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

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.

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Effect Of The Problem-Solving Approach On Academic Achievement Of Students In Mathematics At The Secondary Level

Contemporary Issues in Education Research (CIER) ◽

10.19030/cier.v3i3.181 ◽

2010 ◽

Vol 3 (3) ◽

pp. 9 ◽

Cited By ~ 4

Author(s):

Kousar Perveen

Keyword(s):

Academic Achievement ◽

Problem Solving ◽

Secondary Level ◽

Control Group ◽

Control Groups ◽

School Students ◽

Post Test ◽

And Control ◽

Experimental Group ◽

Test Treatment

This study sought to determine the effect of the problem-solving approach on academic achievement of students in mathematics at the secondary level. The secondary school students studying mathematics constituted the population of this study. The students of 10th class of Government Pakistan Girls High School Rawalpindi were selected as a sample for the study. Sample size consisted of 48 students who were equally divided into an experimental group and a control group on the basis of pre-test. Treatment of the planned problem-solving approach is the guideline of Sherreen (2006) and Polya’s (1945) heuristic steps of the problem-solving approach. After the treatment, post-test was used to see the effects of the treatment. A two-tailed t-test was used to analyze the data, which revealed that both the experimental and control groups were almost equal in mathematics base at the beginning of the experiment. The experimental group outscored the control group significantly on the post-test.

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Exploring mathematical discussion in word problem-solving

Pythagoras ◽

10.4102/pythagoras.v33i1.60 ◽

2012 ◽

Vol 33 (1) ◽

Cited By ~ 3

Author(s):

Percy Sepeng ◽

Paul Webb

Keyword(s):

Problem Solving ◽

Teaching Strategy ◽

Intervention Strategy ◽

Word Problem Solving ◽

Problem Solving Skills ◽

Mathematics Classrooms ◽

Mixed Method Design ◽

Post Test ◽

Experimental Group ◽

Better Than

This study explored whether discussion as a teaching strategy in mathematics classrooms could have positive gains in improving learners’ problem-solving performance, as well as their ability to make sense of real wor(l)d problems. This article discusses the partial findings of a bigger study that used a pre-test intervention or post-test mixed-method design and utilised both quantitative and qualitative data. Analysis of the data generated from both pre-tests and post-tests suggests that the intervention strategy significantly improved the experimental group’s problem-solving skills and sense-making performance. The statistical results illustrate that the experimental group performed significantly better than the comparison group in the post-test. The main finding of this study is that in classrooms of experimental schools in which discussion technique was successfully implemented, there was a statistically significant improvement in the learners’ competence in solving word problems.

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The Effectiveness of Predict-Explain-Observe-Discuss-Explain (PEODE) Based Laboratory Work Activities on Pre-Service Science Teachers’ Science Process Skills

Mimbar Sekolah Dasar ◽

10.53400/mimbar-sd.v8i1.30897 ◽

2021 ◽

Vol 8 (1) ◽

pp. 21-40

Author(s):

Fatma Coştu ◽

Hale Bayram

Keyword(s):

Science Teachers ◽

Service Science ◽

Laboratory Work ◽

Control Group ◽

Process Skills ◽

Science Process Skills ◽

Work Activities ◽

Laboratory Activities ◽

Post Test ◽

Experimental Group

This research aims at investigating the effectiveness of the Predict-Explain-Observe-Discuss-Explain (PEODE) based laboratory work activities on pre-service science teachers’ science process skills. A quasi-experimental research model with pre- and post-test via control group was employed in the research. The semi-experimental study was based on 46 pre-service science teachers enrolled in the primary Science Education Program a state university. In the research, randomly selected two groups were used, one experimental group (EG; n = 22) and one control group (CG; n = 24). While the control group participated in traditional laboratory activities work, the experimental group took part in the PEODE-based laboratory work activities. Laboratory activities were carried out in both groups for a total of 9 weeks, two hours a week. Science process skills test (SPST) measuring five different scientific process skills were presented to them as pre- and post-test in order to assess pre-service science teachers’ science process skills. The test scores were analyzed quantitatively with a statistical analysis program. At the end of the research, while there was no significant differences total score of the SPST, significant statistical differences were found between the experimental and control groups in "Making Operational Comments" and "Designing the Research" sub-skills.

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KETERAMPILAN PEMECAHAN MASALAH MAHASISWA DALAM PEMBELAJARAN BANDUL FISIS MENGGUNAKAN MODEL PROBLEM SOLVING VIRTUAL LABORATORY

Jurnal Pendidikan Fisika dan Teknologi ◽

10.29303/jpft.v3i2.396 ◽

2017 ◽

Vol 3 (2) ◽

pp. 164 ◽

Cited By ~ 1

Author(s):

Sutarno Sutarno ◽

Agus Setiawan ◽

Andi Suhandi ◽

Ida Kaniawati ◽

Desy Hanisa Putri

Keyword(s):

Problem Solving ◽

Virtual Laboratory ◽

Control Group ◽

Control Groups ◽

Control Group Design ◽

Problem Solving Skills ◽

Virtual Lab ◽

And Control ◽

Academic Year ◽

Experimental Group

This study aims to explore pre-service physics teachers’ problem-solving skills through the implementation of problem solving virtual laboratory (PSVL) model on the concept of simple pendulum. This research has been conducted at a university in Bengkulu in academic year 2016/2017. This research is a quasi experiment with nonequivalent control group design. Subjects were 70 students divided into experimental and control groups. Students of the experimental group follow lab activity using PSVL model, while the control group used the expository virtual lab (EVL) model. Students’ problem-solving skills are explored using problem-solving skills tests. Based on the data analysis, it is found that the improvement of students’ problem solving skills of experimental group and control group differ significantly. Improved students’ problem solving skills in experiment group was higher than control group. It can be concluded that the implementation of the PSVL model can improve students’ problem-solving skills.

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Effect of E-Learning on Developing Problems Solving Skill in Mathematics Teaching for First Level Students at Faculty of Education the University of Khartoum

Journal of Educational and Psychological Studies [JEPS] ◽

10.24200/jeps.vol10iss2pp339-355 ◽

2016 ◽

Vol 10 (2) ◽

pp. 339

Author(s):

Issam I. K. Al Hassan ◽

Hala I. S. Abdel Aziz

Keyword(s):

Problem Solving ◽

Mathematics Teaching ◽

Control Group ◽

Problem Solving Skills ◽

E Learning ◽

Faculty Of Education ◽

The University ◽

And Control ◽

The Impact ◽

Experimental Group

This study aimed to investigate the impact of e-learning on developing problem solving skills in mathematics teaching. Quazi-experimental design was used. The study population consisted of students in the first level in the Faculty of Education at University of Khartoum. Pre- and post-tests were used as study tools. A purposive sample was selected which comprised 60 students who registered in the course of Calculus-2 .The sample was divided into two groups: the experimental and control group. Using the appropriate statistical methods, data were analyzed using SPSS. The results indicated that there were statistically significant differences (p. < 0.05) between the experimental group and the control group in all problem solving skills including the dentification of the problem, relating the problem to previous information, choosing solution, generalization and making use of experience in new situations. The differences were all in favor of the experimental group. The researcher proposed appropriaterecommendations.

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THE EFFECT OF TEACHING PREPARED IN ACCORDANCE WITH COMMON KNOWLEDGE CONSTRUCTION MODEL ON STUDENTS PROBLEM-SOLVING SKILLS

Ulakbilge Dergisi ◽

10.7816/ulakbilge-09-59-08 ◽

2021 ◽

Vol 9 (59) ◽

Keyword(s):

Problem Solving ◽

Education Program ◽

Common Knowledge ◽

Control Group ◽

Control Groups ◽

Problem Solving Skills ◽

Post Test ◽

School Learning ◽

And Control ◽

Out Of School

The aim of this study is to investigate the effect of the education program prepared in accordance with the Common Knowledge Constructing Model on the 5th grade students' problem determination and problem-solving skills in the Science course "Biodiversity". The research sample consisted of 74 fifth grade students studying in a secondary school in Uskudar, Istanbul. In the research, a pre-test-post-test control group pattern, one of the quasi-experimental methods, was used. The study was implemented in the 2018-2019 academic year and 24 of the students were selected as experiment 1, 25 as experiment 2, and 25 as control group. In experiment 1 group, teaching in accordance with CKCM, in the experiment 2 group, teaching in accordance with CKCM was supported with out-of-school learning environments, and in the control group, teaching in accordance with the Science Curriculum. “Problem Identification and Problem-Solving Skills Test (PIPSST)” was used as a pre-test and post-test data collection tool in the experimental and control groups. As a result of the research, it was concluded that the education program with CKCM and out-of-school learning within the CKCM is more effective in increasing students' problem determination and problem-solving skills compared to teaching in accordance with the science lesson curriculum. It can be said that out-of-school education, which is included in the CKCM, increases students' problem determination and problem-solving skills more. In addition, it was concluded that CKCM and out-of-school learning and teaching improved skills such as analysis, synthesis, evaluation and prediction. When the answers given by the students in the experimental and control groups to the PIPSST open-ended problem were examined, it was observed that the physical, persuasion and political action solution suggestions changed in the experimental and control groups. It was determined that the most and different solution suggestions were in the experiment 2 group. This situation shows that the inclusion of out-of-school learning in the CKCM positively affects the physical, political and persuasion actions of the students towards the solution of the problem. Keywords: Science Education, Environmental Literacy, Scientific Process Skills, Common Knowledge Constructing Model

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Virtual Laboratory to Improve Students’ Problem-Solving Skills on Electricity Concept

Jurnal Pendidikan IPA Indonesia ◽

10.15294/jpii.v6i2.9481 ◽

2017 ◽

Vol 6 (2) ◽

pp. 257 ◽

Cited By ~ 16

Author(s):

G. Gunawan ◽

A. Harjono ◽

H. Sahidu ◽

L. Herayanti

Keyword(s):

Problem Solving ◽

University Students ◽

Physics Education ◽

Virtual Laboratory ◽

Control Group ◽

Virtual Labs ◽

Problem Solving Skills ◽

Ability Tests ◽

And Control ◽

Experimental Group

The purpose of this study is to examine the effect of the use of virtual labs on problem-solving ability of students to the concept of electricity. The subjects were students of physics education at Mataram University. Students were divided into two groups: experimental and control group. The research instrument used was in the form of problem-solving ability tests on electricity concept. The tests employed the form of essay that represent concepts about electricity being studied. The results showed the effect of the use of virtual labs on problem-solving ability of students to the concept of electricity. It can be seen from the different improvement of problem-solving ability in both groups. Problem-solving ability of experimental group is higher than the control group. From the analysis of these problem-solving steps, it can be seen that general students in both classes have the same ability to identify problems and define goals. In the next step, the different improvement in problem-solving skills in the two classes is significant. Experimental class’ students have a higher ability to plan and implement problem-solving solutions than those of control class.

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The Investigation of the Effects of Authentic Assessment Approach on Prospective Teachers’ Problem-Solving Skills

International Education Studies ◽

10.5539/ies.v9n8p51 ◽

2016 ◽

Vol 9 (8) ◽

pp. 51 ◽

Cited By ~ 6

Author(s):

Ismail Kinay ◽

Birsen Bagceci

Keyword(s):

Prospective Teachers ◽

Authentic Assessment ◽

Control Group ◽

Test Results ◽

Control Groups ◽

Problem Solving Skills ◽

Assessment Approach ◽

Post Test ◽

And Control ◽

Experimental Group

The purpose of this study was to investigate the effect of authentic assessment, an approach used in Scientific Research Methods, on problem solving skills of prospective classroom teachers. The participant groups of the study consisted of sophomore prospective teachers who study at Dicle University in the Ziya Gökalp Education Faculty Classroom Teaching Department during 2013-2014 academic spring term. The two classrooms in the department were randomly assigned as experimental group (Group B) and control group (Group A). The experimental group was given authentic tasks and asked to do them group work. The authentic tasks fulfilled by prospective teachers were analyzed in accordance with the authentic assessment approach. Authentic assessment tools such as self-assessment, group assessment, portfolio assessment, teacher-peer assessment, weekly performance assessment, and student journals were used in the experimental group. Meanwhile, control group activities were based on a subject-oriented curriculum design and teacher-centered traditional practices and assessment were carried out. Methods like verbal lectures, discussions, and question-answers were used. In addition, the evaluation process was conducted on the mid-term exam essay in traditional sense. While the pre-test and post-test results of the experimental group indicate a statistically significant positive difference for the post-test, the difference between pre- and post-test results for the control groups were not found to be statistically significant. Moreover, a comparative analysis of adjusted post-test results based on pre-test results of experimental and control groups indicated a statistically significant positive difference in favor of experimental group.

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Examining the effect of artificial wall climbing as a leisure time activity on children's problem-solving skills

Pegem Eğitim ve Öğretim Dergisi ◽

10.14527/pegegog.2015.012 ◽

2015 ◽

Vol 5 (2) ◽

pp. 221-236

Author(s):

Güçlü Özen

Keyword(s):

Problem Solving ◽

Positive Influence ◽

Self Control ◽

Control Group ◽

Education Students ◽

Control Group Design ◽

Time Activity ◽

Problem Solving Skills ◽

Post Test ◽

And Control

The main purpose of this study is to determine the effect of experiential learning education on problem solving skills of primary education students. Artificial wall climbing is considered as not only a game but also as a learning tool that can help children discover themselves, recognize their limits and their peers, make them actively involved, and lead them to experience. In this research, experimental model with pretest-posttest control group design was used. During this time, the experimental group joined exercise throughout six weeks twice a week and control group did not participate in any activities, continuing their usual life. For collecting data "Problem Solving Inventory for Children" was used. In the analysis of the research data, t-test was used to compare the pre-test, post-test results of the two groups. According to the results of statistical analysis, there were significant differences in pre-test and post-test scores regarding confidence, self-control, avoidance subscales and total scores. As a result of this research, it is argued that the applied artificial wall climbing program has a positive influence on the problem solving skills of students.

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Effect of tennis education on problem solving skills in university studentsTenis eğitiminin üniversite öğrencilerinin problem çözme becerisi üzerine etkisi

Journal of Human Sciences ◽

10.14687/10.14687/jhs.v14i1.4301 ◽

2017 ◽

Vol 14 (1) ◽

pp. 1 ◽

Cited By ~ 1

Author(s):

Serife Vatansever ◽

Güçlü Özen

Keyword(s):

Problem Solving ◽

University Students ◽

Control Group ◽

Problem Solving Skills ◽

Significant Difference ◽

Post Test ◽

Independent Variable ◽

The Difference ◽

Turkish Language ◽

And Control

This study has been carried out with the aim of analyzing and comparing problem solving skills of the students taking or not taking tennis education. Total 80 university students, 40 of whom taking tennis education and 40 of whom not taking these education have participated on the basis of volunteering. This research was conducted in an experimental model. In this study, Problem Solving Inventory adapted into Turkish language by Şahin, Şahin and Heppner (1993) and developed by Heppner and Peterson (1982) has been used. While the trail group participated in a tennis training program of 3 days a week, 2 hours a day and a total of 3 months, the control group continued their normal life without participating in any regular work.Statistical findings have been obtained by means of SPSS 20.0 packaged software. The Independent-t test was applied to examine the difference between the experimental and control groups and the effect of the gender independent variable. And for calculating the difference of pre-test and posttest, Test of Paired Sample was applied According to the parameter of problem solving skill, there was a significant difference between value of the pre-test and value of the post-test on experimental group (<0,05), pbut There was no significant difference between pre-test and post-test values depending on gender variable (>0,05). As a result, it is thought that exercises have a positive change on problem solving skills on the students who taking tennis education. ÖzetBu çalışma tenis eğitimi alan ve almayan öğrencilerin, problem çözme becerilerini inceleme ve karşılaştırma amacı ile yapılmıştır. Çalışmaya tenis eğitimi alan 40 öğrenci ile bu eğitimi almayan 40 öğrenci olmak üzere toplam 80 öğrenci gönüllü olarak katılmıştır. Araştırma deneme modelinde tasarlanmıştır. Çalışmada, Hepner ve Peterson (1982) tarafından geliştirilen, Türkçe’ye uyarlaması ise Şahin, Şahin ve Heppner (1993) tarafından yapılan Problem Çözme Envanteri kullanılmıştır. Deneme grubu haftada 3 gün, günde 2 saat ve toplamda 3 aylık bir tenis eğitimi programına katılırken kontrol grubu herhangi bir düzenli çalışmaya katılmadan normal yaşamlarına devam etmiştir. Verilerin değerlendirilmesinde ve hesaplanmış değerlerin bulunmasında SPSS 20.0 istatistik paket program kullanılmıştır. Deneme ve kontrol grupları arasındaki fark ve cinsiyet bağımsız değişkeninin etkisinin incelenmesi için Bağımsız-t testi yapılmıştır. Ön test-son test arasındaki farklılığın tespiti için ise, Bağımlı-t testi yapılmıştır. Araştırmada, problem çözme becerisi değişkenine göre, deney grubu ön test-son test değerleri arasında anlamlı farklılık bulunmuş (p<0,05), cinsiyet değişkenine bağlı olarak ön test-son test değerleri arasında anlamlı farklılık bulunamamıştır p>0,05). Sonuç olarak, tenis eğitimi alan öğrencilerde problem çözme becerileri egzersize bağlı olumlu yönde değişiklik gösterdiği düşünülmektedir.

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