Information Problem-Solving Using the Internet

2011 ◽  
pp. 357-371
Author(s):  
Steven C. Mills
Keyword(s):  
Problem Solving ◽  
Information Technologies ◽  
Information Age ◽  
Literacy Skills ◽  
The Internet ◽  
Learning Approaches ◽  
Student Centered ◽  
Student Centered Learning ◽  
Instructional Methodologies ◽  
Information Problem Solving

Today’s students must think critically and analyze and synthesize information so that they can recognize the technical, social, economic, political, and scientific problems of the information age. This chapter describes how the vast resources of the Internet can supply communication tools and information resources that facilitate the application of a robust set of instructional methodologies in the K-12 classroom to address these skills. The development of information literacy skills in today’s classrooms necessitates instructional approaches that address complex sets of learning objectives and focus on rich, multidisciplinary learning. The author maintains that Internet and information technologies provide tools and resources that enable teachers to create powerful learning environments for educating students for the information age using student-centered learning approaches, interactive communication with peers and experts, and collaborative, problem-solving methodologies.

Implementing Collaborative Problem-Based Learning with Web 2.0

2009 ◽  
pp. 372-388
Author(s):  
Steven C. Mills
Keyword(s):  
Problem Solving ◽  
Web 2.0 ◽  
Learning Experiences ◽  
Web 2.0 Technologies ◽  
Communication Tools ◽  
Student Centered ◽  
Student Centered Learning ◽  
Instructional Methodologies ◽  
Collaborative Problem ◽  
K 12

Educators face the challenge of keeping classroom learning relevant for a generation of students who have never known life without computers, cell phones, and email. With Web 2.0 technologies educators can easily mediate student-centered learning experiences that engage students collaboratively in problem-solving and critical thinking. This chapter describes how Web 2.0 technologies can supply communication tools and information resources that facilitate the application of a robust set of instructional methodologies in the K-12 classroom. When the pedagogical features of Web 2.0 technologies are used with problem-solving methodologies, teachers can create powerful student-centered learning experiences for educating students for the 21st century.

Implementing Collaborative Problem-Based Learning with Web 2.0

2011 ◽  
pp. 1478-1494
Author(s):  
Steven C. Mills
Keyword(s):  
Problem Solving ◽  
Web 2.0 ◽  
Learning Experiences ◽  
Web 2.0 Technologies ◽  
Communication Tools ◽  
Student Centered ◽  
Student Centered Learning ◽  
Instructional Methodologies ◽  
Collaborative Problem ◽  
K 12

Educators face the challenge of keeping classroom learning relevant for a generation of students who have never known life without computers, cell phones, and email. With Web 2.0 technologies educators can easily mediate student-centered learning experiences that engage students collaboratively in problem-solving and critical thinking. This chapter describes how Web 2.0 technologies can supply communication tools and information resources that facilitate the application of a robust set of instructional methodologies in the K-12 classroom. When the pedagogical features of Web 2.0 technologies are used with problem-solving methodologies, teachers can create powerful student-centered learning experiences for educating students for the 21st century.

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

scholarly journals Educational Opportunities for New Information Technologies in Teaching Foreign Language in High School

2019 ◽  
Vol 5 (4) ◽  
pp. 448-451
Author(s):  
L. Aripzhanova ◽  
M. Mukhitdinova
Keyword(s):  
High School ◽  
Foreign Language ◽  
Cognitive Processes ◽  
Information Technologies ◽  
Professional Training ◽  
Information Age ◽  
Educational Opportunities ◽  
The Internet ◽  
New Information ◽  
Use Of The Internet

The article deals with the use of the Internet in teaching a foreign language. With the advent of the information age, both the scheme of knowledge transfer and the model of the learning process are changing sharply, which requires the improvement of professional training from the position of activation of cognitive processes.

scholarly journals Kemampuan Pemecahan Masalah Matematis Siswa melalui Model Pembelajaran Learning Cycle 7E dan Problem Based Learning

2018 ◽  
Vol 7 (3) ◽  
pp. 425-432
Author(s):  
Puji Lestari ◽  
Rina Rosdiana
Keyword(s):  
Problem Solving ◽  
Mathematics Curriculum ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Learning Cycle ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Difference

AbstrakKemampuan pemecahan masalah merupakan bagian dari kurikulum pendidikan matematika saat ini. Fakta di lapangan menunjukkan bahwa kemampuan pemecahan masalah matematis siswa masih belum optimal, salah satu penyebabnya adalah masih banyak siswa yang menemui kesulitan dalam hal pemahaman konsep dasar. Mengoptimalkan kemampuan pemecahan masalah diantaranya dapat ditempuh melalui pembelajaran yang berpusat pada siswa. Model pembelajaran Learning Cycle 7E dan Problem Based Learning merupakan dua dari beragam model pembelajaran yang berpusat pada siswa. Adapun tujuan dari penelitian ini adalah untuk mengetahui perbedaan pencapaian kemampuan pemecahan masalah matematis antara siswa yang mendapatkan model pembelajaran Learning Cycle 7E dan Problem Based Learning. Hasil dari penelitian menyimpulkan bahwa tidak terdapat perbedaan peningkatan kemampuan pemecahan masalah matematis antara siswa yang mendapatkan model pembelajaran Learning Cycle 7E dan Problem Based Learning. Sementara itu, untuk kualitas peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan model pembelajaran Learning Cycle 7E dan Problem Based Learning masing-masing berinterpretasi sedang namun skor perolehan nya berbeda. Secara umum, sikap siswa terhadap pembelajaran matematika menggunakan model pembelajaran Learning Cycle 7E dan Problem Based Learning masing-masing berinterpretasi baik. Abstract (Students’ Problem Solving Ability through Learning Cycle 7E and Problem Based Learning)Currently mathematical problem solving ability was a part of mathematics curriculum. In fact, the mathematical problem solving ability of students was not optimized, one of the reasons is there are still many students who have problems in terms of understanding the basic concepts. To optimizing the mathematical problem solving ability of students, it, can be reached by implementing student-centered learning. Learning Cycle 7E and Problem Based Learning are two of a lot of student-centered learning models. The purpose of this study was to determine the difference of achievement mathematical problem solving ability between students who get Learning Cycle 7E and Problem Based Learning models.  The results of this study are there is not a difference enhancement of mathematical problem solving ability between students who get Learning Cycle 7E and Problem Based Learning models. Meanwhile, the quality of enhancement mathematical problem solving ability students who get Learning Cycle 7E and Problem Based Learning models are in the middle interpretation. In general, students' attitudes toward learning mathematics using Learning Cycle 7E and Problem Based Learning models each in good interpretation.

Technology and Teaching

2018 ◽  
pp. 69-87
Author(s):  
David Feist ◽  
Doug Reid
Keyword(s):  
Academic Success ◽  
Student Engagement ◽  
Current Literature ◽  
Teacher Practices ◽  
Appropriate Technology ◽  
Learning Approaches ◽  
Pedagogical Practice ◽  
Student Centered ◽  
Student Centered Learning ◽  
Technology And Teaching

Teachers at a technology diverse school explored ways to shift toward a more student- centered pedagogical practice. The project determined whether a shift in teacher practices could impact student engagement and success. The results were positive: many students had more academic success when student-centered learning activities were incorporated into their schooling. In theory, this means student learning that includes non-linear learning approaches can work in more generalizable settings than what have been expansively published in the current literature. In practice, the findings may help to inform schools dealing with current societal pressures to help their students find greater success through the use of pedagogically appropriate technology implementations and teacher support.

scholarly journals METODE PEMECAHAN BERBASIS MASALAH PADA PEMBELAJARAN MENULIS TEKS DESKRIPSI

2019 ◽  
Vol 5 (1) ◽  
pp. 1-17
Author(s):  
Sakila Sakila
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Study Data ◽  
Scientific Review ◽  
Collection Method ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Process ◽  
Write Text

Abstrak: Penulisan tinjauan ilmiah ini bertujuan untuk mendeskripsikan langkah-langkah penggunaan metode pemecahan berbasis masalah pada pembelajaran menulis teks deskripsi sehigga dapat meningkatkan kemampuan siswa pada pembelajaran dimaksud. Adapun masalah dalam penulisan ini adalah bagaimana langkah-langkah penggunaan metode pemecahan berbasis masalah pada pembelajaran menulis teks deskripsi. Untuk memecahkan masalah dan tujuan penulisan, digunakan metode deskriptif dengan metode pengumpulan data studi kepustakaan. Hasil penulisan memberikan gambaran langkah-langkah penggunaan metode pemecahan berbasis masalah pada pembelajaran menulis teks deskripsi diawali dengan orientasi peserta didik pada masalah, mengorganisasikan peserta didik untuk belajar, membimbing penyelidikan individual maupun kelompok, mengembangkan dan menyajikan hasil karya peserta didik dan terakhir menganalisis dan mengevaluasi proses pemecahan masalah. Dari hasil penulisan ini dapat disimpulkan bahwa penggunaan metode pemecahan berbasis masalah pada pembelajaran menulis teks deskripsi bagi siswa memungkinkan untuk mengembangkan keterampilan berpikir siswa. Sedangkan bagi pendidik menuntut dapat memahami secara utuh dari setiap dan konsep proses belajar mengajar. Model pembelajaran berbasis masalah menekankan pada proses penyelesaian masalah, melibatkan peserta didik dalam pembelajaran yang aktif, kolaboratif, berpusat pada peserta didik untuk menghadapi tantangan yang semakin komplek. Kata Kunci: metode, pemecahan, berbasis masalah, menulis, teks deskripsi Abstract : Writing this scientific review aims to describe the steps for using problem-based solving methods in learning to write description text so that it can improve students' abilities in the intended learning. The problem in this paper is how the steps to use problem-based solving method in learning to write description text. To solve the problem and purpose of writing, descriptive methods are used with the library study data collection method. The results of the writing provide an overview of the steps of using problem-based solving methods in learning to write text descriptions beginning with the orientation of students on the problem, organizing students to learn, guiding individual and group investigations, developing and presenting the work of students and finally analyzing and evaluating solution to problem. From the results of this paper it can be concluded that the use of problem-based solving methods in learning to write description texts for students makes it possible to develop students' thinking skills. Whereas for educators demanding to fully understand each and every concept of the teaching and learning process. The problem-based learning model emphasizes the problem solving process, involving students in active, collaborative, student-centered learning to face increasingly complex challenges.  

scholarly journals Design of Integrated Science Learning Materials Based on Creative Problem Solving Model Integrated with Anti-Corruption Characters

2019 ◽  
Vol 2 (2) ◽  
pp. 62-69
Author(s):  
Widya Widya ◽  
Ena Suma Indrawati ◽  
Desy Eka Muliani ◽  
Mila Ridhatullah
Keyword(s):  
Problem Solving ◽  
Descriptive Analysis ◽  
Material Design ◽  
Thinking Skills ◽  
Teaching Material ◽  
Creative Problem Solving ◽  
Teaching Materials ◽  
Student Centered ◽  
Student Centered Learning ◽  
Creative Problem

The 2013 curriculum requires student-centered learning. The teacher as a facilitator needs to prepare student-centered learning. The teacher prepares learning that emphasizes the thought process. Creative Problem Solving (CPS) models can develop students' thinking abilities. Teachers are expected to be able to develop teaching materials that are appropriate to the character of students. Teaching materials developed improve students' thinking skills. Teaching materials provided should also be able to increase student awareness of the nation's problems. One of Indonesia's big problems is corruption. Learning in schools is expected to instill anti-corruption character, one of which is integrating learning. This research is research and development. In this article is a part of the design of the teaching material that was developed. The data collection technique used is a prototype review of teaching materials developed. Analysis of the data used descriptive analysis. The results of this study are in the form of instructional material design based on the CPS model. The science teaching materials developed are based on the syntax of the CPS which consists of: identifying objectives, collecting data, sharpening questions, collecting data, formulating solutions, and implementing solutions. In addition to the teaching material developed it is also integrated with the anti-corruption character in each step of the problem solving that is displayed.

scholarly journals Devices and Platforms Used in Emergency Remote Learning and Teaching During Covid19: A Case of English Major Students in Saudi Arabia

2021 ◽  
pp. 80-94
Author(s):  
Mishal H Al Shammari
Keyword(s):  
Gender Differences ◽  
Saudi Arabia ◽  
Online Teaching ◽  
Online Survey ◽  
Learning Approaches ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning And Teaching ◽  
English Major ◽  
Remote Learning

This study investigates the experiences of English major students at the College of Language and Translation (COLT) in King Saud University, Saudi Arabia, with Emergency Remote Learning and Teaching (ERLT) during the Covid-19 crisis. It focuses on the students’ preferences for devices and platforms, and gender differences influencing their choices. The study is of significance because it considers the student-centered learning approaches. The paper also seeks to answer the question as to the factors that lead students to make their preferences for the online teaching tools and devices. A total of 150 students, both men, and women, participated in the study. An online survey was carried out in the form of questionnaires to elicit their responses. The results showed that laptop computers were the dominant devices students used and preferred. They also revealed that the Zoom platform came first in students’ preferences, followed by Blackboard. Also, the findings showed that although participants used smartphones in their ERL, they did not recommend it, and it came last compared to laptops, tablets, and desktop computers in their order of preference. Gender differences existed in preferences to desktops and tablets in ERL. Another gender difference existed in preferences to platforms. Women students preferred Blackboard to Zoom while men students expressed the opposite.

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