scholarly journals Problem solving - an interactive active method for teaching the thermokinetic concept

2014 ◽  
Vol 22 (1) ◽  
pp. 13-24
Author(s):  
Lucia Odochian ◽  
Costel Moldoveanu ◽  
Lorela Iancu ◽  
Adriana Baiceanu ◽  
Danut Gabriel Cozma
Keyword(s):  
Problem Solving ◽  
Teaching Strategy ◽  
Chemistry Teachers ◽  
Active Method

Abstract The paper describes a strategy that uses problem solving to teach the thermokinetic concept, based on student’s previously established proficiency in thermochemistry and kinetics. Chemistry teachers often use this method because it ensures easy achievement of both formative and informative science skills. This teaching strategy is tailored for students that prove special intellectual resources, Olympiad participants and to those who find chemistry a potential professional route

scholarly journals LIMITATIONS OF TEACHING AND LEARNING REDOX: A SYSTEMATIC REVIEW

2020 ◽  
Vol 78 (5) ◽  
pp. 698-718
Author(s):  
Luciane F. Goes ◽  
Keysy S. C. Nogueira ◽  
Carmen Fernandez
Keyword(s):  
Continuing Education ◽  
Redox Reactions ◽  
Teaching And Learning ◽  
State Of The Art ◽  
Teaching Strategy ◽  
Learning Difficulties ◽  
Chemistry Teachers ◽  
Level Of Education ◽  
Keywords Education ◽  
Education Courses

Redox reactions are considered one of the most difficult chemistry subjects to teach and learn. However, this is an important content that permeates several topics and includes many everyday life-related phenomena. To understand the teaching and learning difficulties of the ‘redox reactions’ topic, a systematic literature review was conducted. Initially, 318 articles were mapped, between the years 2000 to 2019, related to the teaching of redox reactions. The inventoried articles were analyzed to identify, in their results, the aforementioned difficulties. Only 54 presented difficulties related to teaching and learning redox reactions. To analyze these articles, the year of publication, the conceptual/procedural difficulties resulting from the study, the researched participants, and the strategies used throughout the data collection were adopted as categories. As a result, the main participants of the investigations were students. It was observed that the research studies favored bachelor degree as the level of education. Moreover, most of the analyzed studies mainly proposed experimentation as teaching strategy for teaching redox reactions. This study points to the need for continuing education courses for chemistry teachers to discuss emerging difficulties, in addition to proposing teaching strategies to remedy these difficulties. Keywords: education proposals, learning difficulties, redox reactions, state of the art

scholarly journals A PERCEPTIONS ASSESSMENT OF PATIENT-ORIENTED PROBLEM-SOLVING TEACHING STRATEGY FOR MEDICAL IMMUNOLOGY COURSE IN CHINESE STUDENTS

2016 ◽  
Vol 15 (6) ◽  
pp. 706-711
Author(s):  
Xingming Ma ◽  
Lifeng Zhang ◽  
Jingqiu Wang ◽  
Yanping Luo ◽  
Yaling Liang ◽  
...  
Keyword(s):  
Medical Education ◽  
Problem Solving ◽  
Teaching Strategy ◽  
Clinical Problem ◽  
Learning Motivation ◽  
Self Directed Learning ◽  
Clinical Problem Solving ◽  
Traditional Lectures ◽  
Directed Learning ◽  
Based Instruction

This research assessed the perceptions of students to patient-oriented problem-solving (POPS) teaching strategy in a medical immunology course in China. Data were collected from second-year students (N=71; 58% males, 42% females) who were offered lecture-based instruction and POPS teaching strategy during October - November 2015 at Lanzhou University. Afterward, students’ response and capability perception scores to POPS teaching strategy were evaluated using questionnaires. The majority of students (89.02%) favored POPS teaching strategy over traditional lectures. Students responded that POPS improves their intrinsic motivation (91.55%), learning interest (94.37%), self-directed learning skills (92.96%) and feasible for medical education (87.32%). Compared to the traditional lectures, the POPS can improve markedly their learning motivation (p=0.03), clinical reasoning ability (p=0.01), and clinical problem-solving ability (p=0.02). The implementation of POPS in medical courses will help students improving their learning motivation, problem solving abilities, which is feasible for current medical immunology education in China. Key words: active learning, medical education, patient-oriented problem-solving, undergraduate, China.

scholarly journals The Effect of the Strategies of Multiple-Intelligences and Six Hats Strategies and Problem Solving in the Development of Eighth Grader's Scientific Thinking Skills in Jordan.

2012 ◽  
Vol 6 (1) ◽  
pp. 80 ◽  
Author(s):  
Feras Al Sulaiti ◽  
Khaled Mifdy
Keyword(s):  
Problem Solving ◽  
Multiple Intelligences ◽  
Teaching Strategy ◽  
Thinking Skills ◽  
Multiple Intelligence ◽  
Average Score ◽  
Scientific Thinking ◽  
Significant Interaction Effect ◽  
First Semester ◽  
The Impact

This study aimed to reveal the impact of the strategies of multiple intelligences, problem solving, and the six hats on the development of scientific thinking skills among students in eighth grade in Jordan. The study took place in the first semester 2010-2011. The sample consisted of (217) students who were divided into three groups for boys and three for girls. The sample was a stratified random sample. The first group was taught according to the strategy of multiple intelligence, and the second group according to the strategy of problem-solving, while the third was taught according to the strategy of the six hats. Researchers prepared a test to measure the level of scientific thinking among members of the study. The instrument included five areas. The results of the study were: There were statistically significant differences between the average score of students who studied according to the six hats and the average score of students who studied according to the multiple intelligence, and problem solving in favor of the former group. Females outscored males (p ≤ .05) There was no significant interaction effect between teaching strategy and gender at (p ≤ 0.05). 

scholarly journals Pre-service Mathematics and Physical Education Teachers' Perceptions of using Play-based Teaching Strategy across the Foundation Phase

2021 ◽  
Vol 20 (1) ◽  
pp. 185-198
Author(s):  
Blanche Ntombizodwa Ndlovu ◽  
Dumsani Wilfred Mncube
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Qualitative Case Study ◽  
Teaching Strategy ◽  
Hybrid Approach ◽  
Generation Process ◽  
Structured Interviews ◽  
Problem Solving Skills ◽  
Wide Range

This qualitative case study explores early childhood pre-service educators' perceptions of using play-based teaching strategy across the Foundation Phase. A play-based approach promotes a special mode of thinking, sense of possibility, ownership, control, and competence in maths and PE learners. That is why scholars believe that hybrid pedagogical content knowledge that integrates play-based learning sustains learner attention throughout the lesson and promotes problem-solving skills. Therefore, the main objective of this study is to propose alternative pathways that promote the implementation of a hybrid pedagogical teaching strategy in the Foundation Phase. This study draws from a qualitative case study conducted at one of the universities in KwaZulu-Natal to explore the perception of pre-service teachers about using a play-based teaching strategy in pre-Grade R and Grade R classes. Five preservice teachers who teach both mathematics and PE were purposively and conveniently sampled to generate data using narratives and semi-structured interviews to describe their perceptions and experiences. Zoom group meetings and WhatsApp one-on-one semi-structured interviews were used during the data generation process. The findings reveal that pre-service mathematics and PE teachers perceive play-based pedagogies as necessary to provide a wide range of opportunities for learners to learn to count, visualising groups, and problem-solving skills. They underscore the importance of drawing from a hybrid approach that draws strength from play-based learning to complement formal learning.

scholarly journals Pengembangan Bahan Ajar English Phonology dan Strategi Pembelajarannya

2019 ◽  
Vol 2 (2) ◽  
pp. 119-128
Author(s):  
Erika Agustiana ◽  
M Sulhan ◽  
Saidatun Nafisah
Keyword(s):  
Problem Solving ◽  
Blended Learning ◽  
Digital Literacy ◽  
Teaching Strategy ◽  
Learning Activities ◽  
Teaching Material ◽  
Learning Method ◽  
English Teaching ◽  
English Pronunciation ◽  
Library Method

The aim of the study was to develop English teaching material and the strategy. This study used library method. The data were obtained from phonology book, archives and other literature resources. The finding showed two developed points. Teaching material was arranged to cover the whole material which was taught and made according to KKNI. The discussion dealt with English pronunciation problems by native Indonesian was included in the material as the result of problem solving. The teaching strategy in this course was blended learning method. The method concerned on the process of learning activities and assignment. The method was selected in order that the students were able to use the technology and sharpen their digital literacy. In conclusion, the teaching material was developed based on KKNI and the strategy used was blendes learning. Keywords: Teaching Material, Strategy, English Phonology

scholarly journals Measuring and Fostering Preservice Chemistry Teachers’ Scientific Reasoning Competency

2021 ◽  
Vol 11 (9) ◽  
pp. 496 ◽  
Author(s):  
Besim Enes Bicak ◽  
Cornelia Eleonore Borchert ◽  
Kerstin Höner
Keyword(s):  
Problem Solving ◽  
Scientific Reasoning ◽  
Science Teacher Education ◽  
Control Group ◽  
Chemistry Teachers ◽  
Treatment Groups ◽  
Fine Grained ◽  
Group Problem Solving ◽  
Students First ◽  
Experimental Problem

Developing scientific reasoning (SR) is a central goal of science-teacher education worldwide. On a fine-grained level, SR competency can be subdivided into at least six skills: formulating research questions, generating hypotheses, planning experiments, observing and measuring, preparing data for analysis, and drawing conclusions. In a study focusing on preservice chemistry teachers, an organic chemistry lab course was redesigned using problem-solving experiments and SR video lessons to foster SR skills. To evaluate the intervention, a self-assessment questionnaire was developed, and a performance-based instrument involving an experimental problem-solving task was adapted to the target group of undergraduates. The treatment was evaluated in a pre-post design with control group (cook-book experiments, no SR video lessons) and alternative treatment group (problem-solving experiments, unrelated video lessons). Interrater reliability was excellent (ρ from 0.915 to 1.000; ICC (A1)). Data analysis shows that the adapted instrument is suitable for university students. First insights from the pilot study indicate that the cook-book lab (control group) only fosters students’ skill in observing and measuring, while both treatment groups show an increase in generating hypotheses and planning experiments. No pretest-posttest differences were found in self-assessed SR skills in the treatment groups. Instruments and data are presented and discussed.

scholarly journals Chemistry Teachers’ Misconceptions Concerning Concept of Chemical Reaction Rate

2011 ◽  
Vol 3 (2) ◽  
pp. 84-101
Author(s):  
Ali Kolomuç ◽  
Seher Tekin
Keyword(s):  
Problem Solving ◽  
Chemical Reaction ◽  
Research Method ◽  
Reaction Rate ◽  
Case Study Research ◽  
Abstract Concepts ◽  
Great Role ◽  
Chemistry Teachers ◽  
Chemical Reaction Rate

Teachers play a great role in how students understand and learn the concepts taught in class. Studies show that teachers reflect their already-existing conceptual constructs and their problem-solving processes on students. This is also true of the misconceptions reflected in chemistry classes, especially when abstract concepts are being taught. The purpose of this study is to see the degree of understanding of chemistry teachers concerning the chemical reaction rate concept. A case study research method was used in the study whose sample consisted of 70 chemistry teachers from forty different cities in Turkey. The data were collected through a chemical reaction rate comprehension test comprising five open-ended questions. The results have indicated that teachers have some misconceptions concerning chemical reaction rate.

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