scholarly journals Multimedia reporting in science problem solving

1995 ◽  
Vol 11 (2) ◽  
Author(s):  
Barry M. Harper ◽  
John G. Hedberg ◽  
Robert J. Wright ◽  
Robert M. Corderoy
Keyword(s):  
Problem Solving ◽  
Science Teachers ◽  
Interactive Multimedia ◽  
Coastal Lake ◽  
Problem Solving Skills ◽  
Cd Rom ◽  
Science Problem ◽  
Problem Reporting ◽  
The University ◽  
Technology In Schools

<span>The increasing availability of CD ROM based interactive multimedia packages to support learning in science classrooms offers science teachers new pedagogical opportunities for student-centred and cooperative learning. However, many of the current products do not make full use of the existing technology in schools and even when they do they tend to constrain the student to a very limited view of information and how it can be used as part of student reporting of inquiry projects.</span><p>Interactivity in many packages has been limited to "point and click" rather than employing instructional strategies that immerse and challenge students. The Interactive Multimedia Learning Laboratory at the University of Wollongong has developed two interactive multimedia packages designed for Australian schools that not only attempt to develop problem solving skills but also allow students to express their ideas with different forms of representation in their reports.</p><p><em>Investigating Lake Iluka</em>, based on the ecology of a coastal lake environment uses a text based notebook which allows the student to select text and edit it into their report on their problem investigation A second package, <em>Exploring the Nardoo</em>, based on water management issues extends the concept to include multimedia elements in the student's notebook. The evaluation of both packages has examined the ability of students to express themselves in text together with static and dynamic aural and visual forms. This paper also reports on improvement of scientific understanding and improved problem' reporting based on metacognitive supports included in these interactive multimedia packages, especially the use of genre templates and guides.</p>

PENERAPAN METODE SCAMPER DALAM MENGEMBANGKAN KEMAMPUAN PEMECAHAN MASALAH DITINJAU DARI MOTIVASI MAHASISWA PENDIDIKAN MATEMATIKA UNIVERSITAS SEMBILANBELAS NOVEMBER KOLAKA

2020 ◽  
Vol 4 (2) ◽  
pp. 43
Author(s):  
Tahir Tahir ◽  
Murniati Murniati
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Average Increase ◽  
Learning Methods ◽  
Problem Solving Skills ◽  
Tertiary Institutions ◽  
Study Programs ◽  
University Level ◽  
General Goals ◽  
The University

This research is based on learning in tertiary institutions which requires more active, independent and creative learners. of the importance of using appropriate learning methods in mathematics learning at the university level. SCAMPER is a technique that can be used to spark creativity and help overcome challenges that might be encountered in the form of a list of general goals with ideas spurring questions. This research aims to develop students' problem solving skills using the SCAMPER method in terms of student motivation. The population in this study were all semester V students of mathematics education study programs, which were also the research samples. From the analysis of the data it was found that the SCAMPER method was better in developing students' problem solving abilities with an average increase of 0.52 compared to conventional methods with an average increase of 0.45. In addition there is a difference between improving students' problem solving abilities when viewed from their motivation. But there is no interaction between motivational factors and learning methods.

scholarly journals USING STEM APPLICATIONS FOR SUPPORTING INTEGRATED TEACHING KNOWLEDGE OF PRE-SERVICE SCIENCE TEACHERS

2019 ◽  
Vol 18 (2) ◽  
pp. 158-170 ◽  
Author(s):  
Burcu Alan ◽  
Fikriye Kirbağ Zengin ◽  
Gonca Keçeci
Keyword(s):  
Problem Solving ◽  
Science Teachers ◽  
Service Science ◽  
Control Group ◽  
Problem Solving Skills ◽  
Teaching Knowledge ◽  
Mixed Method Design ◽  
Post Test ◽  
And Control ◽  
Experimental Group

In this research the effects of STEM applications, which are aimed to support the integrated teaching knowledge of pre-service science teachers on the problem solving skills of pre-service science teachers were examined. The research was carried out in scope of the mixed method design of convergent parallel design. The research was conducted with pre-service science teachers of experimental group (n=31) and control group (n=31) who were studying at Fırat University. STEM applications including Algodoo were carried out with the pre-service teachers in the experimental group for one term. The data of the research were collected through the problem solving inventory test (PSIT), prospects diaries during the process of the pre-service science teachers in the experiment group. Quantitative data were analyzed using unpaired samples t-test. Statistically significant differences were found in favor of the experimental group when the PSIT post-test scores of the pre-service teachers in the experimental and control groups were analyzed. They said that STEM education is necessary and important for them, much better products arise as a result of gathering different disciplines, but integration of four disciplines is not easy.

scholarly journals The effect of Lego Mindstorm projects on problem solving skills and scientific creativity of teacher candidateÖğretmen adaylarının problem çözme becerilerine ve bilimsel yaratıcılıklarına Lego Mindstorm projelerinin etkisi

2019 ◽  
Vol 16 (1) ◽  
pp. 216
Author(s):  
Berkan Avcı ◽  
Fatma Şahin
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
English Summary ◽  
Scientific Creativity ◽  
Problem Solving Skills ◽  
Grade Levels ◽  
Lego Mindstorms

In this study; the effects of Lego Mindstorms projects on problem solving skills and scientific creativity of teacher candidates were. The study group consisted of 20 pre-service science teachers. The data were collected quantitatively and qualitatively. Problem solving and scientific creativity  test were used as quantitative data collection instruments. , Teacher Participant Interview was used as qualitative data collection tool. The practice with teacher candidates lasted 9 weeks.  In this process, pre-service teachers learned the software. Then, these teacher candidates were presented with the science problems appropriate to different grade levels and produced solutions to these problems with Lego EV3 Education sets.Results of the study, the participating teacher candidates identified Lego Ev3 Education sets as creative (25.6%), functional (18.7%), educational (20.9%), developmental (20.9%) and informative (13.9%). As a result of the projects carried out with the Lego Ev3 education sets, the problem solving skills and scientific creativity of the prospective teachers developed.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu çalışmada; Lego Mindstorms projelerinin öğretmen adaylarının problem çözme becerilerine ve bilimsel yaratıcılıklarına etkisi incelenmiştir. Araştırmanın çalışma grubunu Fen Bilgisi 3.sınıf öğrencisi 20 öğretmen adayı oluşturmuştur. Araştırmada nicel ve nitel veriler toplanmıştır. Nicel veri toplama araçları olarak problem çözme envanteri ve bilimsel yaratıcılık testi kullanılmıştır. Nitel veri toplama aracı olarak da öğretmen görüş anketi kullanılmıştır. Araştırmanın uygulama süreci 9 hafta sürmüştür. Bu süreçte önce öğretmen adayları yazılımı öğrenmiştir. Sonra bu öğretmen adaylarına farklı sınıf düzeylerine uygun fen problemleri sunulmuş ve bu problemlere Lego EV3 Education setleri ile çözüm üretmişlerdir.Çalışmanın sonuçları, araştırmaya katılan öğretmen adaylarının Lego Ev3 Education setlerini: yaratıcı (%25.6), işlevsel (%18.7), eğitimde uygulanabilir (%20.9), gelişimsel (%20.9) ve bilgiyi uygulayabilir (%13.9) olarak tanımladıklarını ortaya çıkarmıştır. Lego Ev3 education setleri ile yapılan projeler sonucunda öğretmen adaylarının problem çözme becerileri ve bilimsel yaratıcılıkları gelişmiştir.

Cognitive Functionality of Multimedia in Problem Solving

2008 ◽  
pp. 1233-1247
Author(s):  
Robert Zheng
Keyword(s):  
Information Retrieval ◽  
Problem Solving ◽  
Cognitive Load ◽  
Mental Representation ◽  
Cognitive Functions ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Problem Solving Skills ◽  
Teaching Problem ◽  
Problem Solving Process

Teaching problem solving can be a challenge to teachers. However, the challenge is oftentimes not due to a lack of skills on the part of learners but due to an inappropriate design of media through which the problem is presented. The findings of this study demonstrate that appropriately designed multimedia can improve learners’ problem solving skills because of the cognitive functions such media have in facilitating mental representation and information retrieval and maintenance, as well as reducing cognitive load during the problem solving process. Suggestions were made on how to apply interactive multimedia to teaching and learning.

Estudio de correlación entre la inteligencia emocional y las habilidades de resolución de problemas de los estudiantes griegos de trabajo social

2020 ◽  
pp. 33
Author(s):  
Charis Asimopoulos ◽  
Sophia Martinaki ◽  
Aggeliki Papaioannou
Keyword(s):  
Emotional Intelligence ◽  
Social Work ◽  
Problem Solving ◽  
Social Work Students ◽  
Bachelor's Degree ◽  
Problem Solving Skills ◽  
Trabajo Social ◽  
Action Taking ◽  
Research And Education ◽  
The University

La inteligencia emocional y la resolución de problemas son de gran importancia para el trabajo social, puesto que se trata en gran parte de una profesión emocionalmente exigente y estresante, y de una disciplina científica aplicada para la resolución de problemas psicosociales. El objetivo de esta encuesta fue investigar la inteligencia emocional de los estudiantes de trabajo social en relación con sus características demográficas, las características relativas a sus estudios y sus habilidades de resolución de problemas. La muestra fue compuesta de 368 estudiantes inscritos en el programa de licenciatura de la Facultad de Trabajo Social de la Universidad de Ática Occidental en Atenas, Grecia. Para la recolección de los datos, los instrumentos principales fueron el Inventario de Resolución de Problemas (PSI) y la Escala de inteligencia Emocional Wong-Law (WLEIS). Los resultados del estudio demuestran una correlación importante entre la inteligencia emocional y la capacidad para resolver problemas. Se consideran las implicaciones para una investigación adicional y la educación de los estudiantes de trabajo social.Emotional intelligence and problem solving are of great importance for social work, as this is largely an emotionally demanding and stressful profession as well as an applied scientific field of psychosocial problem solving. The aim of this research was to investigate the emotional intelligence of social work students in relation to their demographics and study-related characteristics, and their problem-solving skills. The sample included 368 students from the bachelor’s degree programme of the Department of Social Work of the University of West Attica in Athens, Greece. The students completed both the Problem Solving Inventory (PSI) and Wong Law Emotional Intelligence Scale (WLEIS). The results show a strong correlation between emotional intelligence and problem-solving skills and suggest that emotional intelligence plays a very important role in decision making, action taking and good performance in social work. Implications for additional research and education of bachelor level social work students are discussed.

Employee Rights and Corporate Restrictions

1981 ◽  
Vol 24 (2) ◽  
pp. 5-13 ◽  
Author(s):  
Daryl G. Hatano
Keyword(s):  
Problem Solving ◽  
Social Policy ◽  
Employee Rights ◽  
University Of California ◽  
Problem Solving Skills ◽  
Mba Students ◽  
The University

The following article is the winner of the Second Annual Haas Competition in Business and Social Policy, established in 1980 to provide MBA students at the University of California, Berkeley with the opportunity to demonstrate their problem-solving skills.

scholarly journals New Physics Curriculum

2016 ◽  
pp. 17-21
Author(s):  
Lynn Moran
Keyword(s):  
Problem Solving ◽  
Core Curriculum ◽  
New Physics ◽  
Undergraduate Teaching ◽  
First Year ◽  
First Year Students ◽  
Problem Solving Skills ◽  
The University ◽  
Physics Curriculum

Developing the critical thinking and problem-solving skills of students as rapidly as possible is a key requirement in improving learning outcomes at every stage of their degree. The Department of Physics at the University of Liverpool has entirely redeveloped years 1 and 2 of the undergraduate degree with a focus on students becoming independent learners as early as possible. The aims are to better integrate the undergraduate teaching provision and to complete the Institute of Physics core curriculum in years 1 and 2, in order to focus on research led teaching and independent projects in years 3 and 4. This new programme, entitled New Physics, starts in Welcome Week with the Undergraduate Physics Olympics and continues through the Year 1 Project (Mission to Mars) in the first week of semester one. The aim is to set the standard for collaborative achievement and introduce students to the way that physicists think. Innovative problem solving classes incorporating active learning such as peerassessment,group learning and exemplars designed to improve these skills andenhance the quality of learning among its first-year students have been introduced.

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