A comparative study of SAM and ADDIE models in simulating STEM instruction

2021 ◽  
Vol 9 (4) ◽  
pp. 852-859
Author(s):  
Clement Ayarebilla Ali ◽  
Keyword(s):  
Student Teachers ◽  
Successive Approximation ◽  
Teaching And Learning ◽  
Post Treatment ◽  
Approximation Model ◽  
Treatment Results ◽  
Pre Treatment ◽  
Addie Model ◽  
And Mathematics ◽  
Mathematics And Science

The study compared exhaustively the Successive Approximation Model (SAM) and Analyze, Design, Develop, Implement and Evaluate (ADDIE) model on the teaching and learning of Science, Technology, Engineering and Mathematics subjects in Ghana. We selected a sample of 30 student-teachers who offered Mathematics and Science in the distance mode of the University of Education, Winneba, Ghana in the 2018/2019 academic year. The first stage of the analysis compared the models separately within the Vygotskian framework using pre-post experiemtal design. The second stage made comparisons between and within the two models. The results of both stages showed that student-teachers preferred mostly SAM to ADDIE instructional models. There were not only consistently higher mean gains in the latter model, but the group averages of student-teachers in the post-treatment results also demonstrated clear improvements. Again, student-teachers showed tremendous improvements in the conceptual understanding of both models. However, the Successive Approximation Model recorded much more improvements in both pre-treatment and post-treatment results. It was therefore imperative to conclude that the Successive Approximation Model was more properly situated in the context of teaching and learning Mathematics and Science. We, therefore, recommended experimental explorations of SAM for STEM.

A comparative study of SAM and ADDIE models in simulating STEM instruction

2021 ◽  
Vol 9 (4) ◽  
pp. 852-859
Author(s):  
Clement Ayarebilla Ali ◽  
Keyword(s):  
Student Teachers ◽  
Successive Approximation ◽  
Teaching And Learning ◽  
Post Treatment ◽  
Approximation Model ◽  
Treatment Results ◽  
Pre Treatment ◽  
Addie Model ◽  
And Mathematics ◽  
Mathematics And Science

The study compared exhaustively the Successive Approximation Model (SAM) and Analyze, Design, Develop, Implement and Evaluate (ADDIE) model on the teaching and learning of Science, Technology, Engineering and Mathematics subjects in Ghana. We selected a sample of 30 student-teachers who offered Mathematics and Science in the distance mode of the University of Education, Winneba, Ghana in the 2018/2019 academic year. The first stage of the analysis compared the models separately within the Vygotskian framework using pre-post experiemtal design. The second stage made comparisons between and within the two models. The results of both stages showed that student-teachers preferred mostly SAM to ADDIE instructional models. There were not only consistently higher mean gains in the latter model, but the group averages of student-teachers in the post-treatment results also demonstrated clear improvements. Again, student-teachers showed tremendous improvements in the conceptual understanding of both models. However, the Successive Approximation Model recorded much more improvements in both pre-treatment and post-treatment results. It was therefore imperative to conclude that the Successive Approximation Model was more properly situated in the context of teaching and learning Mathematics and Science. We, therefore, recommended experimental explorations of SAM for STEM.

scholarly journals Communicating Mathematics and Science in the Classroom: Exploring the Interactive Route

2015 ◽  
Vol 1 (1) ◽  
pp. 30-43
Author(s):  
Landa Nhlanhla ◽  
◽  
Sindiso Zhou ◽  
Keyword(s):  
Teaching And Learning ◽  
Mathematical Problem ◽  
Structured Interview ◽  
Effective Teacher ◽  
Scientific Concepts ◽  
Teacher Needs ◽  
Mathematical Problems ◽  
Teaching Of Mathematics ◽  
And Mathematics ◽  
Mathematics And Science

Communicating mathematical problems and scientific concepts is considered as a complex and difficult endeavour. Teaching, whether of complex mathematical problems and scientific concepts or of 'straightforward and clear' ideas in the humanities, is a process of communication. This paper argues that communication skills are an integral part of the teaching of Science and Mathematics. Communicating Science and Mathematics in the classroom involves thorough explanations and, because the concepts dealt with are in themselves complex, this may involve going over the concepts repeatedly. This ability to put across the mathematical or scientific message is the ability by the teacher to communicate. Research has insisted that the ability to communicate and to pose questions are central attributes of an effective teacher. This paper argues that more than being able to communicate and ask questions, for effective teaching of Mathematics and Science the teacher needs to employ interactive teaching techniques to involve learners; this way the teacher actively involves learners in communication and therefore in both the teaching and learning process. The teacher and learner roles in the contemporary classroom need not be distinctively outlined as this creates an obstacle to understanding. This allows both the teacher and student to understand concepts from each other's perspective. Through interaction between teacher and student, the teacher is able to explain the mathematical problem to the student from the student's perspective. Through a semi-structured interview and observation the study involves a sample of 32 students from four secondary schools in the two provinces of Midlands and Bulawayo.

scholarly journals Connecting Mathematics and Science in Primary School STEM Education: Modeling the Population Growth of Species

Mathematics ◽  
2021 ◽  
Vol 9 (19) ◽  
pp. 2496
Author(s):  
Genaro de Gamboa ◽  
Edelmira Badillo ◽  
Digna Couso ◽  
Conxita Márquez
Keyword(s):  
Stem Education ◽  
Teaching And Learning ◽  
Scientific Activity ◽  
Scientific Practices ◽  
Learning Sequence ◽  
Mathematical Connections ◽  
Science Technology ◽  
Real Population ◽  
And Mathematics ◽  
Mathematics And Science

In this research, we explored the potential of using a research-based teaching and learning sequence to promote pupils’ engagement in practices that are coherent with those of real world mathematical and scientific activity. This STEM (Science, Technology, Engineering and Mathematis) sequence was designed and implemented by pre-service teachers and science and mathematics education researchers with the aim of modeling the growth of a real population of rabbits. Results show explicit evidence of pupils’ engagement in relevant mathematical and scientific practices, as well as detailed descriptions of mathematical connections that emerged from those practices. We discuss how these practices and connections allowed the progressive construction of models, and the implications that this proposal may have for STEM task design and for the analysis of extra-mathematical connections.

Outdoor Science in Teacher Education

2018 ◽  
pp. 584-598
Author(s):  
Oleg Popov
Keyword(s):  
Science Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Outdoor Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Professional Competence ◽  
Learning Outdoors ◽  
Cultural Historical Activity ◽  
And Mathematics

This chapter is an account of the development of prospective teachers' competence to conduct outdoor science education. At the Department of Science and Mathematics Education, the students participate in outdoor education courses. They also plan, manage, and evaluate outdoor lessons designed as assignments in science education, participation in school practice, and summer courses. Many student teachers evaluate and analyse the pedagogical aspects of outdoor science when they carry out research projects in schools for their graduation thesis work. In order to understand the activity of science teaching and learning outdoors, a qualitative study was conducted. It was based on interviews with teacher educators and included studies of students' examination papers. A Cultural Historical Activity Theory (CHAT) lens was applied to the study. The theoretical framework helped to identify the prospective teachers' abilities and skills to design, implement, and evaluate tasks related to the professional competence of delivering outdoor science activities.

scholarly journals The use of peripheral blood cells as an assessment of inflammation in prostate cancer in patients attending in surgery department at ESUT teaching hospital, Parklane, Enugu, Nigeria

2020 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Clara N. Soronnadi ◽  
Nancy C. Ibeh ◽  
Francis O. Ugwene ◽  
Grace I. Amilo ◽  
Anthony J. Ede
Keyword(s):  
Prostate Cancer ◽  
Blood Cells ◽  
Blood Count ◽  
Age Groups ◽  
Post Treatment ◽  
Full Blood Count ◽  
Treatment Results ◽  
Lymphocyte Ratio ◽  
Significant Difference ◽  
Pre Treatment

Background: Full blood count (FBC) is a prerequisite investigation requested from all prostate cancer (PCa) patients pre and post treatment, poor parameter influences the outcome of cancers.Methods: Total subjects consisted of 84 male subjects between the ages 41 to >80 years. Longitudinal study was conducted. Controls and test samples were collected at diagnosis and at different stages of the treatment. Demographic information was obtained using a questionnaire. The data was analyzed using IBM statistical package for social sciences (SPSS) PC, version 20.0; SPSS Inc., Chicago, III., USA; the receiver operating characteristic curve (ROC) curve was obtained via neutrophil-to-lymphocyte ratio (NLR), lymphocyte-to-monocyte ratio (LMR) and platelet-to-lymphocyte ratio (PLR) ratios cut-off determinations. Cox proportional-hazards regression analyses the prognostic factors (duration, ratios) and overall survival (diagnosis to death or last follow-up). A paired sample t-test compared test of significance in pre/post treatment results. The analysis of variance (ANOVA) and Tukey HSD post-hoc, test susceptibility within age groups was done.Results: Increased NLR and LMR were significantly associated with increased hazard ratio (HR) and OS at p<0.05 while PLR, no significant difference at P>0.05 in PCa. In complete blood count (CBC) and erythrocytic sedimentation rate (ESR), control and treatment period, all red blood cell (RBC) parameters showed a significant decrease at p<0.05 in treatment results compared to the pre-treatment results while total platelet (TPLT), total white blood cells (TWBC), NC, LC, ESR showed significant increase at p<0.05 in treatment results compared to pre-treatment results. Age group 41-50 years showed more susceptibility than other age groups with significant decrease at p<0.05 in NC, LC and increased MC.Conclusions: This study supports CBC and ESR biomarkers as a prognostic tool in early detection, treatment and monitoring of disease progression in these subjects.

scholarly journals The Oswald-Gentile Model of Instruction: A Holistic Approach

2021 ◽  
Vol 4 (2) ◽  
pp. 229-246
Author(s):  
Amber Gentile ◽  
A. Michele Oswald
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Universal Design For Learning ◽  
Interdisciplinary Approach ◽  
Holistic Approach ◽  
Understanding By Design ◽  
Use Of Technology ◽  
Design For Learning ◽  
And Mathematics

The purpose of this article is to introduce a comprehensive instructional model that takes into consideration three frameworks for designing instruction (Universal Design for Learning, Understanding by Design, and the 7E Learning Cycle) and incorporates Technological Pedagogical and Content Knowledge and Mindset (attitudes, beliefs, dispositions toward teaching and learning) that serves to advance STEM (Science, Technology, Engineering, and Mathematics) instruction with pre-service teachers. The proposed model will be used in teaching pre-service prek-12 teachers in the following courses: Mathematics Methods, Science Methods, Human Development and Learning Theory, and Classroom Management. It explores how the frameworks, TPaCK, and Mindset can be integrated to form a holistic and interdisciplinary model for designing instruction, particularly in STEM courses. Each framework has a different focus, which is discussed, along with how TPaCK and Mindset can influence how one uses the framework to design instruction. Among these frameworks, there exists a convergence of pedagogy, instructional design, planning, and strategic use of technology that provides an opportunity for a holistic, interdisciplinary approach to designing instruction that serves both teacher and student: teachers in becoming more effective instructors, and students in becoming more effective learners. A brief review of each framework, TPaCK and Mindset is included as well as the description of The Oswald-Gentile Model of Instruction, a holistic approach to designing instruction that takes into consideration both the learner and the teacher.

Symptoms of Cutaneous Sensitivity Pre-Treatment and Post-Treatment: Results from the Rizatriptan TAME Studies

Cephalalgia ◽  
2007 ◽  
Vol 27 (9) ◽  
pp. 1055-1060 ◽  
Author(s):  
R Cady ◽  
V Martin ◽  
A Mauskop ◽  
A Rodgers ◽  
CM Hustad ◽  
...  
Keyword(s):  
Primary Endpoint ◽  
Early Treatment ◽  
Post Treatment ◽  
Treatment Results ◽  
Free Response ◽  
Double Blind ◽  
Cutaneous Allodynia ◽  
Headache Onset ◽  
Pre Treatment

The presence of cutaneous allodynia may predict response to triptans. Identical randomized double-blind studies were conducted comparing the efficacy of rizatriptan 10 mg or placebo administered within 1 h of headache onset, while pain was mild. The primary endpoint was freedom from pain at 2 h. Presence of symptoms suggesting cutaneous sensitivity (SCS) at baseline and at 2 h post-treatment was recorded. Before treatment, 29% of rizatriptan patients and 22% of placebo patients reported SCS. At 2 h, the percentage of patients with SCS was significantly decreased with rizatriptan. The presence of SCS pre-treatment was not predictive of response to rizatriptan. Most patients with SCS at 2 h were non-responders. Early treatment with rizatriptan significantly reduced the percentage of patients with SCS at 2 h. The presence of SCS at baseline did not predict pain-free response, but presence of SCS at 2 h correlated with lack of a 2-h pain-free response.

scholarly journals Development and Application of a Novel Engineering-Based Maker Education Course for Pre-Service Teachers

2020 ◽  
Vol 10 (5) ◽  
pp. 126
Author(s):  
Ji-Yun Kim ◽  
Hyunsong Chung ◽  
Eun Young Jung ◽  
Jin-Ok Kim ◽  
Tae-Wuk Lee
Keyword(s):  
Teaching And Learning ◽  
Educational Effectiveness ◽  
Design Development ◽  
Reflective Journals ◽  
Maker Education ◽  
Before And After ◽  
Analysis Design ◽  
Addie Model ◽  
And Mathematics ◽  
Education Effects

This study aimed to raise awareness of maker education for pre-service teachers and discuss maker education in their major subjects by developing and applying a maker education course for pre-service teachers with various majors based on novel engineering (NE), a teaching and learning method that combines humanities and engineering. Accordingly, the course was developed following the procedure of the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, and the educational effectiveness was investigated using test tools. The educational effect and difficulties were also examined through the analysis of reflective journals written by 20 pre-service teachers with various majors who participated in the course. To investigate the educational effectiveness of the developed course, the science, technology, engineering, arts, and mathematics (STEAM) literacy of the participants—before and after the course—was measured, with the results demonstrating a statistically significant improvement. Analysis of the reflective journals identified a recognition of sharing effectiveness, the joy of making, and an in-depth understanding of maker education as education effects, and a lack of understanding of techniques, the burden of prototype fabrication, and the limitation of majoring subjects as difficulties experienced during the activities. This study verified that NE could be used as a significant maker education measure for pre-service teachers with various majors. Based on this verification, this study also proposes a strategy to develop more effective NE-based maker education.

scholarly journals The Teaching of Science and Mathematics in English in Malaysia: Teachers’ views on the implementation of two national initiatives

2020 ◽  
Vol 5 (SI3) ◽  
pp. 211-216
Author(s):  
Nurul Sofia Ahmad Fuad ◽  
Nabilah Abdullah ◽  
Shireena Basree Abdul Rahman
Keyword(s):  
Teaching And Learning ◽  
Dual Language ◽  
Publishing House ◽  
National Policy ◽  
Related Factors ◽  
Effective Learning ◽  
Science School ◽  
International Publishing ◽  
And Mathematics ◽  
Mathematics And Science

The Education Ministry has introduced two initiatives - English in the Teaching of Mathematics and Science (ETeMS) and Dual Language Programme (DLP) - to enhance mathematics and science learning using English as the medium of instruction.  Numerous discontentment on ETeMS were reported but were not addressed before the DLP introduction in 2016. This qualitative research narrates teachers’ views on both ETeMS and DLP, focusing on the coordinators’ and implementers’ challenges. Eleven mathematics and science school teachers have participated in this case study. Findings reveal that student-, resource- and teacher-related factors remained key reasons impeding effective learning of the two subjects. Keywords: national policy; teaching and learning; science and mathematics; English. eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.2554

scholarly journals ADDIE Model Application for Development of Teaching Material Based on Flipped Learning for Lecturer’s in Polytechnic

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
N A A. Jalil ◽  
◽  
A R Madar ◽  
N I Kassim ◽  
◽  
...  
Keyword(s):  
Academic Achievement ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Teaching Material ◽  
Flipped Learning ◽  
Design Development ◽  
Group Presentation ◽  
Teaching Materials ◽  
Addie Model ◽  
And Mathematics

The process of teaching and learning is an important element of ensuring that students are able to keep up with the content of the subject being presented. In order to attract student’s interest and improve the student's academic achievement, the process of learning should be a fun and challenging process for students' thinking. The main issue of this study is that science and mathematics learning for some students is abstract and difficult to understand. This study aims at the development of teaching material based on flipped learning in Polytechnic. The findings of this study show that the development of teaching materials based on flipped learning involves all phases of ADDIE model namely analysis, design, development, implementation and evaluation. In this study, the teaching of flipped learning materials produced has gained the content of five experts in teaching and learning. The results show that the researcher has successfully produced teaching material that emphasizes the five main components of the active learning method, namely Jigsaw Puzzle, video presentation, Bingo Balls of Doom, Group Presentation, and Assignment Assessment. It is hoped that the development of teaching materials based on these flipped learning methods will enhance students' academic achievement and achievement and enable students to work together to make the learning process more meaningful.

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