scholarly journals STEM PROJECT-BASED APPROACH IN ENHANCING CONCEPTUAL UNDERSTANDING AND INVENTIVE THINKING SKILLS AMONG SECONDARY SCHOOL STUDENTS

2020 ◽  
Vol 5 (1) ◽  
pp. 234-254
Author(s):  
Salmiza Saleh ◽  
Azila Muhammad ◽  
Syed Mohamad Syed Abdullah
Keyword(s):  
Secondary School ◽  
Informal Learning ◽  
Conceptual Understanding ◽  
Secondary School Students ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Learning Activity ◽  
Formal Learning ◽  
School Students ◽  
Science Concepts

Background and Purpose: Formal learning in schools generally does not provide enough engagement for students to grasp the science concepts and skills taught to them. Therefore, the structured informal learning activities such as STEM (Science, Technology, Engineering, Mathematics) integrated project-based learning is vital for students to partake in the more meaningful science learning process as it involves interdisciplinary activities. Hence, this paper discusses the study that underlies the structured informal learning activity, the STEM project-based approach, in enhancing conceptual understanding and inventive thinking skills among secondary school students.   Methodology: A quasi-experimental research design concerning treatment and control groups with pre-test as the covariate was employed in this project. The sample was selected based on the purposive sampling approach. Seventy Form Four students (33 male students and 37 female students) from a secondary school in Kedah, Malaysia were divided into 35 students of a controlled group (received conventional approach) and 35 students of the treatment group (followed STEM project-based approach). Data collected via the Newtonian Conceptual Understanding Test (NCUT) and Inventive Thinking Skills Test (ITST) were then analysed descriptively and inferentially.   Findings: The structured informal learning activity, the STEM project-based approach, was found effective in enhancing conceptual understanding and inventive thinking skills among secondary school students.  Further analysis showed that the elements of thinking skills (management and adaptation to complexity, self-regulation, curiosity, creativity, risk-readiness, and high-order thinking skills and sound reasoning) were also improved among students who followed STEM project-based approach.   Contributions: The study highlighted the importance of a structured informal learning activity, such as the STEM project-based approach in assisting students to grasp the science concepts and develop the required 21st-century learning skills besides formal learning in schools.   Keywords: Conceptual understanding, inventive thinking skills, Newtonian physics, physics education, secondary school students.   Cite as: Saleh, S., Muhammad, A., & Syed Abdullah, S. M. (2019). STEM project-based approach in enhancing conceptual understanding and inventive thinking skills among secondary school students.  Journal of Nusantara Studies, 5(1), 234-254. http://dx.doi.org/10.24200/jonus.vol5iss1pp234-254

ENGAGING SCHOOL STUDENTS AND EDUCATORS WITH THE PRACTICE OF STATISTICS

2020 ◽  
Vol 19 (1) ◽  
pp. 29-38
Author(s):  
PETER HOWLEY ◽  
TIM ROBERTS
Keyword(s):  
Secondary School ◽  
Environmental Sustainability ◽  
Secondary School Students ◽  
Statistics Education ◽  
School Curriculum ◽  
Project Based Learning ◽  
Learning Activity ◽  
School Students ◽  
Cross Sectional ◽  
Primary And Secondary School

This paper describes a national statistics-oriented project-based learning activity, which has been delivered annually for five years in Australia and the outcomes of a particular collaboration of this initiative with the discipline of environmental sustainability. The national initiative engages primary- and secondary-school students from varied backgrounds and education levels in quantitative-based investigations. It develops key future workplace skills aligned with national school-curriculum outcomes and motivates students by enabling them to take the lead, determine the context, collaborate, investigate, and create. An underlying delivery model connects primary- and secondary-school students with tertiary educators, industry, and the practice of statistics. A pre-post cross-sectional study revealed significant improvements in students’ and teachers’ confidence with, and awareness of, the field of statistics. Australian school teachers are saying, “21st Century learning at its best” and “motivates and engages students.” Industry mentors are saying, “provides students a unique opportunity.” Students are saying, “engaging, educational and enjoyable.” The activity has engaged some eighty schools, and annually several hundred students participate. First published February 2020 at Statistics Education Research Journal Archives

scholarly journals Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors

Sensors ◽  
2020 ◽  
Vol 21 (1) ◽  
pp. 153
Author(s):  
Daniel Amo ◽  
Paul Fox ◽  
David Fonseca ◽  
César Poyatos
Keyword(s):  
Systematic Review ◽  
Secondary Education ◽  
Secondary School ◽  
Learning Analytics ◽  
Secondary School Students ◽  
Project Based Learning ◽  
Educational Robotics ◽  
School Students ◽  
Primary And Secondary Education ◽  
Primary And Secondary School

Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.

Mathematical Communication Skills of Junior Secondary School Students in Coastal Area

2013 ◽  
Vol 63 (2) ◽  
Author(s):  
Kadir, Jl ◽  
Mayjen S. Parman
Keyword(s):  
Secondary School ◽  
Communication Skills ◽  
Coastal Area ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Learning Activity ◽  
School Students ◽  
Mathematical Communication ◽  
Junior Secondary School ◽  
Junior Secondary

Mathematical communication skills of junior secondary school students in coastal area are still considered low due to the lack of contextual problem technique in the teaching of mathematics. The various potencies of the coastal area have been damaged without any concern. It is interesting to investigate the contextual problem in mathematics teaching because it can be identified, required, and related to everyday life. The objective of this study is to enhance mathematical communication skills of junior secondary school students in the coastal area. Using coastal-based contextual teaching and learning (CCTL) can enhance: (1) students’ mathematical communication skills better than conventional teaching and learning (CVTL); and (2) the students’ learning activity, fluency of argument in problem solving process, advanced question skills, and knowledge of coastal area potencies and problems.

scholarly journals Effectiveness of Participation in a Blog for Extra-curricular activities for Developing Students’ Critical thinking skills: A Case of Secondary School Students: فاعلية المشاركة في مدونة إلكترونية للأنشطة غير الصفية في تنمية مهارات التفكير الناقد لدى طالبات الصف الثالث الثانوي بمدينة جدة

2020 ◽  
Vol 4 (16) ◽  
Author(s):  
Wafa Abed M Al-Harbi, Sanaa Saleh Askool
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Extra Curricular Activities ◽  
Experimental Group

This study aims to identify the effectiveness of participation in a blog for extra-curricular activities for developing the critical thinking skills of third secondary students in Jeddah. The sample consisted of (100) students from several schools in Jeddah, Saudi Arabia randomly selected and divided into (50) experimental group, (50) control group. The study used the Semi-experimental method and conducted the Watson and Glaser test for critical thinking. The results of the study showed that there were statistically significant differences (0.05) among the experimental group (individual and cooperative) For the officer in the brother Bar dimensional test critical thinking skills for the benefit of the experimental group because of its effect for the use of a typical blog (single, cooperative).

scholarly journals Life Skill Integrated Science-PBL Module to Improve Critical Thinking Skills of Secondary School Students

2020 ◽  
Vol 8 (7) ◽  
pp. 3085-3096
Author(s):  
Nurdiyah Lestari ◽  
K. Ivo Basri ◽  
St. Muthmainnah Yusuf ◽  
S. Suciati ◽  
Mohammad Masykuri
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Secondary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Life Skill ◽  
School Students ◽  
Integrated Science

scholarly journals PBL Teaching Method through Cooperative Learning

2017 ◽  
Vol 3 (1) ◽  
pp. 53
Author(s):  
Eduardo Dopico ◽  
Dolores Pevida
Keyword(s):  
High Schools ◽  
Cooperative Learning ◽  
Secondary School ◽  
Secondary School Students ◽  
Secondary School Teachers ◽  
Teaching Method ◽  
Knowledge Society ◽  
Project Based Learning ◽  
School Teachers ◽  
School Students

The challenges proposed by the knowledge society requires a change of mentality and routines of our students. Consequently, a shift is also needed in the role played by teachers in their education. 34 secondary school teachers from three Spanish high schools, from Ceuta, Madrid and Asturias, working as part of a network, began to introduce project-based learning (PBL) and cooperative learning to facilitate this change. We analyze the correlations between the beliefs and the attitudes of teachers when they were initiating a methodological transition in their patterns of teaching. At the same time, we compare the competencies and strategies related with PBL that 372 secondary school students from these high schools consider being personally important with those who they believe necessary to improve their learning or to be successful with academic requirements.

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