Building foundations for numeracy: A qualitative analysis of the basic concept knowledge demonstrated by young deaf children

2012 ◽  
Vol 37 (2) ◽  
pp. 106-112 ◽  
Author(s):  
Karen Kritzer
Keyword(s):  
Basic Concept ◽  
Thinking Skills ◽  
Deaf Children ◽  
Sorting Task ◽  
Early Numeracy ◽  
Concept Knowledge ◽  
Mathematics Ability ◽  
Task Assessment ◽  
Basic Concepts ◽  
Low Levels

THE QUALITATIVE STUDY DESCRIBED in this article examines the knowledge of basic concepts demonstrated by six young deaf children* with high/low levels of mathematical ability as measured by performance on a formal (i.e. Bracken Basic Concept Scale) and informal (i.e. classification/sorting task) assessment. Findings indicate that children with lower mathematics ability, as measured by the Test of Early Mathematics Ability (TEMA-3), also demonstrated limited understanding of basic concepts and weaker thinking skills as evidenced by a lack of ability to categorise or classify at a level comparable to their more mathematically able peers. Such performance suggests that a foundation in basic concept knowledge and thinking skills may be critical to the development of early numeracy skills.

scholarly journals Seni Kreatif Dengan Penggunaan Medium Sisa Dalam Era Norma Baharu

2021 ◽  
Vol 6 (2) ◽  
pp. 35-42
Author(s):  
Khairi Asyraf Abdul Karim ◽  
Keyword(s):  
Critical Thinking ◽  
Basic Concept ◽  
Creative Thinking ◽  
Movement Control ◽  
Thinking Skills ◽  
Creative Idea ◽  
Current Scenario ◽  
Basic Concepts ◽  
Control Order ◽  
The Impact

Creativity involves thinking skills and thinking that conveys ideas, while critical thinking is thinking that assesses ideas. Creative thinking terminology also carries the meaning of thinking outside the box. The current scenario does not limit us to work, but rather become more creative in thinking of an idea. The creative idea in this artwork arose when a situation asked us to always stay at home, and barred us from going out looking for the material. The uniqueness in its process is the use of materials that replace canvas, acrylic or watercolor, and drawing tools. This is due to the difficulty in obtaining art supply sources due to the Movement Control Order (MCO/PKP) which is still in force. Referring to the scenario, why don't we look around to get an idea? What is the impact if we use existing materials around to be used as a medium? Have we ever considered taking such action when faced with this situation? Isn't that called creativity? Could this be what the New Norm means? This artwork has a back to the basic concept. When the new norm takes place, it is like a baby who needs to learn the norms of life. The abstract paintings created feature basic shapes such as squares and oval that we often see everywhere in our day. It describes the basic concepts as we begin to learn to draw. This is very much related to the new norm that we need to get used to and start from the basics. It’s not just about art, it’s about creativity.

A Cognitive-Linguistic Intervention Program: Basic Concept Formation Level

1977 ◽  
Vol 8 (1) ◽  
pp. 23-32
Author(s):  
Gerald E. Chappell
Keyword(s):  
Basic Concept ◽  
Concept Formation ◽  
Intervention Program ◽  
Cognitive Linguistic ◽  
Basic Concepts ◽  
Linguistic Skills ◽  
Linguistic Intervention

Test-teach questioning is a strategy that can be used to help children develop basic concepts. It fosters the use of multisensory exploration and discovery in learning which leads to the development of cognitive-linguistic skills. This article outlines some of the theoretical bases for this approach and indicates possibilities for their applications in child-clinician transactions.

scholarly journals Pengembangan Buku Ajar Dengan Model Inkuiri Berbasis Strategi Konflik Kognitif Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa

2020 ◽  
Vol 8 (2) ◽  
pp. 123
Author(s):  
Dahlia Rosma Indah ◽  
Husnul Hatimah
Keyword(s):  
Chemical Bonding ◽  
Cognitive Conflict ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Design Development ◽  
Teaching Materials ◽  
Chemistry Teaching ◽  
Basic Concepts ◽  
Conflict Strategies ◽  
Correct Understanding

Chemical bonding contains basic concepts that are used to understand almost any topic in chemistry. Several research results show that there are still many misconceptions. Therefore, teaching materials are needed that can provide a correct understanding of the basic concepts in chemical bonding materials. This study aims to produce inquiry model chemistry teaching materials with cognitive conflict strategies for Muallimat NW Pancor high school. The development method used definne, design, development and dissemination. Data analysis was conducted in the form of product validity tests and students' critical thinking skills tests. However, in this development research, it only stopped at the third stage. The data obtained were quantitative and qualitative. The results  is (1) the feasibility of the material was 84% (very feasible); (2) the systematic feasibility of the presentation is 85% (very feasible); (3) language feasibility is 85.33% (very feasible). So that overall the teaching materials produced are categorized as very feasible and can be used in chemistry learning.

scholarly journals KEPEDULIAN LINGKUNGAN SISWA DITINJAU DARI ASPEK PENGETAHUAN TENTANG KONSEP DASAR EKOLOGI DAN GENDER

2017 ◽  
Vol 18 (02) ◽  
pp. 64-77
Author(s):  
Suhardin Suhardin
Keyword(s):  
Data Analysis ◽  
Comparative Analysis ◽  
Basic Concept ◽  
Environmental Concern ◽  
Female Students ◽  
Male Students ◽  
Environmental Concerns ◽  
Male And Female ◽  
Significant Difference ◽  
Basic Concepts

  The objective of this research is to know the diffrences of environmental concern as well as to find out the relionship between basic concept of ecology knowledge with environmental concern among  male and female students. The Comparative Analysis was conducted in SMA Depok involving 96 students chosen by using purposive random sampling.The data analysis and interpretation indicated that: 1. There is significant correlation in students basic concepts of ecology knowledge between with the environmental concerns, 2. There is verry significant difference students among male and female environmental concerns  3. There is significant correlation in male students basic concepts of ecology knowledge between with the environmental concerns, 4. There is significant correlation in female students  basic concepts of ecology knowledge between with the environmental concerns.

scholarly journals From Thick to Thin: Two Moral Reduction Plans

2009 ◽  
Vol 39 (4) ◽  
pp. 515-535 ◽  
Author(s):  
Daniel Y. Elstein ◽  
Thomas Hurka
Keyword(s):  
Basic Concept ◽  
Moral Judgments ◽  
Moral Concepts ◽  
Descriptive Content ◽  
Henry Sidgwick ◽  
Basic Concepts ◽  
Century Thought

Many philosophers of the last century thought all moral judgments can be expressed using a few basic concepts — what are today called ‘thin’ moral concepts such as ‘good,’ ‘bad,’ ‘right,’ and ‘wrong.’ This was the view, first, of the non-naturalists whose work dominated the early part of the century, including Henry Sidgwick, G.E. Moore, W.D. Ross, and C.D. Broad. Some of them recognized only one basic concept, usually either ‘ought’ or ‘good’; others thought there were two. But they all assumed that other moral concepts, including such ‘thick’ ones as the virtue-concepts ‘courageous’ and ‘kindly,’ can be reductively analyzed using one or more thin concepts and some more or less determinate descriptive content. This was also the view of many non-cognitivists who wrote later in the century, including C.L. Stevenson and R.M. Hare.

Concepts, History and the Game of Giving and Asking for Reasons: A Defense of Conceptual History

2013 ◽  
Vol 7 (3) ◽  
pp. 426-452
Author(s):  
D. Timothy Goering
Keyword(s):  
Basic Concept ◽  
Philosophy Of Language ◽  
Wilfrid Sellars ◽  
Conceptual History ◽  
Historical Sources ◽  
Abstract Entities ◽  
Basic Concepts ◽  
Definition Of ◽  
Semantic Transformation ◽  
Theoretical Foundations

Abstract This article offers a defense of the theoretical foundations of Conceptual History (Begriffsgeschichte). While Conceptual History has successfully established itself as an historical discipline, details in the philosophy of language that underpin Conceptual History continue to be opaque. Specifically the definition of what constitutes a “basic concept” (Grundbegriff) remains problematic. Reinhart Koselleck famously claimed that basic concepts are “more than words,” but he never spelled out how these abstract entities relate to words or can be subject to semantic transformation. I argue that to clarify the definition of what constitutes a basic concept we should turn to the functionalist and inferentialist philosophy of Wilfrid Sellars. By viewing historical sources as partaking in what Sellars calls the ‘game of giving and asking for reasons,’ Conceptual History can accurately trace the semantic changes of basic concepts and thus offer an important tool to the historical discipline.

Incidence of Basic Concepts in the Directions of Five Commonly Used American Tests of Intelligence

1986 ◽  
Vol 7 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Bruce A. Bracken
Keyword(s):  
United States ◽  
United States Of America ◽  
Basic Concept ◽  
The United States ◽  
Intelligence Tests ◽  
Frequency Count ◽  
Assessment Battery ◽  
Threats To Validity ◽  
Basic Concepts

Five intelligence tests produced in the United States of America were reviewed to determine the incidence of basic concepts within the test directions. The 258 concepts assessed by the Bracken Basic Concept Scale were used to produce the frequency count and it was found that the directions of four of the five intelligence tests were replete with basic concepts. The Kaufman Assessment Battery for Children had only six concepts used in the test directions, and the instrument allows for task teaching and alternate wording. Threats to validity are discussed for the four American instruments that had the most concepts assumed by the test authors.

Treatment Effectiveness of Large Group Basic Concept Instruction With Head Start Students

1991 ◽  
Vol 22 (2) ◽  
pp. 60-64 ◽  
Author(s):  
Holly Seifert ◽  
Ilsa Schwarz
Keyword(s):  
Academic Success ◽  
Head Start ◽  
Basic Concept ◽  
Treatment Effectiveness ◽  
Teaching Techniques ◽  
Short Term ◽  
Incidental Teaching ◽  
Large Group ◽  
Speech Language Pathologist ◽  
Basic Concepts

The ability to understand and use basic concepts is a key to academic success. This study demonstrated that short-term, large-group basic concept instruction significantly improved the basic concept scores of children in Head Start as measured by the Boehm Test of Basic Concepts-Revised (Boehm, 1986a). The intervention combined direct instruction, interactive and incidental teaching techniques, and enabled the speech-language pathologist to serve children effectively.

scholarly journals Kemampuan Berpikir Kritis dan Penguasaan Konsep Dasar IPA Peserta Didik

2020 ◽  
Vol 6 (1) ◽  
pp. 119
Author(s):  
Agus Ramdani ◽  
A Wahab Jufri ◽  
Jamaluddin Jamaluddin ◽  
Dadi Setiadi
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Survey Methods ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Basic Concepts ◽  
Quantitative Descriptive ◽  
Main Component ◽  
High Level

Students must be able to think at a high level in order to meet the requirements of the 21st century, including the ability to think critically. The mastery of student concepts about a material being studied influences the ability to think critically. The thing to remember is that all forms of critical thinking would not be possible without the main component of mastery of concepts. The purpose of this study is to describe the ability of critical thinking and mastery of the basic concepts of science among SMPN students in Central Lombok Regency. This type of research is a quantitative descriptive research with survey methods. Critical thinking tests and mastery of concepts by students using multiple choice instruments. The results showed that the average results: a) The critical thinking skills of nine high school students in Central Lombok were 71.69% with high criteria. The second critical thinking indicator, which provides further explanation, achieves the highest score in comparison with other indicators. b) Control of the basic concepts of natural sciences students with 76.20% with high criteria. The first indicator for controlling the concept is remembering who scores the highest score compared to other indicators

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