Scaffolding Instructional Practices in Online Problem-Based Inquiry Instructional Design

2019 ◽  
pp. 108-138
Keyword(s):  
Digital Image ◽  
Creative Thinking ◽  
Teacher Educators ◽  
Systems Approach ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Inservice Teachers ◽  
Learning Trajectory ◽  
Pedagogical Approach ◽  
Pedagogical Reasoning

The systems pedagogical approach enhances teachers' pedagogical reasoning for integrating multiple technologies in inquiry, communication, and collaboration. However, inservice teachers must rely on educational experiences for learning to incorporate the systems thinking with their current TPACK understanding. The systems pedagogical approach supports the TPACK online learning trajectory through technological pedagogical thinking and reasoning as teacher educators design opportunities for transforming teachers' TPACK. The research in this chapter focuses on the impact of this systems approach on teachers' technological pedagogical reasoning as they learn about integrating multiple technologies in their classrooms. The course design takes advantage of knowledge-building communities through the application of the online TPACK learning trajectory. This research-based application highlights how the systems pedagogical scaffolding approach supports problem-based inquiry learning for reframing teachers' TPACK towards integrating digital image and video technologies with 21st century inquiry thinking skills: critical thinking, creative thinking, communicating, and collaborating. Through such designed key experiences, teachers gain experiences with multiple instructional strategies for collaboration, communication, and inquiry in designing problem-based online inquiry learning. The process guides them in refining their mental models for integrating multiple technologies in teaching that relies on an increasingly complex technological pedagogical understanding as they learn about the technologies and teaching with those technologies. Participants' products, interactions, and reflections demonstrate their engagement in high levels of thinking and learning with digital image and video technologies. Such a systems pedagogical understanding is at the core of teachers' development of the technological pedagogical reasoning for supporting the transformation of their TPACK.

scholarly journals Expanding teachers’ technological pedagogical reasoning with a systems pedagogical approach

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Margaret L. Niess ◽  
Henry Gillow-Wiles
Keyword(s):  
Content Knowledge ◽  
Systems Approach ◽  
Learning Trajectory ◽  
Teaching Mathematics ◽  
Pedagogical Approach ◽  
Pedagogical Tools ◽  
Pedagogical Content ◽  
Pedagogical Reasoning ◽  
The Core ◽  
The Impact

A systems approach provides insight for expanding teachers’ pedagogical reasoning for integrating multiple technologies in inquiry, communication, and collaboration. An online learning trajectory supports the integration of a systems pedagogical approach for guiding teachers in developing their technological pedagogical thinking and reasoning so they in turn are able to implement a systems pedagogical approach with their own students. Specific instructional strategies guide teachers in refining their mental models for integrating multiple technologies in teaching mathematics through their increasingly complex technological pedagogical understanding as they learn about the technologies and teaching with those technologies. This study focuses on the impact that a system of multiple technologies as pedagogical tools has on teachers’ technological pedagogical reasoning as they integrate multiple technologies in their classrooms. A systems pedagogical understanding is at the core of teachers’ enhancement of their technological pedagogical reasoning, and supports the transformation of their knowledge called technological pedagogical content knowledge.

Scaffolding Subject Matter Content with Pedagogy and Technologies in Problem-Based Learning with the Online TPACK Learning Trajectory

2016 ◽  
pp. 78-101
Keyword(s):  
21St Century ◽  
Digital Image ◽  
Subject Matter ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Matter Content ◽  
Learning Trajectory ◽  
Subject Matter Content ◽  
Content Pedagogy

This research-based application of an online inservice teacher education course highlights how scaffolding subject matter content, pedagogy, and technologies in a problem-based learning approach reframes teachers' TPACK for integrating digital image and video technologies with 21st century inquiry thinking skills: critical thinking, creative thinking, communicating and collaborating. The course design takes advantage of knowledge-building communities through the application of the online TPACK learning trajectory. The participants' products, interactions, and reflections demonstrate how the scaffolding engages them in high levels of thinking and learning in mathematics and science with digital image and video technologies. The result is an explanatory framework for how the scaffolding of the subject matter content, pedagogy, and technologies in problem-based learning with the online TPACK learning trajectory guides teachers in rethinking, relearning and reframing their TPACK knowledge for engaging students 21st century inquiry thinking with digital image and video technologies.

Scaffolding Subject Matter Content With Pedagogy and Technologies in Problem-Based Learning With the Online TPACK Learning Trajectory

2018 ◽  
pp. 914-931 ◽  
Author(s):  
Margaret L. Niess
Keyword(s):  
21St Century ◽  
Digital Image ◽  
Subject Matter ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Matter Content ◽  
Learning Trajectory ◽  
Subject Matter Content ◽  
Content Pedagogy

This research-based application of an online inservice teacher education course highlights how scaffolding subject matter content, pedagogy, and technologies in a problem-based learning approach reframes teachers' TPACK for integrating digital image and video technologies with 21st century inquiry thinking skills: critical thinking, creative thinking, communicating and collaborating. The course design takes advantage of knowledge-building communities through the application of the online TPACK learning trajectory. The participants' products, interactions, and reflections demonstrate how the scaffolding engages them in high levels of thinking and learning in mathematics and science with digital image and video technologies. The result is an explanatory framework for how the scaffolding of the subject matter content, pedagogy, and technologies in problem-based learning with the online TPACK learning trajectory guides teachers in rethinking, relearning and reframing their TPACK knowledge for engaging students 21st century inquiry thinking with digital image and video technologies.

scholarly journals Guided Inquiry Learning Model, Simple Practicum Tool, Creative Thinking Skills

2019 ◽  
Vol 7 (3) ◽  
pp. 205 ◽  
Author(s):  
Muhammad Zaky
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Creative Thinking ◽  
Junior High ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Guided Inquiry ◽  
School Students

The main objective of this research is to produce junior high school Physics teaching materials oriented to a simple practical tool that can be used to foster junior high school students 'creative thinking skills, with the specific aim of knowing the indicators of junior high school students' creative thinking skills that can be grown through the use of a guided inquiry learning model assisted by a simple practicum tool. This type of research is a quasi-experimental research with the design of Equivalent Pretest-Posttest Design (Design of Prates-Pascates Equivalent). This research was conducted at the Labschool Junior High School of Tadulako University where  the class VIII students being the research subjects. The research instrument used was an essay test and observation sheet. The data analysis technique used was quantitative data analyzed by inferential statistics, calculating the significance of the differences in the average of both groups of samples and qualitative data analyzed by using the stages of data reduction, data presentation and conclusion. The results showed that a guided inquiry learning model assisted by a simple practicum tool could foster the creative thinking skills of the students of Labschool UNTAD Junior High School in the indicators of flexible thinking, fluent thinking and originality.

scholarly journals ANALISIS PENDEKATAN TERPADU DAN BERPIKIR KREATIF TERHADAP KEMAMPUAN KOMUNIKASI ILMIAH PESERTA DIDIK

BIOLOVA ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 7-12
Author(s):  
Kurniawan Kurniawan ◽  
Achyani Achyani ◽  
Hening Widowati
Keyword(s):  
Literature Review ◽  
Communication Skills ◽  
Creative Thinking ◽  
Inquiry Learning ◽  
Integrated Approach ◽  
Scientific Communication ◽  
Thinking Skills ◽  
Guided Inquiry ◽  
Integrated Approaches ◽  
Expected Benefits

Abstract: The purpose of this study is to see the effect of integrated approaches and creative thinking on students' scientific communication skills. The expected benefits of this study are to get creative thinking and have scientific communication skills for students in learning. The design of this study was pre-experimental with a literature review. Research results obtained based on literature review include: Learning with an integrated approach can improve students' creative thinking skills; Creative thinking skills can be improved by brainstorming and guided inquiry learning and can facilitate students in scientific communication, thus it is concluded that learning with an integrated approach can develop students' scientific communication skills.

scholarly journals NON-TRADITIONAL DRAWING TECHNIQUES FOR THE DEVELOPMENT OF IMAGINATION FOR STUDENTS WITH MILD MENTAL DISABILITIES

2021 ◽  
Vol 2 ◽  
pp. 48-58
Author(s):  
Marite Rozenfelde ◽  
Svetlana Bogurdovicha ◽  
Aija Teresko
Keyword(s):  
Mental Disorders ◽  
Knowledge Acquisition ◽  
Extracurricular Activities ◽  
Side Effect ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Mental Disabilities ◽  
Creative Activity ◽  
Pedagogical Approach

Imagination development for pupils with mild mental disorders requires special attention and special pedagogical approach, because independent and creative thinking skills, initiative of creative activity cannot develop by itself; it is not a side effect of knowledge acquisition, it needs to be promoted and activated. The paper raises the issue of the importance of imagination development and opportunities for pupils with mild mental disorders during extracurricular activities, using non-traditional drawing techniques. The paper provides information about the collection of non-traditional drawing techniques developed and approbated by S. Bogurdovicha.

scholarly journals PENGARUH METODE INQUIRI TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIK SISWA SMAN 1 MANDE KAB. CIANJUR

2021 ◽  
Vol 1 (3) ◽  
pp. 208-215
Author(s):  
ABDUL JALALUDIN
Keyword(s):  
High School Students ◽  
Creative Thinking ◽  
Design Method ◽  
Learning Experience ◽  
Inquiry Learning ◽  
Study Groups ◽  
Thinking Skills ◽  
Control Group ◽  
Learning Method ◽  
School Students

This research is an experimental study that focuses on increasing the mathematical creative thinking skills of high school students by applying the inquiry learning method. The problem behind this research is the lack of familiarity with learning using methods with a focus on learning on students as a way to get a more meaningful learning experience based on students' creative thinking skills that are different for each student. The aims of this study are: 1) To determine the effect of the inquiry learning method on students' mathematical creative thinking skills. 2) to find out the comparison of increasing students' mathematical creative thinking skills using the inquiry learning method with conventional learning; 3) to determine students' attitudes towards learning the inquiry method. This study used the experimental design method "design control group pretest-posttest", which was carried out in class X SMA Negeri 1 Mande Cianjur which consisted of 5 study groups with the experimental class sample being class X-4 and the control class sample being class X-3. The indicators of mathematical creative thinking skills measured in this study are: 1) the ability to replace (Substitute), combine (Combine), adjust (Adapt), modify (Magnify/Modify), for other uses (Put to other use), Delete (Eliminate). ) and rearrange (Rearrange/Reverse) from existing capabilities; 2) the ability to rearrange existing abilities/reverse with flexibility (trying new things), authenticity (answering their own way) and outlining (developing ideas) in understanding something. The results showed that: 1) the inquiry learning method had an influence on students' mathematical creative thinking abilities; 2) the inquiry learning method has an improvement in students' mathematical creative thinking which is better than the conventional method; 3) students have a positive attitude towards the inquiry learning method. ABSTRAK Penelitian ini merupakan penelitian eksperimen yang difokuskan pada peningkatan kemampuan berpikir kreatif matematik siswa SMA dengan menerapkan metode pembelajaran inquiri. Masalah yang melatar belakangi penelitian ini adalah kurang dibiasakanya pembelajaran menggunakan metode dengan pemusatan pembelajaran pada siswa sebagai cara untuk memperoleh pengalaman belajar yang lebih bermakna dengan dilandasi kemampuan berpikir kreatif siswa berbeda pada setiap siswa. Tujuan penelitian ini adalah : 1) Untuk mengetahui pengaruh metode pembelajaran  inquiri terhadap kemampuan berpikir kreatif matematik siswa. 2) untuk  mengetahui perbandingan peningkatan kemampuan berpikir kreatif matematik siswa menggunakan metode pembelajaran inquiri dengan pembelajaran konvensional; 3) untuk mengetahui sikap siswa terhadap pembelajaran metode inquiri. Penelitian ini menggunakan metode eksperimen desain “desain countrol group pretes-postes”, yang dilakukan di kelas X SMA Negeri 1 Mande Cianjur yang berjumlah 5 rombongan belajar dengan sampel kelas eksperimen adalah kelas X-4 dan sampel kelas kontrol adalah kelas X-3. Indikator kemampuan berpikir kreatif matematik yang diukur dalam penelitian ini adalah: 1) kemampuan mengganti (Substitute), mengkombinasi (Combine), menyesuaikan (Adapt), memodifikasi (Magnify/Modify), untuk kegunaan lain (Put to other use), Menghapus (Eliminate) dan menyusun kembali (Rearrange/Reverse) dari kemampuan yang telah ada; 2) kemampuan menyusun kembali kemampuan/membalik  yang telah ada dengan keluwesan (mencoba hal baru), keaslian (menjawab cara sendiri) dan menguraikan  (mengembangkan ide) dalam  memahami suatu hal. Hasil penelitian menunjukkan bahwa: 1) metode pembelajaran inquiri memiliki pengaruh terhadap kemampuan berpikir kreatif matematik siswa; 2) metode pembelajaran inquiri memiliki peningkatan berpikir kreatif matematik siswa yang lebih baik dari pada metode konvensional; 3) siswa memiliki sikap positif terhadap metode pembelajaran inquiri.

scholarly journals MENCEGAH MISKONSEPSI SISWA PADA KESETIMBANGAN KIMIA MENGGUNAKAN MODEL INKUIRI TERBUKA DAN REMEDIASI MENGGUNAKAN STRATEGI CONCEPTUAL CHANGE

2017 ◽  
Vol 3 (1) ◽  
pp. 306
Author(s):  
Muallifah Muallifah ◽  
Suyono Suyono ◽  
Leny Yuanita
Keyword(s):  
Conceptual Change ◽  
Concept Learning ◽  
Creative Thinking ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
The Other ◽  
Dominant Factor ◽  
Rank Test ◽  
Open Inquiry ◽  
Remedial Teaching

The main research goals are: (1) to prevent students’misconception on chemical equilibri um using open inquiry models and (2) imple mentting conceptual change remedial strategy on students who’s have misconceptions. The other goals of this research are tested the influence of open inquiry learning models to increase the students creative thinking skills. The research followed the preexperiment with one-group pretest- posttest design which applied to both of prevention and reduction of misconception. Students preconception before learning, students conception after prevention of misconception learning and student conception after reduction of misconception, they are measured by the test of concept learning result that have been validated and the concept profile is determined by CRI (Certainty of Response Index) method. The skill of student creative thinking is measured after and before the steps of prevention of misconception by using creative thinking skills test sheet. Descriptive analysis are used to analyse of data that is used in prevention learning and reduction, student’s  preconception and conception, also the dominant factor that influence student misconception. Inferensial analysis is using: (1) to test the significancy of decreasing of students misconception before and after remedial teaching by conceptual change strategy and (2) to test the significancy of increasing of students creative thnking skills. The inferensial analysis is Wilcoxon signed rank test. The main result of this research are: (1) the prevency step which had been done is still left a big number of student that have misconception load (mean= 38,2%) and (2) reduction step (by conceptual change remedial strategy) that had been done is success to reduce the number of students who have  misconception load. The other result is the chemical concept learning by using opened inquiry learning model has a significant impact to the improvement of students creative thinking skills.Tujuan penelitian adalah: (1) mencegah miskonsepsi siswa pada kesetimbangan kimia menggunakan model pembelajaran inkuiri  terbuka  dan  (2)  melakukan  remediasi  siswa  yang  miskonsepsi  menggunakan strategi  belajar conceptual change. Di samping dua tujuan utama itu, penelitian juga bertujuan menguji dampak model pembelajaran inkuiri terbuka terhadap peningkatan keterampilan berpikir kreatif siswa. Penelitian dilaksanakan mengikuti rancangan praeksperimen one-group pretest-posttest design yang dijalankan secara berurutan. Data prakonsepsi sebelum pembelajaran, konsepsi setelah pembelajaran menggunakan model inkuiri terbuka, dan konsepsi siswa setelah remediasi diperoleh dengan metode tes menggunakan tes pemahaman konsep kesetimbangan kimia yang disertai indeks keyakinan siswa dalam memberikan jawaban. Data keterampilan berpikir kreatif siswa sebelum dan sesudah pembelajaran menggunakan model inkuiri terbuka diperoleh dengan metode tes juga menggunakan tes keterampilan berpikir kreatif. Analisis deskriptif untuk menetapkan status konsepsi siswa dan jumlah siswa miskonsepsi sebelum dan setelah pembelajaran prevensi, serta setelah pembelajaran remediasi. Analisis inferensial untuk: (1) menguji signifikansi penurunan jumlah siswa miskonsepsi sebelum dan sesudah pembelajaran remediasi menggunakan strategi belajar conceptual change dan (2) menguji signifikansi peningkatan skor keterampilan berpikir kreatif siswa. Analisis inferensial menggunakan uji jenjang-bertanda Wilcoxon. Hasil penelitian: (1) tindakan pencegahan yang dilakukan masih menyisakan dalam jumlah besar siswa yang memiliki beban miskonsepsi, rata-rata 38,2% dan (2) ) tindakan remediasi yang dilakukan telah berhasil mengurangi secara signifikan jumlah siswa yang memiliki beban miskonsepsi. Di samping itu diperoleh pula simpulan bahwa pembelajaran konsep kimia dengan model inkuiri berdampak signifikan terhadap perkembangan keterampilan berpikir kreatif siswa.

scholarly journals Practicing creative thinking skills: Inquiry base activity sheets development in protists learning material

2021 ◽  
Vol 6 (1) ◽  
pp. 1-11
Author(s):  
Rossanita Truelovin Hadi Putri ◽  
Raharjo Raharjo ◽  
Fida Racmadiarti
Keyword(s):  
Learning Outcomes ◽  
Research Design ◽  
Creative Thinking ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Material ◽  
Learning Tools ◽  
Learning Materials ◽  
The One ◽  
Effectiveness Data

Protist learning materials have been developed by many researchers, but no one has developed learning tools by training students' creative thinking skills. This study aims to produce LKPD based inquiry on protist material and to train creative thinking skills, by describing the validity and effectiveness of LKPD on protist material. The LKPD developed refers to the 4D model which consists of the stages of define, design, develop, and disseminate. The research design used was the One-Group Pretest-Posttest Design. LKPD was tried out on 12 students of class XI MIPA SMA. After using LKPD, the validity and effectiveness data were analyzed descriptively quantitatively. The validity of the LKPD is measured based on the assessment of the education expert lecturers and materials. The effectiveness of protist LKPD is measured based on the learning outcomes of students and students' responses. The results showed the validity of the LKPD was 99.4% with the very valid category. The effectiveness based on the learning outcomes of students was 92% with the category very effective and the response of students was 99%. Based on the results of this assessment, it can be concluded that LKPD based on the inquiry on protist material to train creative thinking skills is declared valid and effective.Keywords: Activity sheets, inquiry learning, creative thinking, protists

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