scholarly journals Determination of the effect of STEM-integrated argumentation based science learning approach in solving daily life problems

2018 ◽  
Vol 10 (4) ◽  
pp. 95-114
Author(s):  
Salih Gülen
Keyword(s):  
Science Learning ◽  
Daily Life ◽  
Thinking Skills ◽  
Rank Test ◽  
Learning Approach ◽  
Homogeneous Sample ◽  
Life Problems ◽  
Before And After ◽  
And Mathematics ◽  
High Level

The purpose of the study is to determine the effect of the science-technology-engineering and mathematics integrated argumentation based science learning approach on the resolution of daily life problems and the change of high-level thinking skills. Mixed method was used in the research. Quantitative data were collected with a single group pre-test–post-test experimental design. Qualitative data were gathered with document review and daily life problem determination form. The data presented with descriptive and content analysis, frequency, percentage and Wilcoxon signed rank test techniques. A homogeneous sample was used in the study and was carried out with a randomly chosen class in a mountain village secondary school. From the analysis of the daily life problems before and after the implementation, it was observed a positive change in the participants thinking on the identification and solution of daily life problems. Also, the unresolved problem factor determined for the land factor in hazelnut transportation is removed after the application.Keywords: STEM-integrated ABSL approach, STEM education, argumentation, daily life problems, reflective thinking.* ADDRESS

scholarly journals Determination the effect of STEM integrated argumentation based science learning approach in solving daily life problems

2019 ◽  
Vol 10 (4) ◽  
pp. 266-285
Author(s):  
Salih Gülen
Keyword(s):  
Quantitative Data ◽  
Science Learning ◽  
Qualitative Data ◽  
Reflective Thinking ◽  
Daily Life ◽  
Thinking Skills ◽  
Rank Test ◽  
Life Problems ◽  
Signed Rank ◽  
Signed Rank Test

The purpose of the study is to determine the effect of the science-technology-engineering and mathematics (STEM) integrated argumentation based science learning (ABSL) approach on the resolution of daily life problems and the change of high-level thinking skills. Mixed method was used in the research. The nested pattern is preferred because of majority of qualitative data and to increase the objectivity of the study with quantitative data. Quantitative data were collected with a single group pretest-posttest experimental design. Qualitative data were gathered with document review and daily life problem determination form. The data presented with descriptive and content analysis, frequency, percentage and wilcoxon signed rank test techniques. A homogeneous sample was used in the study. The study was carried out with a randomly chosen class in a mountain village secondary school. As understood from the analysis of the daily life problems before and after the implementation, it was observed as a positive change in the participants thinking about elements such as identification and solution of daily life problems. It is seen that the unresolved problem factor determined for the land factor in hazelnut transportation is removed after the application. According to reflective thinking skills data it was found that participant’s reflective thinking skills “middle” in pre-implementation and in post-implementation it was “high”. The wilcoxon signed rank test was applied to the question of whether the increase in the reflective thinking skills values was meaningful, and it was found that there was no significant difference between pre and post. Various suggestions were made by the research findings. Keywords: STEM-integrated ABSL approach, STEM education, Argumentation, Daily life problems, Reflective thinking

scholarly journals Examination of teacher candidates' achievement levels and views towards the routine and real life problems

2015 ◽  
Vol 5 (3) ◽  
pp. 273-290
Author(s):  
Ayten Pınar Bal
Keyword(s):  
Teacher Candidates ◽  
Daily Life ◽  
Real Life ◽  
Structured Interview ◽  
Thinking Skills ◽  
Education Department ◽  
Quantitative And Qualitative Research ◽  
Life Problems ◽  
Grade Teacher ◽  
High Level

The aim of this study is to examine teacher candidates' success in solving the routine problems and real life problems, and also to state their opinion concerning to this subject. It is a research which is designed in accordance with the mixed research method in which quantitative and qualitative research techniques are used together. The research handles 106 third grade teacher candidates who continue their education at Primary Education Department. While collecting the data, a ten item Problem Test and semi structured interview form were used. Research results reveal that although teacher candidates are quite successful in the stage of solving the routine problems, they are not successful enough to solve real life problems. Moreover, the findings acquired in the second sub-problem put forth clearly that the real life problems develop the interpretation technique of teacher candidates, lead them to think, facilitate their learning and are important elements for the period binding daily life to mathematics. At the third last sub-problem, it was asked the teacher candidates for their opinions concerning to place of real life problems in their occupational life. The teacher candidates stated that they may use such problems in their lessons constantly because most of them are enjoyable, related to daily life, develop high-level thinking skills.

Computer use by People with Aphasia: A Survey Investigation

2014 ◽  
Vol 15 (2) ◽  
pp. 107-119 ◽  
Author(s):  
Emma Finch ◽  
Anne J. Hill
Keyword(s):  
Everyday Life ◽  
Computer Use ◽  
Daily Life ◽  
Computer Usage ◽  
Clinical Environment ◽  
Aphasia Therapy ◽  
Before And After ◽  
Computer Based ◽  
Positive Experiences ◽  
High Level

Computers are encountered increasingly in the clinical setting, including during aphasia rehabilitation. However, currently we do not know what people with aphasia think about using computers in therapy and daily life, or to what extent people with aphasia use computers in their everyday life. The present study explored: (1) the use of computers by people with aphasia; and (2) the perceptions of people with aphasia towards computers and computer-based therapy. Thirty-four people with aphasia completed an aphasia-friendly paper-based survey about their use of computers before and after the onset of their aphasia, and their attitudes towards computer-based aphasia therapy. There was a high level of computer usage by people with aphasia both before and after the onset of their aphasia. However, the nature of the computer use changed following aphasia onset, with a move away from work-based usage. The majority of the cohort used computers for aphasia therapy and liked using computer-based aphasia therapy, provided that the programs were perceived as appropriate for their individual needs. The results highlight the importance of exposing people with aphasia to computer-based aphasia therapy in a supported clinical environment, and the need to ensure that computer-based therapy is individualised for each client. It should be noted, however, that while the majority of participants reported positive experiences with using computers, this does not mean that the computer-based therapy software used was necessarily an effective treatment for aphasia.

scholarly journals THE EFFECTS OF MODEL PROJECT-BASED LEARNING APPROACH ON STEM (SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATIC) ON SCIENCE LEARNING TO JUNIOR HIGH SCHOOL STUDENT’S CRITICAL THINKING SKILLS AND COOPERATIVE SKILLS

2020 ◽  
Vol 4 (1) ◽  
pp. 5-10
Author(s):  
Riyani Septi Indriyana ◽  
Susilowati Susilowati
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Junior High School ◽  
Science Learning ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Science Technology ◽  
Model Project

The research aimed to (1) analyzes the effects of model project-based learning approach on  STEM (science, technology, engineering, mathematic) on science learning to junior high school student’s critical thinking skills and cooperative skills, and (2) analyze how the effects of model project-based learning approach on STEM (science, technology, engineering, mathematic) on science learning to junior high school student’s critical thinking skills and cooperative skills. The research was quasi-experimental with a non-equivalent control group design. The population was eighth-grade students of SMP Negeri 1 Berbah. The sample of the study was selected with cluster random sampling techniques and obtained grade-VIII B as an experimental class and grade-VIII C as a control class. Learning in the experimental class with a project-based learning model was STEM-oriented and the control class used a scientific approach. The data were pretest and posttest of critical thinking and observation sheets of cooperation. The analysis used the normality test, homogeneity test, MANOVA  test, and effect size. The results showed that (1) there was an effect of project based learning model on STEM approach on critical thinking skills and cooperative skills of students of SMP Negeri 1 Berbah, (2) the effect of science learning project based learning model on STEM approach on critical thinking and collaborative skill was on medium category.

scholarly journals The effect of education on knowledge and attitudes in using halal cosmetic products

2021 ◽  
Vol 4 (2) ◽  
pp. 83
Author(s):  
Siti Lailaturrohmah ◽  
Alviyana Lutviyani
Keyword(s):  
Sampling Technique ◽  
Rank Test ◽  
P Value ◽  
Cosmetic Products ◽  
Knowledge And Attitudes ◽  
Analysis Technique ◽  
Cosmetic Ingredients ◽  
Before And After ◽  
Wilcoxon Sign Rank ◽  
High Level

Consumers' awareness of halal cosmetics is still low. The high level of dependence on a product and the lack of consumer knowledge of cosmetic ingredients makes it difficult for consumers to switch to cosmetic products that are halal certified. Minimal education that is easily accessible regarding the halalness of a cosmetic product among the community is a problem that results in the lack of awareness of halal. This study aims to obtain information about the effect of halal education on knowledge and attitudes in the use of cosmetics. The method used in this study is an experimental design with a sample size of 30 respondents who are active users of cosmetics both labeled halal and not labeled halal. The sampling technique used was accidental sampling. Data on the knowledge and halal attitudes of respondents before and after education were obtained from filling out questionnaires which were carried out online. The data analysis technique used was the Wilcoxon Sign Rank Test using SPSS 16. The results of the respondents' research indicated that there were significant differences in their knowledge and attitudes towards the use of cosmetics before and after halal education with p value ≤ 0.05.

A Prospective Cognition Analysis of Scientific Thinking and the Implications for Teaching and Learning Science

2014 ◽  
Vol 13 (2) ◽  
pp. 245-257 ◽  
Author(s):  
Corinne Zimmerman ◽  
Steve Croker
Keyword(s):  
Science Education ◽  
Nature Of Science ◽  
Teaching And Learning ◽  
Science Learning ◽  
Thinking Skills ◽  
Scientific Thinking ◽  
Cultural Activity ◽  
Science Technology ◽  
And Mathematics ◽  
Practice Of Science

With increased focus on the importance of teaching and learning in the science, technology, engineering, and mathematics disciplines, both educational researchers and cognitive psychologists have been tackling the issues of how best to teach science concepts and scientific thinking skills. As a cultural activity, the practice of science by professional scientists is inherently prospective. Recent calls to make science education more “authentic” necessitate an analysis of the prospective, cumulative, and collaborative nature of science learning and science teaching. We analyze scientific thinking through the lens of prospective cognition by focusing on the anticipatory, social, situated, and multiscale aspects of engaging in science. We then address some of the implications for science education that result from our analysis.

scholarly journals Electronic Development of Student Worksheets Based on Science, Technology, Engineering, Art, and Mathematics to Improve Creative Thinking Ability of Class V Elementary School Students in Science Learning

2022 ◽  
Vol 9 (1) ◽  
pp. 142-150
Author(s):  
Kinanti Andartiani ◽  
Sri Sulistyorini ◽  
Yuli Kurniawati S Pranoto
Keyword(s):  
Creative Thinking ◽  
Thinking Skills ◽  
Average Score ◽  
Research Subjects ◽  
School Students ◽  
Fifth Grade Students ◽  
Science Technology ◽  
Art And Mathematics ◽  
Before And After ◽  
And Mathematics

This study aimed to analyze the validity, effectiveness, and practicality of the E-LKPD (Electronic Student Worksheet) to improve the creative thinking skills of fifth grade students at SDN 1 Kutoharjo and SDN 2 Kutoharjo after participating in STEAM-based learning (Science, Technology, Engineering, Art, and Mathematics). This study used research and development procedures with reference to the 4D model (Define, Design, Develop, and Disseminate) but this research was only up to the develop stage. The research design used was "One Groups Pretest-Posttest Design" with 72 students as research subjects. The research instrument used was observation sheet, interview sheet, expert validation test sheet, written test (pretest and posttest), and questionnaire sheet (questionnaire). The results of the research, it can be analyzed that the validity of the E-LKPD according to the material expert validator is 91.6 in the very valid category, the media expert validator was 75 in the valid category, and the language expert validator was 85 in the very valid category. The effectiveness of E-LKPD according to the results of the N-Gain test calculation of 0.61 was included in the category of quite effective and showed that there was a significant increase in creative thinking skills before and after using STEAM-based E-LKPD with 91% classical completeness results with complete criteria. STEAM-based E-LKPD was declared practical according to the results of teacher and student respondents which showed that teacher respondents scored 83 and 80 in the very attractive category and student respondents produced an average score of 81 in the very attractive category. The conclusion of the research was the development of STEAM-based E-LKPD was suitable for distance learning activities and can improve students' creative thinking skills. Keywords: E-LKPD IPA, STEAM, Creative Thinking.

scholarly journals The strategy of Science Learning in Curriculum 2013 to Increase the Value of Science’s Program for International Student Assessment (PISA)

2022 ◽  
Vol 8 (1) ◽  
pp. 79-85
Author(s):  
Hartono Hartono ◽  
Ratu Ilma Indra Putri ◽  
Rita Inderawati ◽  
Melly Ariska
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Creative Thinking ◽  
Science Learning ◽  
International Student ◽  
Student Assessment ◽  
Thinking Skills ◽  
Pure Science ◽  
International Student Assessment ◽  
High Level

Natural Science subjects consisting of Physics, Chemistry and Biology are given to all students starting from elementary school to equip students with logical, analytical, systematic, critical, and creative thinking skills, as well as the ability to work together. According to the Organization for Economics Cooperation and Development (OECD) in 2013, the conception of Science literacy in the PISA (Program for International Student Assessment) supports the importance of students developing a solid understanding of the concepts of pure science and science education and the benefits involved in exploration in the abstract world that exists. on the universe. This study resulted in an analysis of science learning strategies for students of the Department of Science Education that support higher order thinking skills in Science. Two (2) parts of the material will be discussed more focused, namely (a) learning materials and (b) learning strategies. With the learning syllabus that supports the High Order Thinking Skills (HOTS) questions, the opportunity to increase the value of Science education (Physics, Chemistry, Biology) is greater, one of which is the preparation of challenging questions. Challenging science questions will meet the criteria for high-level questions (PISA has question levels from level 1 to level 6). HOTS questions support the development of a solid understanding of pure Science and Science Education concepts. The data sources used in the preparation of this research are the results of the 2000, 2003, 2006, 2009, 2012, 2015 and 2018. PISA surveys and the 2013 curriculum book sourced from the Ministry of Education and Culture.

scholarly journals PENDIDIKAN KETERAMPILAN BERPIKIR KRITIS DAN KREATIF SERTA KEPEKAAN SOSIAL GURU DALAM MENGAJAR

2019 ◽  
Vol 6 (1) ◽  
pp. 70
Author(s):  
I Nyoman Sueca
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Problem Solving ◽  
Creative Thinking ◽  
Daily Life ◽  
Thinking Skills ◽  
Problem Solving Skills ◽  
Life Problems ◽  
Critical And Creative Thinking

<em>Education Skills is expected to provide knowledge that allows people to overcome life problems in their professional duties and in daily life. Therefore teachers in carrying out their duties professionally, critical and creative thinking skills are needed, problem solving skills and decision making, as well as in Higher Education lecturers educate their students to be able to think critically and creatively in solving all problems they face. The development of critical and creative thinking skills carried out by teachers and lecturers is an educational orientation that fits in life situations that change very quickly</em>

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