scholarly journals Analyzing Student Problem-Solving With MAtCH

2022 ◽  
Vol 6 ◽  
Author(s):  
Barbara Chiu ◽  
Christopher Randles ◽  
Stefan Irby
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Conceptual Understanding ◽  
Analytical Framework ◽  
First Year ◽  
Physics Classes ◽  
Match Model ◽  
Car Travel ◽  
Insight Into ◽  
Student Problem

Problem-solving has been recognized as a critical skill that students lack in the current education system, due to the use of algorithmic questions in tests that can be simply memorized and solved without conceptual understanding. Research on student problem-solving is needed to gain deeper insight into how students are approaching problems and where they lack proficiency so that instruction can help students gain a conceptual understanding of chemistry. The MAtCH (methods, analogies, theory, context, how) model was recently developed from analyzing expert explanations of their research and could be a valuable model to identify key components of student problem-solving. Using phenomenography, this project will address the current gap in the literature of applying the MAtCH model to student responses. Twenty-two undergraduate students from first-year general chemistry and general physics classes were recorded using a think-aloud protocol as they worked through the following open-ended problems: 1) How many toilets do you need at a music festival? 2) How far does a car travel before one atom layer is worn off the tires? 3)What is the mass of the Earth’s atmosphere? The original definitions of MAtCH were adapted to better fit student problem-solving, and then the newly defined model was used as an analytical framework to code the student transcripts. Applying the MAtCH model within student problem-solving has revealed a reliance on the method component, namely, using formulas and performing simple plug-and-chug calculations, over deeper analysis of the question or evaluation of their work. More important than the order of the components, the biggest differences in promoted versus impeded problem-solving are how students incorporate multiple components of MAtCH and apply them as they work through the problems. The results of this study will further discuss in detail the revisions made to apply MAtCH definitions to student transcripts and give insight into the elements that promote and impede student problem-solving under the MAtCH model.

Simulations in Chemistry for Conceptual Understanding and Assessment of Student Knowledge

2017 ◽  
pp. 186-218 ◽  
Author(s):  
Tanya Gupta ◽  
Zachary P. Ziolkowski ◽  
Gregory Albing ◽  
Akash Mehta
Keyword(s):  
Computer Simulation ◽  
Problem Solving ◽  
Recent Work ◽  
Conceptual Understanding ◽  
Exploratory Study ◽  
Interactive Simulation ◽  
Student Knowledge ◽  
Student Misconceptions ◽  
Reaction Stoichiometry ◽  
Student Problem

Simulations are dynamic resources that have been found useful for communicating abstract fundamental ideas such as stoichiometry and several other concepts. In this chapter the authors present their recent work on designing and implementing an interactive simulation called Combustion Lab based on reaction stoichiometry - a topic that has continually been a challenge for chemistry learners. Several researchers have reported persistent student misconceptions in stoichiometry. In order to address this challenge, a novel computer simulation was developed to assess student understandings of stoichiometry based on student problem solving performance, and also to promote student conceptual understanding. The Combustion lab was particularly focused on the stoichiometry of these reactions, problem solving, and the relevance of stoichiometry for its everyday applications. Results of this sequential exploratory study show that the simulation was effective in revealing student understanding and student treatment of stoichiometry problems based on analysis of various data collected.

scholarly journals RELATIONSHIPS BETWEEN SELF-EFFICACY, COPING AND STUDENT RETENTION

2006 ◽  
Vol 34 (2) ◽  
pp. 127-138 ◽  
Author(s):  
Tracey J. Devonport ◽  
Andrew M. Lane
Keyword(s):  
Student Retention ◽  
Undergraduate Students ◽  
Time Use ◽  
Self Efficacy ◽  
Factor Model ◽  
First Year ◽  
First Year Students ◽  
Efficacy Measure ◽  
Academic Year ◽  
Insight Into

Relationships between self-efficacy, coping and retention among first-year undergraduate students were investigated. Qualitative methods were used to develop a self-efficacy measure assessing confidence to achieve those competencies required to successfully complete the first year of an undergraduate degree. One hundred and thirty-one first-year students completed a 40-item self-efficacy questionnaire and the MCOPE (Crocker & Graham, 1995) at the start of the academic year. Factor analysis indicated a coherent 5-factor model that described self-efficacy to manage time, use learning resources, work in groups, work well in lectures, and communicate. Results indicated that the coping strategies of planning and seeking social support for instrumental purposes significantly related to more than one self-efficacy factor and that self-efficacy scores taken at the start of the course could correctly classify 81.3% of students who subsequently withdrew. Findings lend insight into the association between strategies used to cope with environmental and interpersonal demands, and self-efficacy to cope with the demands of an undergraduate degree.

scholarly journals Supporting deep understanding with emerging technologies in a STEM university math class

2020 ◽  
Author(s):  
Domenico Brunetto ◽  
Clelia Marchionna ◽  
Elisabetta Repossi
Keyword(s):  
Undergraduate Students ◽  
Conceptual Understanding ◽  
Deep Understanding ◽  
First Year ◽  
Significant Shift ◽  
Flipped Learning ◽  
High School Mathematics ◽  
Innovative Learning ◽  
The One ◽  
Math Class

In this work we present an innovative learning environment format, based on student-centred activities, that may support undergraduate students to deep understanding mathematics in the first year of engineering university. In particular, we refer to the difficulties students meet in the transition from the high school mathematics to the one they meet at university, which requires a significant shift to conceptual understanding, especially in Calculus courses. The goal of this presentation is to investigate the case of multivariable functions, a topic at the foundation of many mathematical models and its application. We show the results of the first pilot study which involves 160 undergraduate students. More precisely, we report how a flipped-learning approach based on online activities and working group allows students to deep understand the main properties concerning multivariable functions.

scholarly journals Analysis of Problem Solving on the Argumentation Ability of Students Under the Topic of Dynamic Electricity

2021 ◽  
Vol 328 ◽  
pp. 02011
Author(s):  
Laily Rosdiana ◽  
Martini ◽  
Siti Nurul Hidayati ◽  
Ahmad Qosyim ◽  
Roihanna Waliyyul Mursyidah
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Study Design ◽  
Sampling Technique ◽  
Case Study Design ◽  
The Right ◽  
Essay Test ◽  
Student Problem ◽  
Research Show

This study aims to determine student problem solving on students’ argumentation skills under the topic of dynamic electricity. Design in this research is descriptive-qualitative and using a case study design with 34 undergraduate students who were selected using purposive sampling technique. The data was obtained through an essay test which consisted of 3 questions using the right arguments. The results of this research show that the percentage level of argumentation categories sequentially increases in each category. For category 1 it is 6%, category 2 is 24%, category 3 is 26% and category 4 is 44%. The results of the student's argumentation show that their argumentation ability is still relatively low, which is below 50%.

Developing a research-led practice: A case study examining the information needs and behaviours of first year undergraduates at the University for the Creative Arts

2018 ◽  
Vol 43 (3) ◽  
pp. 143-148 ◽  
Author(s):  
Rebecca Daniels
Keyword(s):  
Undergraduate Students ◽  
Physical Environment ◽  
Information Needs ◽  
First Year ◽  
Creative Arts ◽  
Access Information ◽  
Rich Data ◽  
The University ◽  
Insight Into

Arts students access information and find inspiration through a cornucopia of resources both within and outside of the library. Informed by creativity theory and information needs studies, this case study set out to identify the needs and behaviours of first year undergraduate students at the University for the Creative Arts in Canterbury. The use of multiple collection techniques captured rich data and provided an insight into ways of enhancing outreach both in the physical environment and online.

scholarly journals Identifying students’ difficulty in the basic of thermodynamics

2021 ◽  
Vol 2126 (1) ◽  
pp. 012010
Author(s):  
M C Sutarja ◽  
A Y R Wulandari
Keyword(s):  
Undergraduate Students ◽  
Conceptual Understanding ◽  
Scientific Explanation ◽  
Ideal Gas ◽  
Survey Study ◽  
First Year ◽  
Basic Physics ◽  
Learning Instruction ◽  
Conceptual Problems ◽  
Test Result

Abstract Conceptual understanding is one of the main topics in physics educational research. It is important as the basic of other ability in education, such as argumentation, making scientific explanation and problem solving. This survey study aims to identify students’ difficulty to understand the basic of thermodynamics. There are 128 first year undergraduate students as the participants of the study. The data collection method is test. Result of the study shows that isobaric process of ideal gas and mechanical equilibrium state concepts are the most difficult concepts. Some difficulties are found in understanding the basic of thermodynamics: (1) because of the presence of higher cognitive load while solving conceptual problems, (2) when the question demands other ability, especially mathematical ability, to solve the conceptual problem, (3) because of students’ disability to integrate the knowledge. This study could be used to develop learning instruction or media in basic physics or introduction of thermodynamics course.

scholarly journals Learning from Competition: An Outcome-Based Introductory Activity for First-Year Biotechnology Undergraduates

2019 ◽  
Vol 81 (7) ◽  
pp. 467-473
Author(s):  
Xiaoyan Zhang ◽  
Ruifang Ye ◽  
Fengxian Hu ◽  
Yitao Zheng ◽  
Shuhong Gao ◽  
...  
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
First Year ◽  
Science And Engineering ◽  
Knowledge Test ◽  
Outcome Based Education ◽  
Ongoing Effort ◽  
Dramatic Rise ◽  
Experimental Skills

In recent years, accreditation standards for international engineering education have led to a dramatic rise in the use of outcome-based education at universities. In this system, enticing new undergraduate students to science and engineering, although challenging, is the first important step toward building students' career competencies. An ongoing effort to attract students to biotechnology was initiated 13 years ago in the School of Biotechnology at the East China University of Science and Technology in Shanghai. We describe the design and organization of the Microbe Competition, a program attracting a total of nearly 6,500 students as of 2018. In the competition, students need to pass the microbiology knowledge test, provide a practical experiment proposal related to the topic of competition, and finish the experiment under the supervision of teachers before getting final prizes. The competition develops students' competencies in acquiring and applying knowledge, problem solving, teamwork, communication, and experimental skills. By investigating students' feedback, we have been continuously improving the quality of competition to attract more students from the biotechnology major. We hope that by sharing our experience, we can help educators at other universities organize similar introductory activities on their own campuses.

scholarly journals Student engineers optimising problem solving and research skills

2018 ◽  
Vol 15 (4) ◽  
pp. 127-144
Author(s):  
Dorothy Missingham ◽  
◽  
Siddarth Shah ◽  
Fizza Sabir ◽  
John Willison ◽  
...  
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Course Completion ◽  
Effect Sizes ◽  
First Year ◽  
Engineering Profession ◽  
Structured Interviews ◽  
Problem Solving Skills ◽  
Development Framework ◽  
Student Problem

Problem solving and researching are connected activities in the engineering profession and across education. The empirical research presented in this paper considered the effectiveness for teaching and learning of a model that was based on this connection and derived from the parameters of the Research Skill Development framework. The model, devised by students for students, is called the Optimising Problem Solving (OPS) pentagon, and was piloted in a large first-year engineering course in 2014-2015 and in another university in the first half of 2016. This article presents data from formal research conducted on the 2016 offering of the course gathered from pre (n=221) and post (n=169) surveys, and semi-structured interviews of students (n=5) and student/tutors (n=5) sixteen months after course completion. Statistically significant (p < 0.01) changes from pre to post in items with medium to large effect sizes provided student perspectives on which problem-solving skills improved, and the interview data provided rich detail on the nature of changes and how these changes were effected. For the 2016 cohort studied, our evidence suggests that use of the OPS pentagon was associated with improved student problem-solving skills, and tutors’ capacity to teach problem solving.

Sign in / Sign up

Export Citation Format

Share Document