scholarly journals Motivating Students' STEM Learning Using Biographical Information

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Janet N. Ahn ◽  
Myra Luna-Lucero ◽  
Marianna Lamnina ◽  
Miriam Nightingale ◽  
Daniel Novak ◽  
...  
Keyword(s):  
Problem Solving ◽  
Content Knowledge ◽  
Science Instruction ◽  
Stem Learning ◽  
Stem Fields ◽  
Scientific Content ◽  
Problem Solving Skills ◽  
Stem Pipeline ◽  
Improved Learning ◽  
Oriented Approach

Science instruction has focused on teaching students scientific content knowledge and problem-solving skills. However, even the best content instruction does not guarantee improved learning, as students’ motivation ultimately determines whether or not they will take advantage of the content. The goal of our instruction is to address the “leaky STEM pipeline” problem and retain more students in STEM fields. We designed a struggle-oriented instruction that tells stories about how even the greatest scientists struggled and failed prior to their discoveries. We describe how we have gone about designing this instruction to increase students’ motivation and better prepare them to interact and engage with content knowledge. We first discuss why we took this struggle-oriented approach to instruction by delineating the limitations of content-focused science instruction, especially from a motivational standpoint. Second, we detail how we designed and implemented this instruction in schools, outlining the factors that influenced our decisions under specific situational constraints. Finally, we discuss implications for future designers interested in utilizing this approach to instruction. 

scholarly journals Collaborative Learning and Skills of Problem-based Learning: A Case of Nigerian Secondary Schools Chemistry Students

2015 ◽  
Vol 11 (27) ◽  
pp. 53
Author(s):  
Abbas Babayi ◽  
Mohammad Yusof Arshad
Keyword(s):  
Problem Solving ◽  
Collaborative Learning ◽  
Secondary Schools ◽  
Problem Based Learning ◽  
Modern Society ◽  
Thinking Skills ◽  
Self Directed Learning ◽  
Problem Solving Skills ◽  
Chemistry Students ◽  
Improved Learning

The role of chemistry in the development of any society cannot be overemphasized. Chemistry students are therefore expected to have improved learning and acquisition of problem solving skills to facilitate the expected development in modern society. Problem-based learning is a student-centered pedagogy which helps students develop problem solving skills and improved knowledge through collaborative and self-directed learning under teacher’s guide. It is supported by Cognitive and Constructive psychologists. However the learning process in Nigeria does not produce students with the required skills and knowledge, because of traditional instructions by teachers, poor learning environment and inadequate learning facilities. The purpose of this study is to investigate the roles of teachers and students in development of collaborative learning and skills in Nigerian Secondary Schools. The study used a qualitative approach with explanatory design. Fifteen (15) chemistry students and a teacher were purposefully selected from one Senior Secondary School (16 years) as participants. The participants received 6 weeks of PBL lessons using a topic purification of water. The researchers collected data during the intervention process through observations field notes and interviews after the PBL lessons were conducted. The data were transcribed, triangulated and analyzed using content analysis. The results showed that the students have improved learning and acquisition of problem solving skills including communication, teamwork and high-order thinking skills due effective collaborative learning activities among them. It is therefore recommended that collaborative learning approach be introduced in Nigerian Secondary Schools.

Context Based Mathematics Problem Solving: Cognitive and Affective Effects on BIT and BS VOC-Tech Students

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Arlene Demaisip Hortillosa
Keyword(s):  
Problem Solving ◽  
Content Knowledge ◽  
Traditional Approach ◽  
Statistical Tests ◽  
Control Group ◽  
Problem Solving Skills ◽  
Mathematics Problem Solving ◽  
Experimental Group ◽  
Mathematics Problem

This context based Mathematics problem solving has been shown to have direct efforts on students’ bearing. This study compares the cognitive and affective effects of the Context-Based and Traditional approach on voc-tech students from the two programs. Quantitative data were collected using a Pretest and Posttest examination in mathematics problem solving to assess the levels of students’ problem solving performance and an attitude, beliefs and confidence (A-B-C) questionnaire to assess the voc-tech students’ attitude, belief and confidence. For qualitative analysis, the students’ journals, interview responses, and the teacher−observers’ and raters’ notes and comments were analyzed. The results showed that the students have a very low analytic level and limited content knowledge in mathematics prior the intervention. However, the context-based approach enhanced the students’ problem solving skills as exhibited by the numerically higher scores and improvement in the quality of the experimental class’ solutions and responses to the problem solving posttest. After the treatment, statistical tests revealed that the contextbased approach had a significant effect on the voc-tech students on certain topics of mathematics in terms of approach, program and ability level. Results also revealed that the experimental group showed a significant improvement in their attitude and beliefs in mathematics problem solving compared to their counterparts in the control group. Comparing the posttest results by program, the BS students are significantly higher than the BIT students in their overall problem solving scores as well as the BIT and BS students in the experimental class.   Keywords - Mathematics, context based, Mathematics problem solving, attitude, belief, confidence, Voc-tech students, Iloilo, Philippines

scholarly journals Analisis Kebutuhan Model Problem Posing Berorientasi STEM

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Khairudin . ◽  
Ahmad Fauzan ◽  
Armiati . ◽  
Karmila Suryani
Keyword(s):  
Problem Solving ◽  
Qualitative Data ◽  
Model Problem ◽  
Learning Model ◽  
Problem Posing ◽  
State University ◽  
Stem Learning ◽  
Learning Models ◽  
Problem Solving Skills ◽  
Descriptive Survey

This research is a descriptive survey to determine the needs of lecturers and students for STEM-oriented problem posing learning models that can activate students to ask questions so that students can learn independently and can improve their problem solving skills in calculus. This research sample were students who took Calculus and lecturers who taught calculus. The research instrument used an online needs analysis questionnaire with two forms of statements, namely statements containing qualitative data. The research object consisted of 156 students from Padang State University, Bung Hatta University and STKIP PGRI Padang, as well as 2 lecturers teaching from the three colleges. The results of data analysis showed that on the part of lecturers and students is needed this learning model. Based on this results shows that the importance of designing a multidisciplinary oriented problem posing (STEM) learning model to increase problem solving abilities

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

2016 ◽  
Vol 2016 ◽  
pp. 1-9 ◽  
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.

A CONSTRUCTIVISM APPROACH TOWARDS INTEGRATION OF ICT FOR COLLABORATIVE LEARNING

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Bharati Chand
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Collaborative Learning ◽  
Content Knowledge ◽  
Learning Process ◽  
Learning Opportunities ◽  
Problem Solving Skills ◽  
Active Participant ◽  
Learning Techniques ◽  
Integration Of Ict

This paper highlights on constructivism approach by integrating ICT for collaborative learning. Constructivism transforms the learner from a passive recipient of information to an active participant in the learning process. The ICT integrated tools provides learning opportunities with which learners formulate and test their ideas, draw conclusions and inferences, and pool and convey their knowledge in a collaborative learning environment.Learners construct their knowledge actively rather than just mechanically ingesting knowledge from the teacher or the textbook. The ICT integrated collaborative learning techniques, help learners to promote content knowledge, critical thinking, and problem-solving skills.

Sign in / Sign up

Export Citation Format

Share Document