage especially during blended learning. It also emphasises the need and importance of timely interventions from teachers, parents, and professionals as the learning process shifted to blended methods after the pandemic among higher secondary level.

Item response analysis to explore psychometric properties of the Persian version of Troutman successful aging inventory: Rasch partial credit model

2020 ◽  
pp. 135910532093117
Author(s):  
Mozhgan Seif ◽  
Abdolrahim Asadollahi ◽  
Mahsa Yarelahi ◽  
Elham Rezaian
Keyword(s):  
Older Adults ◽  
Item Response ◽  
Successful Aging ◽  
Rasch Analysis ◽  
Response Analysis ◽  
Partial Credit Model ◽  
Partial Credit ◽  
Men And Women ◽  
Persian Version ◽  
Successive Response

The study aimed to evaluate Persian version of the TSAI-2011 to determine successful aging issues in older adults. In a psychometric study, the instrument was completed by 400 men and women aged 60 and above and the Rasch partial credit model was used. The PCM indicated that items 1 and 20 were misfitting. Also, it successive response categories for all items were located in the expected order and version of TSAI with 22-items had more internal consistency. Although Rasch analysis indicated to relevant of TSAI 22-Items, it should be evaluated in further studies and divergent cultures.

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