Practical situation problem-solving exercises for crop science students

1990 ◽  
Vol 19 (1) ◽  
pp. 101-103
Author(s):  
D. M. Elkins ◽  
E.G. McCarthy
Keyword(s):  
Problem Solving ◽  
Science Students ◽  
Practical Situation ◽  
Crop Science

scholarly journals Developing science students’ metacognitive problem solving skills online

2001 ◽  
Vol 17 (1) ◽  
Author(s):  
Rowan W. Hollingworth ◽  
Catherine McLoughlin
Keyword(s):  
Problem Solving ◽  
New England ◽  
Design Guidelines ◽  
First Year ◽  
Online Environment ◽  
Metacognitive Skills ◽  
Science Students ◽  
Problem Solving Skills ◽  
Structured Problems ◽  
Reflective Skills

<span>Technology is increasingly being harnessed to improve the quality of learning in science subjects at university level. This article sets out, by incorporating notions drawn from constructivist and adult learning theory, a foundation for the design of an online environment for the acquisition of metacognitive problem solving skills. The capacity to solve problems is one of the generic skills now being promoted at tertiary level, yet for many learners problem-solving remains a difficulty. In addition, there are few instances of instructional design guidelines for developing learning environments to support the metacognitive skills for effective problem solving. In order to foster the processes of metacognitive skills explicitly in first year science students, we investigated areas where cognitive support was needed. The aim was to strengthen the metacognitive and reflective skills of students to assist them in adopting strategies and reflective processes that enabled them to define, plan and self monitor their thinking during problem solving. In tertiary science, both well-structured and ill-structured problems are encountered by students, thus a repertoire of skills must be fostered. A model for supporting metacognitive skills for problem solving is presented in the context of an online environment being developed at the University of New England.</span>

scholarly journals THE EFFECTIVENESS OF THE COLLABORATIVE LEARNING MODEL ON TRIGONOMETRY TOPIC OF SENIOR HIGH SCHOOL STUDENT GRADUATE X USING OPEN-ENDED APPROACH

2016 ◽  
Vol 1 (1) ◽  
pp. 13
Author(s):  
Nurhayati Nurhayati
Keyword(s):  
High School ◽  
Data Analysis ◽  
Problem Solving ◽  
Collaborative Learning ◽  
Experimental Research ◽  
High School Student ◽  
Learning Model ◽  
Science Students ◽  
Analysis Technique ◽  
Quasi Experimental

This study aimed to describe the effectiveness of collaborative learning using open-ended approach and open-ended approach in terms of problem solving skillss students. This study is a quasi-experimental research with the entire population of ten graduate science students of SMA Negeri 2 Ngaglik, Sleman, Yogyakarta which consists of four classes. The research samples were randomly selected from the four existing classes, in order to obtain class X MIPA 3 to be given collaborative learning model using open-ended approach and class X MIPA 1 to be given open-ended approach. Data analysis technique consists of one sample t-test used to investigate the effectiveness of collaborative learning model using open-ended approach and open-ended approach. The results show that collaborative learning model using open-ended approach is effective in terms of student’s problem solving skillss of SMA Negeri 2 Ngaglik, Sleman, Yogyakarta. But, open-ended approach isn’t effective in terms of student’s problem solving skillss of SMA Negeri 2 Ngaglik, Sleman, Yogyakarta.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN INKUIRI DAN KEMAMPUAN MEMECAHKAN MASALAH TERHADAP KETERAMPILAN PROSES SAINS MAHASISWA PADA PRAKTIKUM FISIOLOGI TUMBUHAN

2014 ◽  
Vol 13 (3) ◽  
Author(s):  
Insar Damopolii
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Inquiry Learning ◽  
Process Skills ◽  
Science Students ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Free Inquiry ◽  
Experiment Method ◽  
University Science

The objective of the research is to study the effect of inquiry learning strategies and problem solving to University Science Students Process Skills on Plant Physiology Prakticum. The study applied the quasy experiment method with a 2x2 factorial design and using 74 students as samples. The results showed that (1) science process skills of  student who learned with modified free inquiry learning strategies have higher science process skills than student who learned with guided inquiry learning strategies; (2) there is interaction effect between strategies learning and problem solving ability to the science process skills; (3) science process skills of student who learned with modified free inquiry learning strategies is higher than students who learned with guided inquiry learning strategies in terms of high problem solving ability; and (4) science process skills of students learned with guided inquiry learning strategies are higher than students who learned with modified free inquiry learning strategies in terms of low problem solving ability. Based on the findings of that inquiry learning strategies effect science process skills of student.

scholarly journals Augmented Reality for teaching science: Students’ problem solving skill, motivation, and learning outcomes

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Fitriana Nur Astuti ◽  
S. Suranto ◽  
Mohammad Masykuri
Keyword(s):  
Problem Solving ◽  
Augmented Reality ◽  
Learning Outcomes ◽  
Eighth Graders ◽  
Analysis Of Covariance ◽  
Science Students ◽  
Test Results ◽  
Problem Solving Skills ◽  
Quasi Experimental ◽  
Motivation And Learning

Besides learning outcomes, motivation and problem solving skill are the essential indicators for successful learning. Hence, the existence of learning media which considerably follow the advance of technology has been assumed to be able to support the achievement of the indicators mentioned. Thus, the current research aimed at implementing the Augmented Reality (AR) technology to improve students’ problem solving skill, motivation, and learning outcomes. The sample was 56 of eighth graders which covered the both control and experimental classes. This quasi experimental research employed test and observation sheet as the instruments. The data was analyzed using one-way analysis of covariance (ANCOVA). The ANCOVA test results showed that were significance differences of the three indicators (problem solving skills, motivation, and learning outcomes) achieved, in which the experimental class was higher than control class. In conclusion, the AR can influence students’ problem solving skills, motivation, and learning outcomes.

Improving Logical Thinking Skills Through Jigsaw-Based Cooperative Learning Approach

2020 ◽  
pp. 162-181 ◽  
Author(s):  
Ee Xion Tan
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Computer Science ◽  
Thinking Skills ◽  
Learning Approach ◽  
Logical Thinking ◽  
Science Students ◽  
Group Setting ◽  
Problem Solving Skills ◽  
Software Analysis

Many opportunities for success are given to computer science students in their modules with minimum guidance from their instructors. Mainly, students from this field have to complete tasks on an open-ended problem that requires higher-order thinking skills. Since the students need to derive their unique answer from a given task in a group setting, cooperative learning helps them to compare with and discuss the solutions together. Hence, the individual's foundational skills of problem-solving and logical thinking skills are critical in the process of software development. However, to install such skills is usually a challenging task for academics. This study believes jigsaw-based cooperative learning approach helps the computer science students to grasp and build their logical thinking skills. The familiarity with software analysis tools as part of the online cooperative learning helps accelerate and firm-up the process of sequential logical skills. The results of pre- and post-experiment showed significant improvement (61.6%) in logical thinking and problem-solving skills among students.

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