Development of Students’ Conceptual Understanding through STEAM Project Integration in Thermochemistry

2021 ◽  
Vol 6 (1) ◽  
pp. 62-74
Author(s):  
Yuli Rahmawati ◽  
Syauqi Faizka Ramadhani ◽  
Afrizal Afrizal ◽  
Mela Puspitasari ◽  
Alin Mardiah
Keyword(s):  
Conceptual Understanding ◽  
Project Integration ◽  
Development Of Students

scholarly journals INTEGRASI TEKNOLOGI DIGITAL DALAM PEMBELAJARAN DI ERA INDUSTRI 4.0

2018 ◽  
Vol 16 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Susilahudin Putrawangsa ◽  
Uswatun Hasanah
Keyword(s):  
Mathematics Education ◽  
Learning Environment ◽  
Conceptual Understanding ◽  
Basic Principle ◽  
Digital Technology ◽  
Technology In Education ◽  
Mathematical Concepts ◽  
Mathematical Skills ◽  
Alternative Learning ◽  
Development Of Students

The recent study intends to describe the roles and the principles of integrating digital technology in education at the 4th Industrial Era. The integrartion is studied from mathematics education perspective. It is concluded that the basic principle of integrating digital technology in mathematics education is that the technology does not diminish students’ conceptual understanding or replace students’ intuitions in doing mathematics. Conversely, the technology is utilized to boost students’ conceptual understanding and maximize the development of students’ intuition in doing mathematics. It is identified that there are three didactical functions of digital technology in mathematics education, such as: (1) Technology for doing mathematics,  that is the technology is incorporated as alternative learning media in doing mathematical activities; (2) Technology for practicing skills, that is the technology is utilized as a learning environment to master particular mathematical skills; (3) Technology for developing conceptual understanding, that is the technology is integrated as a learning environment to develop students’ conceptual understanding of specific mathematical concepts. This last didactical function is the most expected of integrating digital technology in mathematics education.

Teaching Mathematics for Conceptual Understanding: Teachers’ Beliefs and Practices and the Role of Constraints

2020 ◽  
Vol 51 (2) ◽  
pp. 234-247 ◽  
Author(s):  
Bilge Yurekli ◽  
Mary Kay Stein ◽  
Richard Correnti ◽  
Zahid Kisa
Keyword(s):  
Instructional Practices ◽  
Conceptual Understanding ◽  
Major Influence ◽  
Teaching Mathematics ◽  
New Approach ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
The Relationship ◽  
Development Of Students

A major influence on mathematics teachers’ instruction is their beliefs. However, teachers’ instructional practices do not always neatly align with their beliefs because of factors perceived as constraints. The purpose of this article is to introduce a new approach for examining the relationship between teachers’ beliefs and practices, an approach that focuses on specific instructional practices that support the development of students’ conceptual understanding and on mismatches that occur between what teachers believe to be important and what they report actually doing in the classroom. We also examine the relationship between teachers’ self-reported constraints and mismatches between teachers’ beliefs and practices.

Innovation in Curriculum: Reflections on Developing Formal Mathematics and the Connected Mathematics Project

1999 ◽  
Vol 4 (5) ◽  
pp. 324-330
Author(s):  
Judith S. Zawojewski ◽  
Marlene Robinson ◽  
Mark Hoover
Keyword(s):  
Conceptual Understanding ◽  
Mathematical Knowledge ◽  
Connected Mathematics Project ◽  
Conventional Measure ◽  
Formal Mathematics ◽  
Connected Mathematics ◽  
Development Of Students ◽  
Over Time

Sound conceptual understanding is crucial to the development of students' formal mathematical knowledge. However, this conceptual understanding rarely develops from a single lesson, but rather from related experiences over time. For example, to use and apply formulas for area in a powerful way, students need to understand that the conventional measure of area is based on counting squares that cover a surface, and further, they need to understand the ways in which the concept of area as covering-with-square-units is related to the formulas for area.

New algorithms and formulas for calculation the volume of a ball and its surface area for the development of students' creative thinking and practical application

2020 ◽  
pp. 32-41
Author(s):  
V. P. Zudin
Keyword(s):  
Surface Area ◽  
Creative Thinking ◽  
Economic Effect ◽  
Educational Institutions ◽  
Practical Application ◽  
Microsoft Word ◽  
Ball Surface ◽  
Visual Basic For Application ◽  
Application Programs ◽  
Development Of Students

The article presents new, more accurate algorithms and formulas for calculating the area of a circle, volume of a ball, surface area of a ball. To prove these algorithms and formulas and their practical application, programs have been developed in the Visual Basic for Application in Microsoft Word. These algorithms and formulas should be studied and applied in all educational institutions, as they are closer to the truth. From a more accurate calculation using these formulas, you can get an economic effect when calculating trajectories of movements in space, on the surface of the globe, in the construction and maintenance of products in the form of a circle or a ball. The study of this material in informatics lessons contributes to the development of students' creative thinking, increasing their motivation to study informatics and IT.

Developing Science Teaching Material to Increase Elementary Students’ Science Process Skill

2019 ◽  
Vol 2 (1) ◽  
pp. 53
Author(s):  
Ai Hayati Rahayu ◽  
Bunyamin Faisal Syarifudin
Keyword(s):  
Research And Development ◽  
Elementary Students ◽  
Teaching Material ◽  
Learning Material ◽  
Development Method ◽  
Process Skill ◽  
Science Process Skill ◽  
The Mean ◽  
Problem Solving Process ◽  
Development Of Students

Mastering science process skill is very beneficial in problem solving process. This research aimed to develop teaching materials such as science process skill-based textbooks on energy and its changes. The method used in this research was research and development, by using the 4D design, which include define, design, develop, and disseminate. Research and development method were used to produce a product and to test its efficiency. The result showed that the learning material fulfill the assessment criteria. The mean validation result of textbook showed a number of 3.58 indicated as a good category. Based on T test, it was proven that the use of textbooks is indeed influential towards the development of students’ science process skill.

Arts Education in Canadian Schools as a Tool for the Development of Students’ Key Competences

2018 ◽  
Author(s):  
Alona Bovt
Keyword(s):  
Academic Success ◽  
Personal Development ◽  
Arts Education ◽  
Quality Of Education ◽  
Cultural Participation ◽  
Right To Education ◽  
Technological Competence ◽  
Key Competences ◽  
Development Of Students

The article is about arts education in Canadian schools, used as a tool for the development of students’ key competences. It is proven that arts education fulfils a lot of functions (develops individual capabilities, provides right to education and cultural participation, improves quality of education and the expression of cultural diversity) and has various benefits (intrinsic and extrinsic) for people. It contributes to overall development of students (moral, physical, cognitive, emotional etc.), enhances their motivation and academic success. The article shows that arts education is a powerful tool for developing Essential Graduation Learning- some of the key competences for school graduates: aesthetic expression, citizenship, communication, personal development, problem solving, technological competence, spiritual/moral development.

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