Science Education and Our Future

1997 ◽  
Vol 3 (1) ◽  
pp. 240-252
Author(s):  
Yervant Terzian
Keyword(s):  
Science Education ◽  
Problem Solving ◽  
Communication Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
General Science ◽  
Problem Solving Skills ◽  
Basic Understanding ◽  
Understanding Of Science ◽  
And Mathematics

We need a workforce with basic understanding of science and mathematics; with problem-solving skills; with communication skills; with critical thinking skills; with skills to understand statistics and probabilities. In general, science education will improve when students realize that in order to get better jobs they need to understand science, mathematics, and technology. The following presents my ten pragmatic suggestions for the improvement of science education in general. 

Investigating bridge design

2015 ◽  
Vol 22 (4) ◽  
pp. 255-260
Author(s):  
Lukas J. Hefty
Keyword(s):  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Interest ◽  
Bridge Design ◽  
Student Centered ◽  
Integrated Stem ◽  
Engineering Design Process ◽  
Science Technology ◽  
Understanding Of Science ◽  
And Mathematics

Teachers making the transition to integrated, student-centered science instruction benefit from sharing resources, and this bridge design unit offers one example. The unit uses the engineering design process to give students time to develop critical thinking skills while helping teachers assess understanding of science and mathematics content. Each month, iSTEM (Integrating Science, Technology, and Engineering in Mathematics) authors share ideas and activities that stimulate student interest in integrated STEM fields in K–grade 6 classrooms.

scholarly journals Problem Based Learning Learning Model improve Critical Thinking Ability

2021 ◽  
Vol 3 (4) ◽  
pp. 46
Author(s):  
Deviana Yulianti
Keyword(s):  
Critical Thinking ◽  
Elementary Schools ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Learning Guide

<p><em>The demands of the 2013 curriculum ideally are that learning is able to develop 4C skills, one of which is critical thinking and problem-solving skills (Critical-Thinking and Problem-Solving Skills), namely being able to think critically, laterally, and systematically, especially in the context of problem solving. In fact, students' critical thinking skills have not been maximally developed, especially in elementary schools. The learning process in elementary schools currently requires problem-based learning that requires students to actively carry out investigations in solving problems and the teacher acting as a facilitator or learning guide will be able to shape the ability of students to think critically. The purpose of this research is to describe the concept of Problem Based Learning (PBL), the concept of critical thinking ability, and the relationship between Problem Based Learning (PBL) and critical thinking ability. The results of the Problem Based Learning (PBL) model improve critical thinking ability.</em></p>

scholarly journals Reflection method used in clinical practices in nursing students effects on problem solving skillsHemşirelik öğrencilerinde klinik uygulamalarda kullanılan reflekşın yönteminin problem çözme becerisine etkisi

2016 ◽  
Vol 13 (3) ◽  
pp. 4931
Author(s):  
Fatma Tanrıkulu ◽  
Funda Erol ◽  
Yurdanur Dikmen
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Problem Solving ◽  
Clinical Application ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Clinical Environment ◽  
Reflection Method ◽  
Clinical Practices ◽  
Problem Solving Skills

Aim: This study was conducted to observe the efficiency of the reflection method used in clinical practices in nursing students and the examination of the effects and problem solving skills.Method: The samples of this study consist of 50 freshmen students of Sakarya University Nursery Department.  The data were collected with the Evaluation Form on the Students’ Perception Related to the Reflection Method. In the analysis of the data, number, percentage, standard deviation, and t test in related groups were applied.Results: A large portion of the students (76.0%) stated that with the application of this method on clinical application, they found the opportunity to evaluate themselves in different perspectives, 78.0% stated this method was helpful on reviewing their positive or negative experiences in the clinical application fields and application of this method positively developed the critical thinking skills in the process of patient care. 74% of the students stated that, the reflection application should be carried out with the accompaniment of the educators and for the situation to be analyzed correctly in the reflection application, they required assistance from the educators. The PSI points average was determined difference to statistically meaningless.Conclusion: According to the results of the study, it was determined reflection application on clinical application of nursery students has a positive effect on the students’ self-awareness, in the development of critical thinking skills, also the realization of the problems the students face with in the clinical environment by the students and their explanations on experiences with solving these problems, however the reflection method does not effect their problem solving skills. ÖzetAmaç: Bu araştırma hemşirelik öğrencilerinde klinik uygulamalarda kullanılan reflekşın yönteminin problem çözme becerisine etkisini incelemek amacıyla yapılmıştır.Gereç ve Yöntem: Bu araştırmanın örneklemini Sakarya Üniversitesi Hemşirelik Bölümü birinci sınıfta öğrenim gören 50 öğrenci oluşturmuştur. Veriler “Reflekşın Yöntemine İlişkin Öğrencilerin Algılarını Değerlendirme Formu” ile “Problem Çözme Envanteri (PÇE)” kullanılarak toplanmıştır. Verilerin analizinde sayı, yüzde, ortalama, standart sapma ve bağımlı gruplarda t testi kullanılmıştır.Bulgular: Öğrencilerin büyük bölümü (%76.0) klinik uygulamada bu yöntemin kullanılması ile kendilerini farklı açılardan değerlendirme fırsatı bulduklarını, %78’i bu yöntemin klinik uygulama alanlarında olumlu ya da olumsuz deneyimlerini gözden geçirmelerine yardımcı olduğunu ve hasta bakımı sürecinde eleştirel düşünme becerilerini olumlu olarak geliştirdiğini belirtmiştir. Öğrencilerin %74’ü reflekşın uygulamasının eğitimciler eşliğinde yapılması gerektiğini ve reflekşın uygulamasında durumun doğru analiz edilebilmesi için eğitimcilerin desteğine ihtiyaç duyduğunu belirtmiştir. Ancak öğrencilerin PÇE puan ortalamaları arasındaki farkın istatistiksel olarak anlamlı olmadığı saptanmıştır (p>0,05).Sonuç: Sonuç olarak, hemşirelik öğrencilerinde klinik uygulama eğitiminde reflekşın yönteminin; öğrencilerin kendini tanımasına, eleştirel düşünme becerilerinin artmasına, ayrıca öğrencilerin klinik ortamda yaşadıkları sorunları fark etmelerine ve bu sorunları nasıl çözümleyeceklerine yönelik deneyimlerini açıklamasına olumlu katkı sağlamıştır. Ancak öğrencilerin problem çözme becerilerini etkilemediği saptanmıştır.

scholarly journals Efforts to Improve Problem Solving Skills and Critical Thinking Skills Through Problem-Based Integrated Computer Assisted Instruction (CAI) in Vocational Education

2021 ◽  
Vol 4 (4) ◽  
pp. 111-117
Author(s):  
Rizky Ema Wulansari ◽  
Rahmat Azis Nabawi
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Problem Solving Skills ◽  
Research Hypothesis ◽  
Assisted Instruction

Based on research conducted by PISA, the ability to solve problems and think critically of Indonesian students is still below the average score set by PISA. Problem based learning is one of the learning models recommended by the Ministry of Education and Culture to be applied in improving these abilities. However, the lack of problem-based learning that has been applied so far is the lack of use of media that can be used as support in learning activities, resulting in inconsistencies in the impact of problem-based learning in improving student skills. The importance of these skills for students to have in this era of the industrial revolution 4.0, makes educators have to be more creative and innovative in implementing learning. Therefore, this study aims at seeing efforts to improve problem solving skills and critical thinking skills through problem based integrated computer assisted instruction (CAI). This study used a quasi-experimental pre-test and post-test control group design. The population in this study were undergraduate students of Mechanical Engineering Education, Padang State University. The instrument used in this research is a questionnaire which is used to see students' problem solving and critical thinking skills. The data analysis technique in this study is in accordance with the research hypothesis, where research hypotheses 1 and 2 use independent sample t-test and research hypothesis 3 uses MANCOVA. The research covered by his study is in line with higher education's continuing search for effective SCL approaches

scholarly journals Tahap Penguasaan Kemahiran Insaniah Pelajar Pengajian Islam

2017 ◽  
Vol 19 ◽  
pp. 89-108
Author(s):  
Siti Kausar Zakaria ◽  
Norzaini Azman ◽  
Ruslin Amir ◽  
Mohd Noor Daud
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Communication Skills ◽  
Soft Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Survey Study ◽  
Islamic Studies ◽  
Entrepreneurial Skills ◽  
Professional Fields

The study is a descriptive survey study that aims to see the level of soft skills among Islamic Studies students’ courses. A total of 346 samples from a population of 955 students in Bachelor courses of Islamic Studies from a public university participated in the study. Seven attributes of soft skills (soft skills) for university students as outlined by the Ministry of Higher Education Malaysia (MOHE) which include communication skills, leadership, teamwork, critical thinking and problem solving, lifelong learning, entrepreneurship and professional skills moral ethics were adopted. Data for this study were collected through a questionnaire and analyzed using SPSS version 17.0. Min analysis shows that students master the six constituents of soft skills at a high level unless entrepreneurial skills at moderate level. The highest skill mastered was teamwork skills, followed by learning skills and information management skills, leadership skills, critical thinking skills and problem solving, communication skills and moral and professional ethics. Entrepreneurial skills which was mastered the least need to be improved to encourage Islamic studies graduate to join entrepreneurship. The study recommends that the students to pursue other professional fields without forgetting the noble role to preach the message of Islam in any career endeavor. Abstrak Kajian ini merupakan kajian tinjauan secara deskriptif bertujuan untuk melihat tahap penguasaan kemahiran insaniah pelajar kursus Pengajian Islam. Seramai 346 sampel daripada 955 orang populasi pelajar Ijazah Sarjana Muda Kursus Pengajian Islam daripada sebuah universiti awam tempatan terlibat dalam kajian. Tujuh attribut kemahiran insaniah (softskill) untuk pelajar IPT seperti yang digariskan oleh Kementerian Pengajian Tinggi Malaysia (KPTM) merangkumi kemahiran komunikasi, kepimpinan, kerja berpasukan, berfikir kritis dan penyelesaian masalah, pembelajaran sepanjang hayat, keusahawanan dan kemahiran etika moral profesional (KPT 2006) digunapakai. Data kajian ini telah diperoleh melalui soal selidik dan dianalisis menggunakan prisian SPSS versi 17.0. Analisis min menunjukkan pelajar menguasai enam juzuk kemahiran insaniah pada tahap tinggi kecuali kemahiran keusahawanan pada tahap sederhana tinggi. Kemahiran yang paling tinggi dikuasai ialah kemahiran kerja berpasukan diikuti kemahiran pembelajaran berterusan dan pengurusan maklumat, kemahiran kemahiran kepimpinan, kemahiran pemikiran kritis dan penyelesaian masalah, kemahiran komunikasi dan kemahiran etika moral dan profesional. Kemahiran keusahawanan yang paling rendah dikuasai perlu dipertingkatkan sebagai usaha menggalakkan graduan pengajian Islam menceburi bidang keusahawanan. Kajian mencadangkan pelajar Pengajian Islam menceburi bidang-bidang profesional yang lainnya tanpa melupakan peranan mulia sebagai penyebar mesej keislaman dan pendakwah dalam apa jua karier yang diceburi.

Games in E-learning

2012 ◽  
pp. 179-209
Author(s):  
Michelle Aubrecht
Keyword(s):  
Problem Solving ◽  
Systems Thinking ◽  
21St Century ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Evidence Based ◽  
Online Game ◽  
Game Based Learning ◽  
Problem Solving Skills ◽  
E Learning

Game-based learning is a dynamic and powerful way to engage students to develop evidence-based reasoning, analytical and critical thinking skills, problem-solving skills, systems thinking, and connect with peers, all of which are 21st century skills. Games can lead students to become participatory learners and producers instead of passive recipients. This chapter considers the following three approaches to using games with students: (1) an instructor makes a game for a specific learner outcome, (2) students make a game, and (3) an instructor uses a commercial or online game. The chapter emphasizes the second and third methods. Specific examples of how games are being used with students illustrate ways to teach with games.

scholarly journals THE EFFECTS OF VISUAL MAPPING AND SCIENCE-RELATED ATTITUDES ON STUDENTS’ CRITICAL THINKING AND PROBLEM SOLVING SKILLS

2021 ◽  
Vol 8 (2) ◽  
pp. 146
Author(s):  
Muhammad Jamhari ◽  
Syarifuddin Syarifuddin ◽  
Herbert Sipahutar
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Visual Mapping ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Range Test

The aims of this study were to find out: (1) the effects of visual mapping on students’ critical thinking skills, (2) the effects of science-related attitudes on students’ critical thinking skills, (3) the interactions between visual mapping and science-related attitudes on students’ critical thinking skills, (4) the effects of visual mapping on students’ problem solving skills, (5) the effects of science-related attitudes on students’ problem solving skills, and (6) the interactions between visual mapping and science-related attitudes on students’ problem solving skills. This study was conducted at MAN 1 Tanjung Pura, totally 141 students. It was a quasi-experimental technique by using a pretest-posttest experimental group with 4x2 factorial design. The technique of data analysis was processed by the Two-Way ANOVA and followed by Duncan’s Multiple Range Test. The results showed that: (1) there were the significant effects of visual mapping on students’ critical thinking skills (F=87.082; P=0.000), (2) there were the significant effects of science-related attitudes on students’ critical thinking skills (F=2.493; P=0.040), (3) there were the interactions between visual mapping and science-related attitudes on students’ critical thinking skills (F=2.037; P=0.000), (4) there were the significant effects of visual mapping on students’ problem solving skills (F=94.214; P=0.000), (5) there were the significant effects of science-related attitudes on students’ problem  solving skills (F=3.397; P=0.031), and (6) there were the interactions between visual mapping and science-related attitudes on students’ problem solving skills (F=2.195; P=0.000).

scholarly journals A Thematic Review on Exploring Ethnoscience in Science Education: A Case in Indonesia

2021 ◽  
Vol 6 (2) ◽  
pp. 229-241
Author(s):  
Yohanes Freadyanus Kasi ◽  
Achmad Samsudin ◽  
Ari Widodo ◽  
Riandi Riandi
Keyword(s):  
Science Education ◽  
Junior High School ◽  
Eighth Graders ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Level ◽  
Problem Solving Skills ◽  
Concept Understanding ◽  
Collection Data ◽  
Collecting Techniques

This study aims to review the ethnoscience studies in science education in Indonesia thematically. From 2010 to 2020, the databases contained 71 relevant articles of ethnoscience studies. These studies belonged to the content analysis theme parameters of method/design, sample, data collection, data analysis, topic, result, recommendation, and location. The results indicated that most of the ethnoscience studies explored the effect of integrating ethnoscience with the lessons to investigate students’ achievement and attitudes towards science. Correspondingly, the investigated studies mostly used Research and Development (R D) and experimental research design. The preferred data collecting techniques were tests (multiple-choice/description), questionnaires, and observation. Moreover, seventh and eighth graders of junior high school commonly employed the argumentation activities in physics, chemistry, biology, and basic concept of science topics. This study suggests the teachers employ different methods (e.g., ethnoscience) to improve concept understanding, problem-solving skills, critical thinking skills, and motivation in learning science from the primary school level. Furthermore, resources from cultural activities in Indonesia are beneficial for integrating ethnoscience in learning.

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