scholarly journals THE EFFECT ON STUDENTS’ ARITHMETIC SKILLS OF TEACHING TWO DIFFERENTLY STRUCTURED CALCULATION METHODS

2020 ◽  
Vol 78 (2) ◽  
pp. 167-195
Author(s):  
Margareta Engvall ◽  
Joakim Samuelsson ◽  
Rickard Östergren
Keyword(s):  
Mathematics Teaching ◽  
Conceptual Knowledge ◽  
Decomposition Method ◽  
Intervention Study ◽  
Procedural Knowledge ◽  
Empirical Support ◽  
Factual Knowledge ◽  
Calculation Methods ◽  
Traditional Algorithm ◽  
Development Of Students

Mastering traditional algorithms has formed mathematics teaching in primary education. Educational reforms have emphasized variation and creativity in teaching and using computational strategies. These changes have recently been criticized for lack of empirical support. This research examines the effect of teaching two differently structured written calculation methods on teaching arithmetic skills (addition) in grade 2 in Sweden with respect to students’ procedural, conceptual and factual knowledge. A total of 390 students (188 females, 179 males, gender not indicated for 23) were included. The students attended 20 classes in grade 2 and were randomly assigned to one of two methods. During the intervention, students who were taught and had practiced traditional algorithms developed their arithmetic skills significantly more than students who worked with the decomposition method with respect to procedural knowledge and factual knowledge. These results provided no evidence that the development of students' conceptual knowledge would benefit more from learning the decomposition method compared to traditional algorithm. Keywords: arithmetic skills, decomposition method, intervention study, mathematics education, traditional algorithm, written calculation.

Knowledge Acquisition in Computer-Based Learning Environments among Elementary Children

1997 ◽  
Vol 26 (1) ◽  
pp. 19-25 ◽  
Author(s):  
Andrew S. Chirwa
Keyword(s):  
Learning Environments ◽  
Learning Strategies ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Learning Strategy ◽  
High Order ◽  
Factual Knowledge ◽  
Computer Based Learning ◽  
Computer Based ◽  
Computer Based Learning Environments

The need to understand how children acquire knowledge in computer-based learning environments led the researcher to undertake this study. The purpose was to develop a conceptualization of what learning strategies children frequently use to process conceptually demanding material. The goal was to expose children to different categories of courseware that featured multimedia, drill and practice, simulations, tutorials, spreadsheets, and databases; and to determine learning strategies including elaboration, organization, integration, and recall. The object was to compare the types of learning strategy and nature of knowledge forms acquired during the process of learning the given material in a subject area. The study was conducted at Washington Elementary School; and participants were children in the third through sixth grades. Data was collected by using surveys, formal observations, and formative and summative evaluation procedures. Results show that 80 percent of the time the students had attention focused on the learning material and gained an elevated level of awareness. The learning strategies imagery, exemplifying, and networking were used 70 percent of the time as means to gain conceptual knowledge, factual knowledge, procedural knowledge, and develop high order thinking. The learning strategies covert practice, overt practice, and identifying key ideas were used 60 percent of the time to gain conceptual knowledge, factual knowledge, procedural knowledge, and rules in the subject areas. The learning strategy categorization was used 40 percent of the time as means to gain conceptual knowledge, factual knowledge, procedural knowledge, and rules. The learning strategies sentence elaboration and anticipation were used 30 percent of the time to gain conceptual knowledge, factual knowledge, procedural knowledge, rules, high-order rules, and develop high order thinking. These findings have implications to learning and knowledge acquisition in computer-based learning environments, instructional design, program development and improvement, and technology and teacher education.

scholarly journals Conceptual Knowledge OR Procedural Knowledge or Conceptual Knowledge AND Procedural Knowledge: Why the Conjunction is Important to Teachers

2021 ◽  
Vol 46 (2) ◽  
pp. 57-71
Author(s):  
Derek Hurrell ◽  
Keyword(s):  
Mathematics Teaching ◽  
Conceptual Knowledge ◽  
Teacher Educators ◽  
Procedural Knowledge ◽  
Insight Into

The terms conceptual knowledge and procedural knowledge are often used by teachers and never more so than when discussing how teachers teach, and children learn mathematics. This paper will look at literature regarding conceptual and procedural knowledge and their place in the classroom, to offer teachers and teacher educators’ advice on some of the more pressing issues and understandings around them. A thorough synthesis of extant and seminal literature will provide advice to teachers and teacher educators on how a deeper insight into conceptual and procedural knowledge could improve the quality of mathematics teaching.

scholarly journals The analysis of 9th grade chemistry curriculum and textbook according to revised Bloom’s taxonomy

2020 ◽  
Vol 15 (1) ◽  
pp. 9-20
Author(s):  
Seraceddin Levent Zorluoglu ◽  
Aydin Kizilaslan ◽  
Melek Donmez Yapucuoglu
Keyword(s):  
Learning Outcomes ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Bloom's Taxonomy ◽  
Cognitive Domain ◽  
Factual Knowledge ◽  
Chemistry Curriculum ◽  
9Th Grade ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy

The aim of this study is to taxonomically analyse the 9th grade Turkish chemistry curriculum. A descriptive analysis method is used throughout the study. The document analysis is applied as a method to construct the codes and themes to reflect the results of the study. The results of the study exhibit that most of learning outcomes of the 9th grade chemistry curriculum focus on understand level (61%), and other levels of outcomes are remember (16%), apply (5%), analyse (13%), evaluate (0%) and create (5%). In addition, learning outcomes in the distribution of the cognitive domain are conceptual knowledge (79%), factual knowledge (16%), metacognitive knowledge (5%) and procedural knowledge (0%). The analysis of the textbook clearly shows that majority of the outcomes of units are based on conceptual knowledge and factual knowledge in particular units; however, the textbook has no learning outcomes as procedural and metacognitive in some units such as second, third and fourth units. Keywords: Chemistry curriculum; revised Bloom’s taxonomy; secondary science education;

scholarly journals ANALISIS KESULITAN KOGNITIF DAN MASALAH AFEKTIF SISWA SMA DALAM BELAJAR MATEMATIKA MENGHADAPI UJIAN NASIONAL

2015 ◽  
Vol 2 (2) ◽  
pp. 162 ◽  
Author(s):  
Azis Azis ◽  
Sugiman Sugiman
Keyword(s):  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Mathematics Learning ◽  
Research Result ◽  
Survey Method ◽  
Factual Knowledge ◽  
Learning Difficulty ◽  
Learning Problem ◽  
Final Exam ◽  
Academic Year

Penelitian untuk mendeskripsikan tingkat dan letak kesulitan belajar matematika siswa pada aspek kognitif dan kategorisasi masalah belajar matematika siswa pada aspek afektif dalam menghadapi Ujian Nasional tahun pelajaran 2013/2014 SMA di Kota Baubau. Penelitian ini menggunakan penelitian dengan metode survei. Pengumpulan data yang digunakan adalah teknik pengukuran (tes diagnostik), kuisioner, dan wawancara. Hasil penelitian menunjukkan bahwa tingkat kesulitan belajar matematika yang dialami oleh siswa untuk menyelesaikan soal-soal Ujian Nasional berada pada kategori sedang; letak kesulitan belajar matematika siswa pada aspek kognitif dalam menyelesaikan soal-soal Ujian Nasional dilihat dari segi pengetahuan faktual dengan persentase interval kesulitan sebesar, segi pengetahuan konseptual dengan persentase interval kesulitan sebesar, dan segi pengetahuan prosedural dengan persentase interval kesulitan sebesar; dan kategorisasi masalah belajar matematika siswa pada kategori aspek afektif dalam menghadapi Ujian Nasional tahun pelajaran 2013/2014 SMA di Kota Baubau secara umum berada pada kategori rendah. Kata kunci: kesulitan belajar matematika, kognitif, afektif, ujian nasional SMA   AN ANALYSIS OF DIFFICULTY ON COGNITIVE AND PROBLEM ON AFFECTIVE OF SMA STUDENTS IN MATHEMATICS LEARNING FACING NATIONAL EXAMINATION Abstract This study aims to describe the degree of student’s learning difficulty of mathematics on cognitive and categorization of student’s learning problem on affective aspect in accomplishing mathematic items in facing national final exam of SMA Baubau municipality in 2013/2014 academic year. The research type uses survey method. The technique of data collecting made use of diagnostic test that is National final exam items in 2012/2013 academic year which was modified by the researcher, questionnaires, and interviews. The research result indicates that the degree of students’ learning difficulty of mathematics to accomplish national final exam items is in the medium category; the students’ learning difficulty of mathematics on cognitive aspect in accomplish national final exam items viewed from factual knowledge  with students’ difficulty  interval percentage , conceptual knowledge aspect with students’ difficulty interval percentage , and procedural knowledge aspect with students’ difficulty interval percentage ; and the categorization of students’ learning problem of mathematics on affective aspect in facing National final exam in 2013/2014 academic year of SMA Baubau municipality generally is in the low category. Keywords: Learning difficulty of mathematics, cognitive, affective, SMA National final exam

scholarly journals The degree of taking into account the questions of the physics book for the twelfth grade for the scientific and industrial branches in Jordan, according to Bloom's modified levels of knowledge: درجة مراعاة أسئلة كتاب الفيزياء للصف الثاني عشر للفرعين العلمي والصناعي في الأردن وفق مستويات بلوم المعرفية المعدلة

2020 ◽  
Vol 4 (35) ◽  
Author(s):  
Mashor Saker Mfadi Al- shurfat
Keyword(s):  
Cognitive Process ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Statistical Treatment ◽  
Two Dimensions ◽  
Factual Knowledge ◽  
Unit Of Analysis ◽  
The Third ◽  
Cognitive Levels ◽  
Twelfth Grade

This study aimed to analyze the questions of physics book for the twelfth grade for science and industry branch in Jordan in light of bloom’s revised taxonomy. Which consisted of (94) major questions, includes (261) sub-questions, where the sub-question was considered a unit of analysis. The researcher adopted the intentional method in selecting the sample and used the descriptive analytical approach to conduct the study, where he used a card to analyze the levels of cognitive levels according to the Bloom’s taxonomy. The searcher used percentages and the arithmetic mean of the statistical treatment, the results showed that the physics book questions focused on two dimensions of the knowledge (factual knowledge (25%) & conceptual knowledge (75%)). but in the cognitive process dimensions focused on the lowest thinking levels (25- 43 %), where the level of (apply) came in the first place (43%), and (remember)in the second (30%), and (understand)in the third (25%). While it showed weakness in the focus on the higher thinking levels, the level of (analyze) got (2%), and there were no levels of evaluating and creating levels. The study recommended that the questions should be distributed over all of the knowledge dimensions, especially (procedural knowledge & creative knowledge), also should focus on the higher thinking levels, and trains the authors of the questions in preparing and formulating the questions in a manner consistent with cognitive levels of Bloom's revised classification.

A Model of Designing Online Assignments Based on the Revision of Bloom's Taxonomy

2016 ◽  
pp. 186-193 ◽  
Author(s):  
Congwu Tao
Keyword(s):  
Online Teaching ◽  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Bloom's Taxonomy ◽  
Factual Knowledge ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Online Assignments ◽  
Online Instructor

Online assignments play an important role in online teaching and learning, and the revised Bloom's Taxonomy has been proved to be valuable for real teaching and learning. But few research efforts are put into combining online assignment design with the revised Bloom's Taxonomy. This chapter is to propose a model of designing online assignments based on the revised Bloom's Taxonomy, which can be used as a guide for online instructor to design a comprehensive online assignment with helping the students to master the four types of knowledge–factual knowledge, conceptual knowledge, procedural knowledge and metacognitive knowledge–and at the same time help the students develop the six-stage cognitive process.

scholarly journals BEYOND BLOOM’S: USEFUL CONSTRUCTS FOR DEVELOPING GRADUATE ATTRIBUTE INDICATORS

2011 ◽  
Author(s):  
Susan McCahan ◽  
Lisa Romkey
Keyword(s):  
Cognitive Process ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Learning Experience ◽  
Ways Of Knowing ◽  
Bloom's Taxonomy ◽  
Learning Objectives ◽  
Factual Knowledge ◽  
Bloom’S Taxonomy ◽  
Different Levels

What do we want our students to learn from an experience? This is the central question that underpins learning objectives. Learning objectives attempt to describe the manifestations of learning that we would like to see by the end of a learning experience (e.g. a course or a learning module). Traditionally areas of knowledge that are the target of learning objectives are described as domains. Typically knowledge is described as cognitive, affective, or psychomotor and there are other domains such as interpersonal1-4. The domain describes the nature of the learning. Has the student learned a new cognitive process, or learned to care about something new? The organization of learning into these domains helps us to make sense of the types of knowledge that our students are learning. A domain is like a country, it defines a piece of the knowledge landscape. A taxonomy of learning attempts to map that landscape. It creates categories that describe ways of knowing. Just as a map describes the landscape using categories (e.g. roads, parks, towns), a taxonomy categorizes ways of knowing so that we can better define the manifestation of learning that we want our students to achieve. Most taxonomies are meant to be thorough maps of one domain. For example Bloom’s taxonomy describes ways of knowing within the cognitive process domain1. It attempts to categorize all of the different levels of learning in this domain. When Anderson and Krathwohl later updated Bloom’s taxonomy they added a second dimension, the knowledge dimension, which breaks apart the domain into 4 parts: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge5. Their taxonomy applies the same levels of learning (i.e. cognitive processes) to each of these four pieces of the domain. Bloom’s (or Anderson’s) do not describe everything that a student should learn. They are only meant to describe one type of learning: cognitive process. Other taxonomies map other domains and some taxonomies cut across domains.

Proses Konstruksi Pengetahuan Siswa Bertipe Belajar Visual pada Pelajaran Biologi

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Aty Mulyani ◽  
Kamid Kamid ◽  
Damris Muhamad
Keyword(s):  
Learning Process ◽  
Knowledge Construction ◽  
Conceptual Knowledge ◽  
Qualitative Method ◽  
Procedural Knowledge ◽  
Visual Learning ◽  
Structured Interview ◽  
Factual Knowledge ◽  
Construction Process ◽  
Research Subjects

This study aims to reveal construction process of visual learning type student in learning biology.We employ qualitative method to disclose the subject’s learning process. The process ofknowledge construction was observed through observation, structured interview, and literaturereview. This research describes that the research subjects construct knowledge through theprocess of assimilation & accommodation. The form of knowledge construction demonstrate thatstudent’s knowledge were on the dimensions of factual knowledge, conceptual knowledge,procedural knowledge, and metacognitif knowledge. That knowledge is constructed randomlythrough disequilibrium process to equilibration.

scholarly journals The Use of Pictorial Analogy to Increase Students’ Achievement and Its Retention of Physics Lessons of Direct Current

2019 ◽  
Vol 9 (2) ◽  
pp. 140
Author(s):  
Tomo Djudin ◽  
Selvaraj Grapragasem
Keyword(s):  
Direct Current ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Sampling Technique ◽  
Factual Knowledge ◽  
Intact Group ◽  
First Semester ◽  
Significant Difference ◽  
Twelfth Grade ◽  
Quasi Experimental

Analogy is considered a helpful way to help students visualize abstract concepts and assimilate new knowledge to an existing structure of cognitive. This study examines the effectiveness of the teaching with pictorial analogy models on students’ achievement and its retention of Direct Current lesson. A quasi-experimental method with one group pretest and (immediate and delayed) posttest design was employed in this study. The subjects consisted of 35 twelfth-grade students of public senior school in Pontianak City enrolled in the first semester of academic year 2017/2018; they were determined by using intact group random sampling technique. The student participants received instructions of the three pictorial analogy models. A parallel pretest-posttest of achievement test consisted of 10 items of factual knowledge, 10 items of conceptual knowledge, and 3 items of procedural knowledge. The operationalization of the pictorial analogies in this study referred to Glynn’s syntaxes. Data analysis found that: (1) the increasing of factual knowledge is 30.2 % in immediate posttest and 21.6 % in delayed posttest; (2)the students have promoted a significant conceptual change ( = 54.28, p < 0.05); and (3) there is a significant difference between the immediate posttest and pretest in terms of procedural knowledge (t = 4.02; p < 0.05) with the ES index is 4.78. It is concluded that the use of pictorial analogy models is effective (in high category) to increase students’ achievement of Direct Current lesson and the emergence of their retention is significant partially and simultaneously. In using pictorial analogies, teachers are encouraged to consider many similar features with the target concepts.

scholarly journals The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative

2017 ◽  
Vol 7 (2) ◽  
pp. 67 ◽  
Author(s):  
Mehmet Fatih Ocal
Keyword(s):  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Dynamic Geometry ◽  
The Other ◽  
Control Group ◽  
Other Hand ◽  
Significant Difference ◽  
Before And After ◽  
Post Test

Integrating the properties of computer algebra systems and dynamic geometry environments, Geogebra became an effective and powerful tool for teaching and learning mathematics. One of the reasons that teachers use Geogebra in mathematics classrooms is to make students learn mathematics meaningfully and conceptually. From this perspective, the purpose of this study was to investigate whether instruction with Geogebra has effect on students’ achievements regarding their conceptual and procedural knowledge on the applications of derivative subject. This study adopted the quantitative approach with pre-test post-test control group true experimental design. The participants were composed of two calculus classrooms involving 31 and 24 students, respectively. The experimental group with 31 students received instruction with Geogebra while the control group received traditional instruction in learning the applications of derivative. Independent samples t-test was used in the analysis of the data gathered from students’ responses to Applications of Derivative Test which was subjected to them before and after teaching processes. The findings indicated that instruction with Geogebra had positive effect on students’ scores regarding conceptual knowledge and their overall scores. On the other hand, there was no significant difference between experimental and control group students’ scores regarding procedural knowledge. It could be concluded that students in both groups were focused on procedural knowledge to be successful in learning calculus subjects including applications of derivative in both groups. On the other hand, instruction with Geogebra supported students’ learning these subjects meaningfully and conceptually.

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