scholarly journals Authentic Teaching Tasks for Academic Success, Attitude, Problem Solving, and Creative Thinking Skills

2021 ◽  
Vol 12 (2) ◽  
pp. 108-123
Author(s):  
Emine Kübra Pullu ◽  
Mehmet Nuri Gömleksiz
Keyword(s):  
Academic Success ◽  
Problem Solving ◽  
Creative Thinking ◽  
Teaching Method ◽  
Web Design ◽  
Thinking Skills ◽  
Attitude Scale ◽  
Control Group ◽  
Problem Solving Skills ◽  
Experimental Group

Abstract This research was prepared in order to determine the change in students’ academic achievement, retention levels and attitudes, and problem solving skill and creative thinking skill as a result of programming teaching with authentic task-based applications. The research was prepared using an experimental design with pretest-posttest control group. In the study group of the research, 2nd year Computer Technologies Department students who studied at Erciyes University in the 2017–2018 academic year and took the Web Design Fundamentals course and the Research Methods and Techniques course are included. One of the second-year branches was determined as experimental group (n = 30) and the other one was determined as the control group (n = 33). The teaching of programming to the experimental group students was carried out with authentic tasks. Lessons were conducted with the control group students using the traditional teaching method. Achievement test developed by the researchers as pre-test, post-test, retention test, as well as Attitude Scale Toward Computer Programming developed by Baser (2013), Problem Solving Inventory developed by Heppner and Peterson (1982) and adapted to Turkish by Sahin, Sahin and Heppner (1993), “How Creative Are You?” scale developed by Raudsepp (1977) and adapted to Turkish by Coban (1999) were used. With research, it was concluded that authentic task-oriented practices increased students’ programming academic success and attitudes towards programming, and also positively affected both students’ problem-solving skills and creative thinking skills.

scholarly journals Analysis of Science Teacher Candidates’ Relation between Scientific Creative Thinking Skills, Creative Problem Solving and Project Development Skills

2018 ◽  
Vol 48 ◽  
pp. 01059
Author(s):  
Sibel Demir Kaçan ◽  
Fatma Şahin
Keyword(s):  
Problem Solving ◽  
Science Teachers ◽  
Teacher Candidates ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Control Group ◽  
Project Development ◽  
Creative Problem Solving ◽  
Creative Problem ◽  
Experimental Group

The research aims to determine the “relationship between the scientific creative thinking skills and creative problem solving and project development skills of candidate science teachers.” The research was performed with 24 teacher candidates in the control group and 24 teacher candidates in the experimental group in the second class of the Department of Science Teaching in a university in Istanbul Province. In the experimental group of the research, the laboratory program to be designed by the researchers on the basis of scientific discussion and research; and in the control group, the conventionally designed laboratory program were applied for 14 weeks. The research data was gained through “Self-Assessment for Creativity Questionnaire” to be developed by Raudsepp [28] and adapted by Sungur [30] into Turkish with the reliability value by Gülel [11]; two projects which were “the kite project”, “bridge project from spaghetti macaroni” and “personal interviews”. The conclusions to be reached by the research are in favour of the experimental group and the last application. While it was found that the project development processes of the candidate teachers in the experiment group had an important impact on their scientific creativity, the positive opinions of the candidate teachers were also found.

scholarly journals Cartoon to solve teaching problem on mathematics

2019 ◽  
Vol 8 (1) ◽  
pp. 145
Author(s):  
Yasin Gokbulut ◽  
Sultan Kus
Keyword(s):  
Problem Solving ◽  
Primary Schools ◽  
Teaching Method ◽  
Control Group ◽  
Validity And Reliability ◽  
Study Item ◽  
Problem Solving Skills ◽  
National Education ◽  
Significant Difference ◽  
Experimental Group

The aim of this study is to determine the effect of mathematics teaching with cartoons on the problem solving skills of primary school 2nd grade students based on addition and substraction. In the research, pretest-posttest control group design of the experimental model was used. In the classroom where the experimental group students were present, cartoon supported education was applied and the current program based teaching method was used in the control group class. The target population of the study consisted of 2nd grade students of all primary schools of the Ministry of National Education of Mersin. The population of the study consisted of 2nd grade students of all primary schools of the Ministry of National Education of Mersin. The study was conducted for 4 weeks in the fall semester of the 2015-2016 academic year. The experimental group consisted of 17 students and the control group consisted of 13 students. In order to determine the validity and reliability of the achievement test used in the study, item analysis was performed with the TAB program. The t-test was used to determine whether there was a significant difference between the pre-test and post-test scores of the groups. As a result of the research, it was observed that the success of the students in the problem solving in addition and substraction education has increased.

The Role of Multimedia in Developing Middle School Students' Reading Comprehension and Creative Thinking Skills

2021 ◽  
Vol 11 (4) ◽  
pp. 20-32
Author(s):  
Hanaa Mohamed Mohamed Nada
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Middle School Students ◽  
Creative Thinking ◽  
English Language ◽  
Teaching Method ◽  
Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Experimental Group

This research examined the effect of multimedia on developing reading comprehension and creative thinking skills of English language among second year middle school students. Forty participants were randomly selected from Hala Middle School, Dakahlia Governorate, Egypt in the academic year 2019-2020. This study was conducted according to the pre-test- and post-test-based two group quasi-experimental model. Therefore, the participants were randomly divided into two groups (20 each). One group was selected as experimental group and the other as control group. The experimental group was taught using the multimedia while the control group received regular teaching. According to the results, the students supported by the multimedia were more successful than students supported only by traditional teaching method. Therefore, the multimedia positively affected developing reading comprehension and creative thinking skills among EFL students. Finally, the use of the multimedia increased the students' motivation in learning EFL.

scholarly journals MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF DAN SELF-CONCEPT SISWA SMP DI KABUPATEN PIDIE JAYA DENGAN PEMBELAJARAN KONTEKSTUAL BERBANTUAN GEOGEBRA

Numeracy ◽  
2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Junaidi ◽  
Taufiq
Keyword(s):  
Creative Thinking ◽  
Thinking Skills ◽  
Attitude Scale ◽  
Contextual Learning ◽  
The Self ◽  
Self Concept ◽  
Control Group ◽  
The Difference ◽  
Experimental Group ◽  
Better Than

This study aims to examine and describe the effect of contextual learning assisted by Geogebra on creative thinking skills, increased creative thinking skills, students' self-concept towards mathematics and the relationship between creative thinking and self-concept. The research design was an experimental group with a pretest and posttest control group. The experimental group received geogebra-assisted contextual learning and the control group received conventional learning. To obtain research data, instruments used in the form of tests of creative thinking skills and students' self-concept attitude scale. The output in this research is in the form of learning tools (lesson plans and worksheets) that use geogebra-assisted contextual learning, instruments for tests of creative thinking abilities and students' self-concept scales. Quantitative analysis was carried out on normalized post-test and gain data on creative thinking skills and self-concept data between the two sample groups using the mean difference test of the two populations. The instrument used was 12 questions about creative thinking skills and 31 statements about self-concept. To find the difference in the average used t-test and use the Pearson test to find the correlation coefficient. The results showed that the creative thinking skills of students who received geogebra-assisted contextual learning were better than students who received conventional learning. The results of the self-concept scale indicate that the self-concept of students who receive geogebra-assisted contextual learning is better than the self-concept of students who receive conventional learning. The results of the self-concept scale also show that self-concept affects students' creative thinking abilities either totally or based on student groups, namely the experimental group and the control group. Abstrak Penelitian ini bertujuan untuk menelaah dan mendeskripsikan pengaruh pembelajaran kontekstual berbantuan Geogebra terhadap kemampuan berpikir kreatif, peningkatan kemampuan berpikir kreatif, self-concept siswa terhadap matematik dan hubungan berpikir kreatif dengan self-concept. Desain penelitian ini adalah kelompok eksperimen dengan kelompok kontrol pretes dan postes. Kelompok eksperimen memperoleh pembelajaran kontekstual berbantuan geogebra dan kelompok kontrol memperoleh pembelajaran konvensional. Untuk mendapatkan data hasil penelitian digunakan instrumen berupa tes kemampuan berpikir kreatif dan skala sikap self-concept siswa. Luaran dalam penelitian ini berupa perangkat pembelajaran (RPP dan LKS) yang menggunakan pembelajaran kontekstual berbantuan geogebra, Instrumen tes kemampuan berpikir kreatif dan skala self-concept siswa. Analisis kuantitatif dilakukan terhadap data postes dan gain ternormalisasi kemampuan berpikir kreatif dan data self-concept antara kedua kelompok sampel dengan menggunakan uji perbedaan rerata dua populasi. Instrumen yang digunakan sebanyak 12 soal tes kemampuan berpikir kreatif dan 31 pernyataan mengenai self-concept. Untuk mencari perbedaan rata-rata digunakan uji-t dan menggunakan uji pearson untuk mencari koefisien korelasi. Hasil penelitian menunjukkan bahwa kemampuan berpikir kreatif siswa yang memperoleh pembelajaran kontekstual berbantuan geogebra lebih baik daripada siswa yang memperoleh pembelajaran konvensional. Hasil skala self-concept menunjukkan bahwa self- concept siswa yang memperoleh pembelajaran kontekstual berbantuan geogebra lebih baik daripada self-concept siswa yang memperoleh pembelajaran konvensional. Hasil skala self- concept juga menunjukkan bahwa self-concept mempengaruhi kemampuan berpikir kreatif siswa baik secara total, ataupun berdasarkan kelompok siswa yaitu kelompok eksperimen dan kelompok kontrol. Kata Kunci: Kemampuan Berpikir Kreatif, Self-Concept, Kontekstual, Geogebra

scholarly journals The Impact of Scientific Creative Thinking Skills on Scientific Process Skills

2018 ◽  
Vol 48 ◽  
pp. 01060
Author(s):  
Sibel Demir Kaçan ◽  
Fatma Şahin
Keyword(s):  
Teacher Candidates ◽  
Creative Thinking ◽  
Positive Impact ◽  
Thinking Skills ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Scientific Creativity ◽  
The Impact ◽  
Experimental Group

The research aims to determine “the Impact of Scientific Creative Thinking Skills on Scientific Process Skills”. Thus, the research was performed with 24 teacher candidates in the control group and 24 teacher candidates in the experimental group in the second class of the Department of Science Teaching in a university in Istanbul Province. In the experimental group of the research, the laboratory program to be designed by the researchers on the basis of scientific discussion and research; and in the control group, the conventionally designed laboratory program were applied for an academic semester. The research data was gained through “Scientific Creativity Test” to be developed by Hu and Adey [14] and adapted by Kadayıfçı [16]; “Scientific Process Skills Test” to be developed by Okey, Wise and Burns, and adapted by Geban, Aşkar and Özkan into Turkish. The conclusions to be reached by the research are in favour of the experimental group and the last application, and it has positive impact on the opinions of the teacher candidates related with the development of the scientific creativity skills.

scholarly journals USING STEM APPLICATIONS FOR SUPPORTING INTEGRATED TEACHING KNOWLEDGE OF PRE-SERVICE SCIENCE TEACHERS

2019 ◽  
Vol 18 (2) ◽  
pp. 158-170 ◽  
Author(s):  
Burcu Alan ◽  
Fikriye Kirbağ Zengin ◽  
Gonca Keçeci
Keyword(s):  
Problem Solving ◽  
Science Teachers ◽  
Service Science ◽  
Control Group ◽  
Problem Solving Skills ◽  
Teaching Knowledge ◽  
Mixed Method Design ◽  
Post Test ◽  
And Control ◽  
Experimental Group

In this research the effects of STEM applications, which are aimed to support the integrated teaching knowledge of pre-service science teachers on the problem solving skills of pre-service science teachers were examined. The research was carried out in scope of the mixed method design of convergent parallel design. The research was conducted with pre-service science teachers of experimental group (n=31) and control group (n=31) who were studying at Fırat University. STEM applications including Algodoo were carried out with the pre-service teachers in the experimental group for one term. The data of the research were collected through the problem solving inventory test (PSIT), prospects diaries during the process of the pre-service science teachers in the experiment group. Quantitative data were analyzed using unpaired samples t-test. Statistically significant differences were found in favor of the experimental group when the PSIT post-test scores of the pre-service teachers in the experimental and control groups were analyzed. They said that STEM education is necessary and important for them, much better products arise as a result of gathering different disciplines, but integration of four disciplines is not easy.

scholarly journals Profile of Students' Creative Thinking Skills on Quantitative Project-Based Protein Testing using Local Materials

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
D. K. Sari ◽  
A. Permanasari ◽  
F. M. T. Supriyanti
Keyword(s):  
Creative Thinking ◽  
Research Result ◽  
Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Local Materials ◽  
Experimental Group

<p>The purpose of this study is to obtain a profile of students’ creative thinking skills on quantitative project-based protein testing using local materials. Implementation of the research is using quasi-experimental method pre-test post-test control group design with 40 students involved in Biochemistry lab. The research instrument is pre-test and post-test using creative thinking skills in the form of description and students’ questionnaire. The analysis was performed with SPSS 22.0 program to see the significance normality, U Mann-Whitney test for nonparametric statistics, N-Gain score, and the percentage of student responses to the practicum performed. The research result shows that the pretest rate in the experimental group is 8.25 while in the control group is 6.90. After attending a project-based practicum with local materials, the experimental group obtained the mean of posttest is 37.55 while in control class is 11.18. The students’ improvement on creative thinking skills can be seen from the average of N-Gain in the experimental class with 0.32 (medium category) and in the control category with 0.05 (low category). The experimental and control class have different creative thinking skills significantly different fluency, flexibility, novelty, and detail. It can be concluded that quantitative project-based protein testing using local materials can improve students’ creative thinking skills. 71% of total students feel that quantitative project-based protein testing using local materials make them more creative in doing a practicum in the laboratory.</p>

scholarly journals Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Mahnaz Khayat ◽  
Fariba Hafezi ◽  
Parviz Asgari ◽  
Marzieh Talebzadeh Shoushtari
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Self Determination ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

scholarly journals The Use of Critical Reading in Understanding Scientific Texts on Academic Performance and Problem-solving Skills

2020 ◽  
Vol 31 (4) ◽  
pp. 400-409
Author(s):  
Özlem Koray ◽  
◽  
Sercan Çetinkılıç ◽  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Problem Solving ◽  
Performance Level ◽  
Control Group ◽  
Critical Reading ◽  
Problem Solving Skills ◽  
Academic Level ◽  
Experimental Group ◽  
Science Performance

This study aimed to investigate the effect of critical reading (CR) practices in science courses on academic achievement, science performance level, and problem-solving skills. The experimental method and factorial design were used. The study was conducted with 102 seventh-grade students from a public school in Turkey during the 2014–2015 academic year. Experimental and control groups were formed. CR practices were followed in the experimental group and teaching practices appropriate to the curriculum were used in the control group. Data were collected with the “Multiple-Choice Academic Achievement Test” to determine the students’ academic level in the “Human and Environment Unit: The Science Performance Level Test” to determine their science performance level and the “Logical Thinking Group Test” to determine the level of their problem-solving skills. The variables of academic achievement and science performance levels were labeled “Academic Performance.” Independent samples two-way ANOVA was applied to analyze the data using SPSS 18.0 software. The results revealed that the students in the experimental group, who were taught science using CR practices, were significantly more successful than the students in the control group, whose teaching was appropriate to the current curriculum in terms of academic achievement, science performance level, and problem-solving skills. It is of critical importance to use such innovative practices, which combine various disciplines, to allow students to excel at reading, which is a basic skill, at all educational levels in order to raise contemporary and social individuals.

scholarly journals INTEGRATING SOFT SKILLS INTO TEACHING ORGANIZING EVENTS SUBJECT AT SCHOOL OF STATE MANAGEMENT, OFFICE ADMINISTRATION, AND TOURISM – TRA VINH UNIVERSITY

2019 ◽  
Vol 1 (2) ◽  
pp. 228-234
Author(s):  
Tuan Minh Chau
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Soft Skills ◽  
Thinking Skills ◽  
Listening Skills ◽  
Specialized Knowledge ◽  
Problem Solving Skills ◽  
State Management ◽  
The Subject ◽  
Teamwork Skills

The article presents the importance of integrating soft skills into teaching specialized knowledge. Through the article, the author presents the importance of Organizing Events subject as well as shows that Organizing Events is a subject that requires learners to have many skills such as: independent working skills, teamwork skills, creative thinking skills; coordination skills, problem-solving skills, listening skills and some other skills. All the skills mentioned above are applied to Organizing Events at each stage, each activity when organizing the event. In order for students to effectively apply the skills into the subject, teachers can design lectures, provide exercises in accordance with the content of the subject, divide each stage so that it can be further taught helping students grasp each content, thereby being able to best use the subject when designing each profile for the assumed event and students have to practice organizing events according to reality. Besides, the articlealso emphasizes that integrating soft skills into teaching specialized knowledge is a necessity, from the reality of the Organizing Events subject.

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