Students’ Understanding in Airborne Transmission of SARS-CoV-2 by Dynamic Fluid Perspective using Structure of Observed Learning Outcomes (SOLO) Taxonomy

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Bagus Helmeyanto ◽  
Eko Hariyono
Keyword(s):  
Learning Outcomes ◽  
Airborne Transmission ◽  
Solo Taxonomy

scholarly journals Exploring Student Sustainability Knowledge using the Structure of Observed Learning Outcomes (SOLO) Taxonomy

2020 ◽  
Author(s):  
Mary Watson ◽  
Joshua Pelkey ◽  
Michael Rodgers ◽  
Caroline Noyes
Keyword(s):  
Learning Outcomes ◽  
Solo Taxonomy

Towards a Model of School-based Curriculum Development and Assessment Using the SOLO Taxonomy

1989 ◽  
Vol 33 (2) ◽  
pp. 151-163 ◽  
Author(s):  
John Biggs ◽  
Kevin Collis
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes ◽  
Two Dimensions ◽  
Learning Cycle ◽  
Solo Taxonomy ◽  
Level Of Abstraction ◽  
School Based ◽  
Learning Tasks ◽  
Criterion Referenced ◽  
Curriculum Topics

One factor preventing the wider acceptance of school-based curriculum development and assessment is the problem of comparing performances of different students, in different schools, in different areas of study. A framework is needed to describe the complexity of learning outcomes in a language that is generally applicable across the curriculum. Such a framework is provided by the SOLO taxonomy which describes the growth in complexity of performance in many learning tasks, from the earliest engagement in the task to expertise. Learning grows along at least two dimensions: (a) the level of abstraction, or mode, of the contents learned (five such modes are recognisable from infancy to adulthood); and (b) the cycle of increasing complexity that learning undergoes within any given mode. It is possible, by specifying both the mode or modes to be used and the level of the learning cycle to be attained, to state the desired level of performance in many important curriculum topics in a way that can be used (a) for criterion-referenced assessment in particular subjects, and (b) for discussing comparable levels of attainment across different subjects and different schools.

scholarly journals ANALISIS TINGKAT BERPIKIR DALAM MENYELESAIKAN SOAL GERAK PARABOLA MENGGUNAKAN TAKSONOMI STRUCTURE OF THE OBSERVED LEARNING OUTCOMES (SOLO) SISWA KELAS X MIA SMAN 1 SUNGAI RAYA

2021 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Desi Hartanti ◽  
Tomo Djudin ◽  
Syukran Mursyid
Keyword(s):  
Learning Outcomes ◽  
Male Students ◽  
Structural Level ◽  
Solo Taxonomy ◽  
Average Percentage ◽  
Group Data ◽  
Abstract Level ◽  
Motion Problems ◽  
And Gender ◽  
The Ideal

This This study aims to describe the level of students’ thinking profilein solving parabolic motion problems based on the SOLO taxonomy seen from learning outcomes and gender. This is a survey research without a comparison group. Data collection was done by giving 4 questions to 95class X MIA students at SMAN 1 Sungai Raya, and categorized based on learning outcomes (high, medium, low) and gender (male, female). The level ofstudents’ thinking profile in solving parabolic motion problems based on SOLO taxonomyis 50.52% at the pre-structural level, 11.57% at the uni-structural level, 21.05% at the multi-structural level, 16.84% at relational level , and0% at extended-abstract level. Additionally, students with high learning outcomes reached the uni-structural-relational thinking level, while moderate ones reached the uni-structural-multi-structural level, and low ones reached the uni-structural-pre-structural level. In terms of gender,female students' average percentage of thinking level is 44.2% higher than male students with only 33.6% of the ideal score.Keywords: Thinking Level, SOLO Taxonomy, Parabolic Motion. 

scholarly journals Solo Analysis of Efl Curricula in Turkey

2017 ◽  
Vol 8 (1) ◽  
pp. 140
Author(s):  
Reyhan Ağçam ◽  
Pınar Babanoğlu
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
Curriculum Design ◽  
Analysis Method ◽  
Solo Taxonomy ◽  
National Education ◽  
Four Levels ◽  
State Schools ◽  
Practical Implications ◽  
Secondary State

Curriculum simply refers to the means and materials with which students will interact for the purpose of achieving identified educational outcomes (Ebert et al., 2013). In Turkey, the curricula for a variety of courses to be taught in primary and secondary state schools are designed by the Ministry of National Education (MoNE), and they are subject to change at uncertain periods. The current research aims to investigate curricula for English as a foreign language course for 5th, 6th and 7th grades that have been recently introduced by MoNE (2017). It exclusively compares them through an analysis of learning outcomes identified in each based on the Structure of the Observed Learning Outcome (SOLO) taxonomy developed by John Biggs and Kevin Collis (1982). Accordingly, document analysis method was used to analyze learning outcomes identified in the above-mentioned curricula into four levels of the SOLO taxonomy: (i) uni-structural, (ii) multi-structural, (iii) relational, and (iv) extended abstract. The study will report findings obtained from the analysis and practical implications on the curriculum design of EFL courses taught in various grades, and conclude with a few suggestions for further directions.

scholarly journals Examining the Structure of Observed Learning Outcomes of Associate-Degree Vocational School Students in a CAS-Supported Environment: Limit-Continuous Sample

2021 ◽  
Author(s):  
Elif Ertem Akbaş
Keyword(s):  
Learning Outcomes ◽  
Associate Degree ◽  
Research Method ◽  
Research Problem ◽  
Vocational School ◽  
Study Group ◽  
School Students ◽  
Solo Taxonomy ◽  
Structure Level

This study aimed to learn the learning outcomes of associate-degree students attending a Vocational School (VS) in a CAS-supported learning environment within the scope of the limit-continuity subject. The study was conducted using the action research method, and the worksheets prepared by Ertem Akbaş (2016) were used. While evaluating and interpreting the VS students’ learning outcomes, the SOLO taxonomy was preferred. The study group included 32 VS associate-degree students in Turkey. Within the framework of the research problem, detailed information was provided about what level of the SOLO taxonomy the students’ learning outcomes corresponded to. The learning outcomes of the VS students were found to be below the relational structure level according to SOLO taxonomy in the environment where the CAS software was used. Thanks to the CAS software, the quality of the pre-structure level and uni-structure level learning outcomes of VS students increased to and over the multi-structure level.

scholarly journals Summer School versus Term-time for Fundamental Mathematics at the Tertiary Level

2019 ◽  
Vol 27 (5) ◽  
Author(s):  
David Easdown ◽  
George Papadopoulos ◽  
Collin Zheng
Keyword(s):  
Learning Outcomes ◽  
Summer School ◽  
Course Satisfaction ◽  
First Year ◽  
Solo Taxonomy ◽  
Quantitative Evidence ◽  
Qualitative And Quantitative ◽  
Percentage Points ◽  
The University

In a study from 2008 to 2009, academics at the University of Sydney initiated the gathering and preliminary analysis of qualitative and quantitative evidence, supporting the claim that students undertaking first year mathematics units of study achieve superior learning outcomes, and experience higher overall course satisfaction, by completing units at summer school rather than during term-time. This article includes a follow-up study, focusing on two fundamental mathematics units of study taken by students at the University of Sydney over the period 2007 to 2014. We consider the relative performance of students who failed one or both of these units in term-time and then attempted the unit or units again at the Sydney Summer School. The median increase in numerical grades, in the order of ten to fifteen percentage points, appears to be significant, and often translates, in individual cases, to one or more qualitative leaps upwards, from superficial towards deep learning, in terms of phases in the SOLO taxonomy, or in terms of successful navigation through liminal space, in the theory of threshold concepts.

scholarly journals Building an authentic cultural curriculum through tertiary cultural dance

2019 ◽  
Vol 19 (3) ◽  
pp. 264-284
Author(s):  
Kym Stevens ◽  
Rachel A Pedro ◽  
Stephanie J Hanrahan
Keyword(s):  
Biological Sciences ◽  
Learning Outcomes ◽  
Latin American ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Curriculum Study ◽  
Learning Approaches ◽  
Solo Taxonomy ◽  
5E Instructional Model ◽  
Teaching Pedagogies

This study identified a range of pedagogies developed to promote global citizenship within a university Latin American dance unit. It implemented changes to teaching and learning approaches in the unit using the Biological Sciences Curriculum Study (BSCS) 5E Instructional Model, supporting learning that privileges transcultural connections to Latin America. The action research used a range of dance teaching pedagogies that were adapted, and evaluated, using the Structure of Observed Learning Outcomes (SOLO)Taxonomy, to support a culturally enriched student learning experience. The findings challenge traditional dance teaching pedagogies through meaningful engagements with the local Latin American dance community and a range of student and teacher reflective approaches.

Exploring the impact of the reasoning flow scaffold (RFS) on students’ scientific argumentation: based on the structure of observed learning outcomes (SOLO) taxonomy

2020 ◽  
Vol 21 (4) ◽  
pp. 1083-1094
Author(s):  
Xiuling Luo ◽  
Bing Wei ◽  
Min Shi ◽  
Xin Xiao
Keyword(s):  
Learning Outcomes ◽  
Control Group ◽  
Scientific Argumentation ◽  
Teaching Intervention ◽  
Solo Taxonomy ◽  
Before And After ◽  
The Impact ◽  
Scientific Arguments ◽  
Experimental Group ◽  
Better Than

Using the Structure of Observed Learning Outcomes (SOLO) taxonomy as the analytic framework, this study examined the impact of the reasoning flow scaffold (RFS) on students’ written arguments. Two classes with a total of 88 10th grade students in a school participated in this study. One class, set as the experimental group, was taught scientific argumentation with RFS whereas the control class received conventional argumentation teaching. They all experienced three argument assignments of writing scientific arguments and the measurement task before and after the teaching intervention. The results of data analysis showed that after teaching intervention, students in the experimental group performed significantly better than those in the control group on evidence and rebuttal while there were no significant differences on claim or reason between the two groups. Some implications and suggestions are provided in the last part of this paper.

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