scholarly journals Developing Students’ Problem-Solving Skills Using Learning Tasks: an Action Research Project in Secondary School

2021 ◽  
Vol 68 (4) ◽  
pp. 1016-1026
Author(s):  
Martina Tóthová ◽  
Martin Rusek
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Conceptual Knowledge ◽  
Action Plan ◽  
Action Research Project ◽  
School Students ◽  
Problem Solving Skills ◽  
Factors Affecting ◽  
Learning Tasks ◽  
Upper Secondary

Studies on students’ problem-solving skills worldwide suggest there is a room for improvement. This study aimed at improving upper-secondary school students’ problem-solving skills in chemistry lessons. They were given a problem tasks pre-test focused on their conceptual knowledge regarding the periodic table, ability to apply knowledge on the factors affecting chemistry reaction rate and compounds’ properties. Most students (72 out of 112) did not succeed to solve the tasks. For this reason, an intervention was designed based on a study using eye-tracking combined with think-aloud. It consisted of students’ working on (PISA-like) context-based chemistry problem tasks with a special scaffolding. A teacher provided formative assessment promoting students’ expansive strategies. The intervention’s effect was again assessed using problem tasks in two post-tests. The results showed the action plan was successful in helping the majority of students reach above-average test score. The ratio of successful solvers also rose and unsuccessful significantly declined.

scholarly journals Factors Affecting Cambodian Upper Secondary School Students’ Choice of Science Track

2020 ◽  
Vol 9 (3) ◽  
pp. 262
Author(s):  
Kao Sovansophal ◽  
Shimizu Kinya
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Family Background ◽  
Binary Logistic Regression ◽  
Binary Logistic Regression Analysis ◽  
Upper Secondary School ◽  
School Students ◽  
Factors Affecting ◽  
Upper Secondary ◽  
And Mathematics

Upper secondary school years have been considered as a critical period for attracting students into future science-related majors and careers; yet, Cambodia is facing a worrisome decline trend in the students’ choice of science track. Through the lens of the making of engineers and scientists conceptual framework, the study aims to investigate the factors affecting Cambodian upper secondary school students’ choice of science track. With self-rating questionnaire survey, which randomly covered 751 11th graders in nine upper secondary schools in three provinces of Cambodia, the researcher collected data on three significant factors namely individual ability and personality, family background and encouragement, and upper secondary school experience and support. Binary logistic regression analysis revealed that performance in science and mathematics subjects, attitude towards science, plan to major in STEM, time spent self-studying in science and mathematics subjects, family encouragement, mother’s education, and school location significantly predicted students’ choice of science track. Some important implications for pedagogical orientation were also discussed.

scholarly journals The Effectiveness of A Proposed Unit Based on Future Problem- Solving Skills in Developing Decision- Making Skills among Government Secondary School Students in Riyadh: فاعلية وحدة مُقترحة قائمة على مهارات حل المشكلات المستقبليَّة في تَنْمية مهارات اتخاذ القرارات لدى طالِبات المرحلة الثَّانوية الحكومية بمدينة الرياض

2021 ◽  
Vol 5 (34) ◽  
pp. 68-50
Author(s):  
Amal Abdullah Abdulrhman Alkhudair, Alaa Abdulaziz Abdulrhma Amal Abdullah Abdulrhman Alkhudair, Alaa Abdulaziz Abdulrhma
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Secondary School ◽  
Vocational Education ◽  
Work Environment ◽  
Secondary School Students ◽  
School Students ◽  
Problem Solving Skills ◽  
Future Problem ◽  
Experimental Group

The aim of the research is to determine the effectiveness of a proposed unit based on future problem- solving skills in developing the decision- making skills of government secondary school students in Riyadh. Using the descriptive and experimental approach, the tool was to test decision- making skills. Teacher manual; For the Occupational Problems Unit in the Work Environment. They were applied to a multi- stage randomized manner of 63 female students of the third year of secondary school, which was divided into: a control group that the occupational problems unit is taught in the work environment in the traditional way, and an experimental group that is taught using the occupational problems unit in the work environment based on problem- solving skills Future. The research found the effectiveness of the occupational problems unit in the work environment based on future problem- solving skills in developing decision- making skills as a whole. Where the experimental got a total mean (28.77 of 32) in contrast to the control obtaining a total mean (13.05 of 32) and the difference in favor of the experimental group, and the presence of statistically significant differences at a significance level (0.05) between the mean scores of the two groups, the experimental and the control in The post- test in decision- making skills as a whole in the vocational education course and the ETA square factor to measure the size of the effect was (0.97), and confirms that the size of the effect is (large), and the adjusted gain rate for Blake is (1.32), and reflects the great effectiveness of the proposed unit: the researcher recommends directing the curriculum officials in the Ministry of Education to take care of the development of future problem solving skills through the curriculum for their effectiveness in helping students to make decisions and benefiting from the flexibility of the vocational education curriculum in achieving future goals that help students identify their paths Professional.

scholarly journals Metacognition, systems thinking, and problem-solving ability in school-based agriculture, food, and natural resources education

2020 ◽  
Vol 1 (1) ◽  
pp. 38-47
Author(s):  
Aaron McKim ◽  
Robert McKendree
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Systems Thinking ◽  
Secondary School Students ◽  
School Students ◽  
Problem Solving Skills ◽  
Student Responses ◽  
School Based ◽  
Significant Relationships ◽  
Natural Resources Education

Problems within agriculture, food, and natural resource (AFNR) systems are increasingly complex, expanding the need for students to develop problem-solving abilities alongside an understanding of their own thinking. In this effort, we explored the problem-solving abilities, metacognition, and systems thinking of current AFNR secondary school students. A descriptive correlational study design was employed. Data were collected via an online, Qualtrics survey. Student responses on the metacognition, systems thinking, and problem-solving ability survey items suggested opportunities for increased focus on these areas throughout their educational experience. In addition, statistically significant relationships between metacognition and systems thinking and systems thinking and problem-solving ability reinforced the importance of these topics within AFNR Education. Recommendations emerging from this work include additional emphasis on metacognition, systems thinking, and problem-solving skills within secondary school AFNR classrooms; utilization of specific strategies to increase systems thinking; operationalizing specific strategies to increase metacognitive knowledge and metacognitive regulation; along with a cross-cutting recommendation for teachers to make their thinking more explicit during instruction to increase metacognition, systems thinking, and problem-solving skills among learners.

Sign in / Sign up

Export Citation Format

Share Document