CHINESE SCHOOL TEACHERS VIEW ON CRITICAL THINKING, SELF-DIRECTION, AND PROBLEM-SOLVING SKILLS ON STUDENT SUCCESS IN AN INTERNATIONAL HIGH SCHOOL IN BEIJING

The purpose of education in high school biology emphasizes the development of potential students to become independent learners, so that students have the critical thinking skills, creative, innovative, and able to solve the problems of life (higher order thinking). But in reality it is still relatively low ability, so it needs ditingkatkan.Terkait with this, the objective of this study is to clarify the effectiveness of Problem Based Learning (PBL) and potential interaction in the academic as well as empowering high order thinking (critical thinking skills, problem solving, and metacognitive awareness). This is a type of quasi-experimental study that implements two different strategies with pretest-posttest non equivalent control group design 2x2 factorial conducted in academic year 2012/2013. The study population was a tenth grade student at SMAN 8 Mataram, while the study sample were students of class X by 2 classes. The research instrument is a test of critical thinking skills, and problem solving skills, and metacognitive awareness questionnaire. Data were analyzed by descriptive analysis and to test the hypothesis that continued Anacova test further test of Least Significant Difference (LSD). Tally assisted with SPSS 14 for Windows. The results showed that the effect on the Problem Based Learning problem-solving skills, and critical thinking, but do not affect the metacognitive awareness. While the ability (potential) academic has no effect on the ability of problem solving, critical thinking and metacognitive awareness of high school students.

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Instructional Exposure of Senior High School Students to Approaches that Promote Critical Thinking and Problem-Solving Skills

Journal of Asian Research ◽

10.22158/jar.v5n1p1 ◽

2021 ◽

Vol 5 (1) ◽

pp. p1

Author(s):

Emolyn M. Iringan

Keyword(s):

High School ◽

High School Students ◽

Critical Thinking ◽

Problem Solving ◽

Senior High School ◽

Instructional Materials ◽

School Students ◽

Problem Solving Skills ◽

Visual Spatial ◽

Senior High School Students

This descriptive study assessed students’ exposure to activities that promote the acquisition of critical thinking and problem-solving skills. The study involved 150 randomly selected senior high school students. Results reveal that students have a “great extent” of exposure to instruction that promotes the acquisition of the desired mathematics skills, particularly on the content, strategies, assessment, and instructional materials. Students are exposed to a “great extent” to activities that allow them to predict, gather and organize information, derive conclusions, make judgment or decisions, discuss and justify solutions; however, have a “low extent” of exposure to problem posing. Students were exposed to a “very great extent” to the step by step process in dealing with problems. The students have a “great extent” of exposure to problem-solving strategies that promote verbal-logical, visual-spatial, and organizing skills, however, to a low extent in restructuring and rethinking skills. Students’ exposure to the use of manipulatives or mathematical models, calculators, creative pictures and diagrams, worksheets, online materials, creative PowerPoint presentations, varied textbooks, and scholarly materials in mathematics problem solving was to a “great extent” but “low” on the use of mathematics software and videos. Along assessment, students have a “great extent” of exposure to assessment on knowledge, comprehension, application, synthesis, and evaluation skills but to a “low extent” on assessment that requires metacognitive and reflective thinking.

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Problem based learning (PBL) in Organic Chemistry

International Journal of Medical Sciences ◽

10.32441/ijms.v1i2.79 ◽

2018 ◽

Vol 1 (2) ◽

pp. 64-69

Author(s):

Amina Alobaidi

Keyword(s):

Organic Chemistry ◽

Critical Thinking ◽

Problem Solving ◽

Concept Mapping ◽

Problem Based Learning ◽

Student Centered ◽

Student Centered Learning ◽

Problem Solving Skills ◽

Educational Methods ◽

Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.

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Diagramming and Algebraic Word Problem Solving for Secondary Students With Learning Disabilities

Intervention in School and Clinic ◽

10.1177/1053451218782422 ◽

2018 ◽

Vol 54 (4) ◽

pp. 212-218

Author(s):

Gloria A. Carcoba Falomir

Keyword(s):

High School ◽

Learning Disabilities ◽

Problem Solving ◽

Secondary Students ◽

Word Problem ◽

Conceptual Knowledge ◽

The United States ◽

Students With Learning Disabilities ◽

Word Problem Solving ◽

Problem Solving Skills

Algebra is considered an important high school course because it is recognized as the gateway to higher mathematics, college opportunities, and well-paying jobs. In the United States, most secondary schools require students to be proficient in algebra to be able to graduate from high school. One major component of algebra is word problem solving, which is used in algebra courses to teach students mathematical modeling and applied problem-solving skills. However, word problem solving is often a significantly challenging area for students with learning disabilities because it involves computing mathematical equations and implementing a myriad of cognitive processes that require conceptual knowledge. Diagrams are considered an effective and powerful visualization strategy because they help students see the hidden mathematical structure of the problem. The use of diagrams is recommended as students work toward more complex math concepts in middle school and high school.

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Elementary and Junior High School Teachers’ Promotion of Self-Determination in Taiwan

International Education Studies ◽

10.5539/ies.v10n9p141 ◽

2017 ◽

Vol 10 (9) ◽

pp. 141

Author(s):

Pen-Chiang Chao ◽

Yu-Chi Chou

Keyword(s):

High School ◽

General Education ◽

High School Teachers ◽

Junior High School ◽

Junior High ◽

Teaching Experience ◽

Self Determination ◽

School Teachers ◽

Problem Solving Skills ◽

Junior High School Teachers

instruction is implemented by elementary and junior high school teachers; (b)examine the frequency with which the components of self-determination are taught; and (c)investigate whether teachers’ gender, class setting, and teaching experience affect their classroom practices regarding the promotion of self-determination. The participants were 1,039 teachers recruited from elementary and junior high schools nationwide in Taiwan using a random sampling method. The Teaching Self-Determination Scale (TSDS) was used to gauge the extent to which educators teach knowledge and skills related to self-determination. Descriptive statistics, analyses of variance (ANOVAs) and multivariate analyses of variance (MANOVAs) were employed to analyze data collected. Findings showed that more than half of the teachers surveyed reported having often or always provided instruction to promote students’ self-determination. The most frequently taught skills are related to Psychological Empowerment (self-advocacy skills, expecting positive outcomes), while the least frequently taught skills were primarily located in the domain of Self-Regulation (goal setting and problem solving skills). Furthermore, our findings showed that teachers’ gender, class setting, and teaching experience were factors attecting the extent to which teachers delivered instruction to promote self-determination. Female teachers exhibited higher levels of implementation with respect to self-determination instruction. Teachers in general education classrooms showed significantly higher levels of applied self-determination instruction, followed by resource room teachers and self-contained classroom teachers. Additionally, teachers with more teaching experiences more frequently employed instructional activities promoting self-determination. Suggestions and implications are provided.

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Educational puzzles for understanding gastrointestinal physiology.

AJP Advances in Physiology Education ◽

10.1152/advances.1999.276.6.s1 ◽

1999 ◽

Vol 276 (6) ◽

pp. S1 ◽

Cited By ~ 18

Author(s):

C M Bailey ◽

C T Hsu ◽

S E DiCarlo

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Active Learning ◽

Small Group ◽

Deductive Reasoning ◽

Group Discussion ◽

Small Group Discussion ◽

Educational Tools ◽

Problem Solving Skills ◽

Gastrointestinal Physiology

We developed four innovative, creative, and fun educational tools to promote active learning, enhance problem-solving skills, and encourage small group discussion. Furthermore, the tools encourage deductive reasoning and critical thinking rather than passive memorization of material. The tools include crossword puzzles, hidden messages, word scrambles, and word searches. These tools were developed using two computer programs: the Crossword Construction Kit and The New Puzzle Factory. Instructors are encouraged to optimize the value of the tools by using the additional options presented at the end of each of the puzzles. The additional options encourage students to become active learners by creating their own tools. Although the principles of these four tools can be adapted to many disciplines, these specific games focused on gastrointestinal physiology. Our goal was to create tools that can be used either inside or outside the classroom to complement and enhance the lecture.

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Penerapan teknik faded examples untuk meningkatkan kemampuan pemecahan masalah materi pengayaan trigonometri SMA

Jurnal Riset Pendidikan Matematika ◽

10.21831/jrpm.v5i1.12149 ◽

2018 ◽

Vol 5 (1) ◽

pp. 73

Author(s):

Hanifa Prahastami Pambayun ◽

Endah Retnowati

Keyword(s):

High School ◽

Problem Solving ◽

Cognitive Load ◽

Cognitive Load Theory ◽

Instructional Materials ◽

Teaching Materials ◽

Problem Solving Skills ◽

Load Theory ◽

Study Results

Penelitian ini bertujuan untuk menghasilkan dan mendeskripsikan pengembangan bahan ajar pengayaan trigonometri SMA menggunakan teknik faded examples yang berkualitas untuk meningkatkan kemampuan pemecahan masalah siswa. Kualitas bahan ajar yang dikembangkan mencakup aspek kevalidan, keefektifan, dan kepraktisan. Penelitian ini merupakan penelitian pengembangan dengan model Plomp yang mencakup tiga tahapan. (1) penelitian awal mencakup analisis kebutuhan dan analisis konteks, (2) pengembangan yang mencakup desain produk dan pembuatan produk, dan (3) evaluasi yang meliputi proses validasi dan proses implementasi. Proses pengembangan melibatkan dua ahli, satu orang guru dan 50 siswa (siswa kelas X pengayaan 1 dan X pengayaan 2) SMA IPA di Mataram. Hasil dari penelitian ini adalah bahan ajar pengayaan berupa buku guru dan buku siswa yang dikembangkan dengan menerapkan teknik faded examples. Pada buku pengayaan terdapat paket faded examples dengan jenis backward dan forward fading dimana pada akhir paket, siswa diminta untuk membuat sendiri soal sesuai dengan materi yang sedang dipelajari. Teknik ini dikembangkan oleh teori desain pembelajaran bernama Cognitive Load Theory (CLT). Hasil penelitian menunjukkan bahwa bahan ajar ini layak digunakan karena dinilai sangat baik secara isi dan penyajian oleh dosen validator, praktis oleh guru matematika dan praktis digunakan oleh siswa. Hasil ketuntasan belajar adalah sebanyak 100% siswa mencapai nilai minimal kemampuan pemecahan masalah. The application of faded examples techniques to improve student’s problem solving ability on trigonometry at high school level AbstractThis study was aimed to produce and describe the quality of the developed Trigonometric Senior High School Science Program Enrichment’s Instructional Materials using Faded-Examples Techniques to Improve Problem Solving Ability. The quality of the developed teaching materials include all aspects of validity, effectiveness, and practicality. This was a developmental research used three phases Plomp’s model which consists of: (1) preliminary studies which involved the needs and context analysis, (2) product design development, and (3) the evaluation process of product validation and implementation. The development process involves two experts as validator, one teacher, and 50 students (X pengayaan 1 and X pengayaan 2). The study results the trigonometric enrichment’s teaching materials which consists of the teacher’s textbook and the student’s textbook that was developed using the faded-examples technique. This technique based on The Cognitive Load Theory (CLT) instructional design. The results of the study showed that the quality of the developed trigonometric enrichment’s teaching materials is “very good” according to lecturer validation and “practical” according to the evaluation from the teachers and students. The results of the learning showed that 100% of the students passed the minimum grade criteria of problem solving skills.

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Introducing High School Students to Engineering Fundamentals by Four Weeks Engineering Innovation Summer Program

10.20944/preprints201906.0111.v1 ◽

2019 ◽

Author(s):

Pawan Tyagi ◽

Christine Newman

Keyword(s):

High School ◽

High School Students ◽

Problem Solving ◽

Chemical Engineering ◽

Technical Writing ◽

School Science ◽

High School Science ◽

School Students ◽

Problem Solving Skills ◽

High School Science Teacher

Preparing high school students for engineering disciplines is crucial for sustainable scientific and technological developments in the USA. This paper discusses a pre-college program, which not only exposes students to various engineering disciplines but also enables them to consider engineering as the profession. The four-week long “Engineering Innovation (EI)” course is offered every year to high school students by the center of outreach, Johns Hopkins University. EI program is designed to develop problem-solving skills through extensive hands-on engineering experiments. A team consisting of an instructor, generally a PhD in Engineering, and a teaching fellow, generally a high school science teacher, closely work with students to pedagogically inculcate basics of core engineering disciplines such as civil, mechanical, electrical, materials, and chemical engineering. EI values independent problem-solving skills and simultaneously promote the team spirit among students. A number of crucial engineering aspects such as professional ethics, communications, technical writing, and understanding of common engineering principles are inculcated among high school students via well-designed individual and group activities. This paper discusses the model of EI program and its impact on students learning and their preparation for the engineering career.

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