scholarly journals Measuring and Fostering Preservice Chemistry Teachers’ Scientific Reasoning Competency

2021 ◽  
Vol 11 (9) ◽  
pp. 496 ◽  
Author(s):  
Besim Enes Bicak ◽  
Cornelia Eleonore Borchert ◽  
Kerstin Höner
Keyword(s):  
Problem Solving ◽  
Scientific Reasoning ◽  
Science Teacher Education ◽  
Control Group ◽  
Chemistry Teachers ◽  
Treatment Groups ◽  
Fine Grained ◽  
Group Problem Solving ◽  
Students First ◽  
Experimental Problem

Developing scientific reasoning (SR) is a central goal of science-teacher education worldwide. On a fine-grained level, SR competency can be subdivided into at least six skills: formulating research questions, generating hypotheses, planning experiments, observing and measuring, preparing data for analysis, and drawing conclusions. In a study focusing on preservice chemistry teachers, an organic chemistry lab course was redesigned using problem-solving experiments and SR video lessons to foster SR skills. To evaluate the intervention, a self-assessment questionnaire was developed, and a performance-based instrument involving an experimental problem-solving task was adapted to the target group of undergraduates. The treatment was evaluated in a pre-post design with control group (cook-book experiments, no SR video lessons) and alternative treatment group (problem-solving experiments, unrelated video lessons). Interrater reliability was excellent (ρ from 0.915 to 1.000; ICC (A1)). Data analysis shows that the adapted instrument is suitable for university students. First insights from the pilot study indicate that the cook-book lab (control group) only fosters students’ skill in observing and measuring, while both treatment groups show an increase in generating hypotheses and planning experiments. No pretest-posttest differences were found in self-assessed SR skills in the treatment groups. Instruments and data are presented and discussed.

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

scholarly journals Pengaruh Pembelajaran Group Investigation dengan Multi Representasi pada Topik Alat-Alat Optik terhadap Penalaran Ilmiah dan Kemampuan Masalah Siswa SMA

2020 ◽  
Vol 5 (4) ◽  
pp. 486
Author(s):  
Apolonia Delviyanti Putri Marga ◽  
Edi Supriana ◽  
Arif Hidayat
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Scientific Reasoning ◽  
Learning Model ◽  
Optical Devices ◽  
Mean Value ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
The Impact

<p><strong>Abstract: </strong>The purpose of this study is to determine the impact of group investigation learning model with multi representation on the topic of optical devices on scientific reasoning and <em>problem solving</em> skill. This study were carried out using quasi experimental method with pretest-posttest control group design and two XI MIA classes as sample. The result showed that there were an impact of group investigation learning model with multi representation on the topik of optical devices on scientific reasoning and <em>problem solving</em> skill of high school students. The mean value of scientific reasoning and <em>problem solving</em> ability of experimental class students who learned by group investigation learning model with multi representation is higher than control class students who learned by group investigation learning model.</p><strong>Abstrak</strong>: Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran <em>group investigation </em>dengan multi representasi pada topik alat-alat optik terhadap kemampuan penalaran ilmiah dan kemampuan <em>problem solving</em> siswa SMA. Metode penelitian yang digunakan adalah eksperimen kuasi dengan desain <em>pretest-posttest control group </em>dengan dua kelas XI MIA sebagai sampel. Hasil penelitian menunjukkan adanya pengaruh pembelajaran <em>group investigation </em>dengan multi representasi pada topik alat-alat optik terhadap kemampuan penalaran ilmiah dan pemecahan masalah siswa SMA. Nilai rerata penalaran ilmiah dan kemampuan <em>problem solving</em> siswa kelas eksperimen yang belajar menggunakan pembelajaran <em>group investigation </em>dengan multi representasi lebih tinggi dari siswa kelas kontrol yang belajar menggunakan pembelajaran <em>group investigation</em><em>. </em>

A Group Token Program for the Education of the Mentally Ill

1971 ◽  
Vol 28 (3) ◽  
pp. 743-746
Author(s):  
Thomas W. Tenbrunsel ◽  
Thomas J. Lottman ◽  
William F. Coby ◽  
Leon J. Ozlel
Keyword(s):  
Problem Solving ◽  
Program Development ◽  
Mentally Ill ◽  
Social Situation ◽  
Token Economy ◽  
Future Research ◽  
Group Problem ◽  
Treatment Groups ◽  
Group Problem Solving ◽  
Economy System

A group token program for the education of the mentally ill was established to increase motivation, participation, and involvement within the framework of an Activities Therapy adult education program. The structure of the program consisted of 4 semi-autonomous groups within a token economy system. Significant differences in amount of communication in both an unstructured and problem-oriented social situation were found between the pre- ( ns = 32, 34) and post- ( ns = 24, 26) treatment groups. However, no significant differences in rate of group problem solving were noted. The implications for future research in program development were discussed.

Effects of Instructions and Representation on Mathematical Problem-Solving

2003 ◽  
Vol 93 (2) ◽  
pp. 603-609
Author(s):  
Naoko Kuriyama ◽  
Kimihiko Yamagishi ◽  
Takashi Kusumi
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Treatment Groups ◽  
Instruction Group ◽  
Educational Implications ◽  
Permutation Problem ◽  
Task Representations

We investigated whether specific instructions have different representations for target problems, and hence whether task representations mostly affect the direction of typical errors in permutation problem-solving. We hypothesized that different instructions produce specific representations of a permutation problem in an identical description. The 39 participants were randomly assigned to the three groups: the equation instruction group, the subgoal instruction group, and the control group. Results confirmed our prediction that the treatment groups solved the problem more correcdy than the control group. More importantly, a subgoal instruction (a set of steps in a meaningful task) decreased the typical mistakes. Educational implications are discussed.

scholarly journals The Influence of Problem Solving Model Toward Students’ Critical Thinking Skills

2019 ◽  
Vol 3 (2) ◽  
pp. 113-120
Author(s):  
Nindya Ananda Latifa ◽  
Heffi Alberida
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Group Problem Solving ◽  
Significant Difference ◽  
Problem Solving Model ◽  
Post Test ◽  
Experimental Group

The aims of this study was to find whether there was an influence of the Problem Solving Model towards critical thinking skills of students of grade XI in SMAN 9 Padang. A Quasi Experiment method with The Post-test Control Group Only Design was used in this study. Students were grouped in an experimental group (Problem Solving model) and a control group (Direct intruction). The data from a test were analyzed using t-test with a=0,05. The findings showed that there was a significant difference of critical thinking skills enhancement in experimental group than the control group.

scholarly journals Group problem-solving skills training for self-harm: randomised controlled trial

2014 ◽  
Vol 204 (5) ◽  
pp. 383-390 ◽  
Author(s):  
Carmel McAuliffe ◽  
Breda C. McLeavey ◽  
Tony Fitzgerald ◽  
Paul Corcoran ◽  
Bernie Carroll ◽  
...  
Keyword(s):  
Mental Health ◽  
Problem Solving ◽  
Skills Training ◽  
Group Problem ◽  
Treatment As Usual ◽  
Problem Solving Skills ◽  
Treatment Groups ◽  
Group Problem Solving ◽  
Self Harm

BackgroundRates of self-harm are high and have recently increased. This trend and the repetitive nature of self-harm pose a significant challenge to mental health services.AimsTo determine the efficacy of a structured group problem-solving skills training (PST) programme as an intervention approach for self-harm in addition to treatment as usual (TAU) as offered by mental health services.MethodA total of 433 participants (aged 18–64 years) were randomly assigned to TAU plus PST or TAU alone. Assessments were carried out at baseline and at 6-week and 6-month follow-up and repeated hospital-treated self-harm was ascertained at 12-month follow-up.ResultsThe treatment groups did not differ in rates of repeated self-harm at 6-week, 6-month and 12-month follow-up. Both treatment groups showed significant improvements in psychological and social functioning at follow-up. Only one measure (needing and receiving practical help from those closest to them) showed a positive treatment effect at 6-week (P = 0.004) and 6-month (P = 0.01) follow-up. Repetition was not associated with waiting time in the PST group.ConclusionsThis brief intervention for self-harm is no more effective than treatment as usual. Further work is required to establish whether a modified, more intensive programme delivered sooner after the index episode would be effective.

Group Problem Solving

1970 ◽  
Vol 15 (8) ◽  
pp. 519-519
Author(s):  
MARVIN E. SHAW
Keyword(s):  
Problem Solving ◽  
Group Problem ◽  
Group Problem Solving

The Impact of Visual Thinking Approach to Promote Elementary Students’ Problem Solving Skill in Mathemathics

2018 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Muhammad Fendrik ◽  
Elvina Elvina
Keyword(s):  
Elementary Schools ◽  
Problem Solving ◽  
Elementary Students ◽  
Visual Learning ◽  
Control Group ◽  
Visual Thinking ◽  
Quasi Experimental ◽  
Student Skill ◽  
Mathematical Skill ◽  
The Impact

This study aims to examine the influence of visual thinking learning to problemsolving skill. Quasi experiments with the design of this non-equivalent controlgroup involved Grade V students in one of the Elementary Schools. The design ofthis study was quasi experimental nonequivalent control group, the researchbullet used the existing class. The results of research are: 1) improvement ofproblem soving skill. The learning did not differ significantly between studentswho received conventional learning. 2) there is no interaction between learning(visual thinking and traditional) with students' mathematical skill (upper, middleand lower) on the improvement of skill. 3) there is a difference in the skill oflanguage learning that is being constructed with visual learning of thought interms of student skill (top, middle and bottom).

Penerapan Model Pembelajaran Problem Based Learning dalam Pembelajaran Matematika di Kelas VIII SMPN 28 Padang

2017 ◽  
Vol 1 (2) ◽  
pp. 225-236
Author(s):  
Andi Susanto ◽  
Sony Ariadi
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Problem Based Learning ◽  
Average Score ◽  
Control Group ◽  
Learning Problem ◽  
Math Ability ◽  
Class Viii ◽  
Randomized Control

This reseach is aimed at knowing the students ability in both solving the math problem and connection those who are taught by Problem Based Learning at class VIII of the Junior High school 28 Padang 2017/2018. This research is categorized as quasy Experimental Research, by using Randomized Control Group Only Design. After implementing the Problem Based Leaning, the student was directly given the test as the result showed that the score  of the student who belong to the experimental class in  problem solving recorded as 74,00 while those who were in the control class only refers to 72,30. The test average score on the experimental class in term of math connection ability was 68,73; while in the control class recorded as 62,43. The T- Test showed that T-Table equals to 1,64 with the degree of reliability 95% . This fact reveals that the students’ ability in solving the problem after being taught through Problem Based Learning is higher than in control class with T-count equals to 3,71; while their connection math ability through Problem Based Learning Model in the Experimental Class is higher than control with T-count 2.17.Keywords: Problem Based Learning, problem solving, mathematics connection

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