scholarly journals The Effectiveness of an Inquiry-Based Computer-Simulated Lesson in Physics

2011 ◽  
pp. 401-425
Author(s):  
Sopiah Abdullah ◽  
Nyet Moi Siew ◽  
Merza Abbas
Keyword(s):  
Computer Simulation ◽  
Cooperative Learning ◽  
Conceptual Understanding ◽  
Scientific Reasoning ◽  
Thinking Skills ◽  
Simulation Program ◽  
Scientific Thinking ◽  
Traditional Group ◽  
Learning Groups ◽  
Learning Group

Robust as they are, the existing instructional design prescriptions (Reigeluth, 1983; 1999) which are content-based, expository- and individual-oriented, and generally technology-free are of little use when the task is to design inquiry-based computer-simulated lessons for teaching scientific thinking skills in cooperative learning environments. Thus, the aims of this study were to design a computer-based simulation lesson employing currently available PC and internet software and investigate its effectiveness in various learning situations. The heart of the lesson was the utilitarian Gas Law Simulation program developed by Abraham, Gelder, and Haines (2002) that was incorporated into a hypertext interface display with active links to related notes and worksheets and a superimposed Microsoft Excel table and chart-plotting facility. This package allowed students to review the concepts involved and see relationships between the variables in graphical forms when a selected independent variable was manipulated and all the corresponding values were keyed into the Excel table. A science process skill and HD thinking worksheet was drawn following Lawson’s (1995) prescriptions and the questions and activities were further modified to fit the local syllabus and physics texts. A pilot study was conducted to evaluate and refine the lesson and field testing was conducted using a 3 x 2 factorial design. The first factor was the inquiry-based computer simulation lesson with three modes of cooperative learning, namely, heterogeneous-ability cooperative learning (HACL) group, friendship-based cooperative learning (FCL) group, and traditional group work (TGW) group. The HACL and FCL group were trained following the Kagan (1994) Cooperative Learning Structure while the TGW group which was essentially another friendship-based learning group was not instructed on the Kagan (1994) Cooperative Learning Structure. The second factor was student reasoning ability, namely, empirical-inductive (EI) and hypothetical-deductive (HD) abilities. The sample consisted of 301 Form Four (16-year-old) science students. The results showed that students in the HACL group significantly outperformed their counterparts in the FCL group who, in turn, significantly outperformed their counterparts in the TGW group in scientific thinking and conceptual understanding. The study found that the inquiry-based computer simulation program was effective in enhancing scientific reasoning and conceptual understanding of students of all reasoning abilities but for maximum effectiveness cooperative learning groups should be composed of students of heterogeneous abilities.

Using Racial and Class Differences in Infant Mortality to Teach about White Privilege: A Cooperative Group Activity

2018 ◽  
Vol 47 (2) ◽  
pp. 102-115 ◽  
Author(s):  
Jessica A. Cebulak ◽  
John F. Zipp
Keyword(s):  
Infant Mortality ◽  
Cooperative Learning ◽  
White Students ◽  
White Privilege ◽  
Color Blindness ◽  
Cooperative Group ◽  
Learning Groups ◽  
Class Differences ◽  
Learning Group ◽  
Racial Privilege

A considerable amount of research across the past several decades has documented the emergence of a new racial ideology of “color-blindness” as well as evidence that white college students have difficulty recognizing the racial privileges that are obscured by this color-blindness. To address this, we developed a cooperative group White Privilege Activity that used racial and class differences in infant mortality to help students recognize the existence of white privilege. Fielding this in two mass lecture sections of Introductory Sociology, we found that exposure to content on white privilege along with the utilization of cooperative learning group exercises promoted a greater understanding of white privilege for both white and nonwhite students. Furthermore, we found that the racial composition of cooperative learning groups had a significant impact on white students’ racial privilege attitudes.

A Computer-Assisted Approach to Conducting Cooperative Learning Process

2010 ◽  
pp. 50-66
Author(s):  
Tsai Pei-Jin ◽  
Hwang Gwo-Jen ◽  
C.R. Tseng Judy ◽  
Hwang Gwo-Haur
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Learning Performance ◽  
Computer Assisted ◽  
Learning Groups ◽  
Learning Group ◽  
Novel Approach ◽  
Learning Efficacy ◽  
Group Members ◽  
Cooperative Learning Groups

Cooperative learning has been proven to be helpful in enhancing the learning performance of students. The goal of a cooperative learning group is to maximize all members’ learning, which is accomplished via promoting each other’s success, through assisting, sharing, mentoring, explaining, and encouragement. To achieve the goal of cooperative learning, it is very important to organize well-structured cooperative learning groups, in which all group members have the ability to help each other during the learning process. In this article, a concept-based approach is proposed to organize cooperative learning groups, such that, for a given course each concept is precisely understood by at least one of the students in each group. An experiment on a computer science course has been conducted in order to evaluate the efficacy of this new approach. From the experimental results, we conclude that the novel approach is helpful in enhancing student learning efficacy.

scholarly journals Pencapaian Kemampuan Berpikir Geometri Tingkat Rendah Siswa: Analisis Berdasarkan Tipe Pembelajaran Kooperatif

2020 ◽  
Vol 2 (1) ◽  
pp. 32-37
Author(s):  
Harun Al Afgoni ◽  
Fiki Alghadari ◽  
Niken Vioreza
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Thinking Skills ◽  
School Students ◽  
Learning Groups ◽  
Low Level ◽  
Learning Group ◽  
Parametric Statistics ◽  
Level Of Thinking

Two important elements in the learning process at school are how students' understanding and learning activities are. On the other hand, most students only memorize algorithmic formulas without understanding the concept in depth. As a result, students' thinking abilities at low levels become dominant in learning operations. This study was conducted with the aim of analyzing the achievement of students' low-level geometry thinking skills between the learning group of  think pair share (TPS) and the two stay to stray (TSTS). This quantitative study was conducted on students in one of the junior high schools in the East Jakarta area. Data were obtained using instruments developed based on three initial levels of geometrical thinking according to van Hiele's theory. Data were analyzed with parametric statistics. The results of the data analysis concluded that there were differences in the achievement of the ability to think of low-level geometry students in the TPS and TSTS learning groups. Based on descriptive statistics, the average achievement of TPS group students is more than TSTS. According to the results of this study, learning the geometry of the triangle concept for junior high school students is suggested by learning TPS. There are indications based on the distribution of data that the level of thinking of students in geometry is mostly at the level of analysis.

scholarly journals Teaching physics with interactive computer simulation at secondary level

2021 ◽  
Vol 14 (1) ◽  
pp. 127
Author(s):  
Nadia Rehman ◽  
Wanlan Zhang ◽  
Amir Mahmood ◽  
Faiz Alam
Keyword(s):  
Computer Simulation ◽  
High School Students ◽  
Teaching Method ◽  
Thinking Skills ◽  
Simulation Program ◽  
Control Group ◽  
Control Groups ◽  
Computer Simulation Program ◽  
Science Concepts ◽  
And Control

Early research investigated the students understanding of science concepts using physical equipment, such as visiting labs and performing experiments but due to the advancement of new technology, students now can learn complex science concepts through advanced means, such as iPad, smart books and simulations. In Pakistan, interactive computer simulation program is rarely used for teaching at the early ages. The aim of the present study is to evaluate the effectiveness of the interactive computer simulation program PhET to teach weight and mass concepts to high school students. Quasi-experimental design was used to study the effect of the interactive computer simulation on students’ physics concepts. Study also explored the student’s engagement with simulation to exercise high order thinking skills. The experimental group was taught with the interactive computer simulation program, and the control group was taught with traditional teaching method. There were five lessons each week, and the program was used for a month. Pre- and post-tests were designed for both experimental and control groups. Independent sample t-tests showed that the difference was significant between the mean scores of the experimental and control groups after the experiment (p

scholarly journals Interaction between Students' Learning and Early Mathematical Skills to Increase Mathematical Critical Thinking Skills

2019 ◽  
Vol 10 (1) ◽  
pp. 125-134
Author(s):  
Yumiati Yumiati ◽  
Yaya Kusumah
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Mathematical Skills ◽  
Learning Groups ◽  
Learning Group ◽  
The Core ◽  
Quasi Experimental ◽  
Group 3 ◽  
Learning Factors

The aim of this study is to determine the interaction between learning factors (CORE and conventional) and the initial mathematical skills factor (KAM) to increase mathematical critical thinking skills (KBKM) of students. The method used in this study was quasi-experimental with the non-equivalent group pretest-post design. The data analysis used was two-way ANAVA test. The results of the study are (1) There is no interaction between learning factors with KAM factors (2) the improvement students’ mathematical critical thinking skills in the CORE (connecting, organizing, reflecting, extending). learning group is higher than the conventional learning group for each KAM group (3) In both learning groups, the improvement of the students’ mathematical critical thinking skills in the upper KAM level is higher than the middle and lower KAM level and the improvement in the middle KAM level is higher than the lower KAM level.

scholarly journals PENGARUH PENDEKATAN PEMBELAJARAN KOOPERATIF DAN SELF MONITORING SISWA TERHADAP KEMAMPUAN BERPIKIR ILMIAH DALAM BIOLOGI BAGI SISWA KELAS X SMA

2015 ◽  
Vol 16 (2) ◽  
pp. 138-149
Author(s):  
Gusti Nurdin
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Scientific Thinking ◽  
Self Monitoring ◽  
Average Value ◽  
Average Student ◽  
Monitoring Group

The purpose of this study was to describe (1) the ability to follow the scientific thinking of students learning with cooperative learning. (2) differences in scientific thinking skills among students who have self-monitoring high and students who have self-monitoring low (3) differences in scientific thinking skills of students who have self-monitoring high following study with cooperative learning learning students (4) differences in scientific thinking skills of students who have low self-monitoring which follows cooperative learning students in the subjects of biology in high school. (5) the effect of the interaction between learning strategy and self-monitoring of the scientific thinking skills. The research location is housed in SMA 22 Jakarta Timur. With descriptive results, the low self-monitoring group, the average student learning outcomes before treatment amounted to 58,55. After scientific thinking and treatment, an increase in the average learning result of 72,91 and 84,18. Likewise, the high self-monitoring group, the average student learning outcomes before treatment was of 58,33. After scientific thinking and treatment, an increase in the average learning result of 71,17 and 81,33. The average value of student learning outcomes before treatment amounted 58,43.Setelah scientific thinking and treatment, the average student learning outcomes increased by 72,0 and 82,70. The average value of student learning outcomes before treatment amounted 58,43.Setelah scientific thinking and treatment, be increased by 72,0 and 82,70. The average value of student learning outcomes low self-monitoring group amounted to 71,88. The average results of students 'self-monitoring group high of 70,28. Sebelum treatment, the average value of the students' self-monitoring group a low of 58,55. The average results of students' self-monitoring group high of 58,33. The difference in value of student learning outcomes between low self-monitoring groups did not differ significantly with high self-monitoring after treatment.   Tujuan penelitian ini adalah mendeskripsikan (1) kemampuan berpikir ilmiah  siswa yang mengikuti pembelajaran dengan pembelajaran kooperatif. (2) perbedaan kemampuan berpikir ilmiah antara siswa yang memiliki self monitoring tinggi dan siswa yang memiliki self monitoringrendah (3) perbedaan kemampuan berpikir ilmiah siswa yang memiliki self monitoring tinggi yang mengikuti pembelajaran dengan pembelajaran kooperatif learning siswa (4) perbedaan kemampuan berpikir ilmiah siswa yang memiliki self monitoring rendah yang mengikuti pembelajaran kooperatif  siswa dalam mata pelajaran biologi di SMA. (5) pengaruh interaksi antara strategi pembelajaran dengan self monitoring terhadap kemampuan berpikir ilmiah. Lokasi penelitian ini bertempat di SMA 22 Jakarta Timur. Dengan hasil secara deskriptif, pada kelompok self monitoring rendah, rata-rata hasil belajar siswa sebelum treatment adalah sebesar 58,55. Setelah berpikir ilmiah dan treatment, terjadi peningkatan rata-rata hasil belajar sebesar 72,91 dan 84,18. Demikian juga pada kelompok self monitoring tinggi, rata-rata hasil belajar siswa sebelum treatmentadalah sebesar 58,33. Setelah berpikir ilmiah dan treatment, terjadi peningkatan rata-rata hasil belajar sebesar 71,17 dan 81,33. Rata-rata nilai hasil belajar siswa sebelum treatment adalah sebesar 58,43.Setelah berpikir ilmiah dan treatment, rata-rata hasil belajar siswa meningkat sebesar 72,0 dan 82,70. Rata-rata nilai hasil belajar siswa sebelum treatment adalah sebesar 58,43.Setelah berpikir ilmiah dan treatment, menjadi  meningkat sebesar 72,0 dan 82,70. Rata-rata nilai hasil belajar siswa kelompok self monitoring rendah adalah sebesar 71,88. Rata-rata hasil belajar siswa kelompok self monitoring tinggi sebesar 70,28.Sebelum treatment, rata-rata nilai hasil belajar siswa kelompok self monitoring rendah sebesar 58,55. Rata-rata hasil belajar siswa kelompok self monitoring tinggi sebesar 58,33. Selisih nilai hasil belajar siswa antara kelompok self monitoring rendah tidak berbeda signifikan dengan self monitoring tinggi setelah treatment.

scholarly journals Pengembangan Aplikasi Pembentukan Kelompok Cooperative Learning Menggunakan Visual Basic

2016 ◽  
Vol 1 (2) ◽  
pp. 192-208
Author(s):  
Agus Prasetyo Kurniawan
Keyword(s):  
Data Collection ◽  
Cooperative Learning ◽  
Research Method ◽  
Group Formation ◽  
Visual Basic ◽  
Cooperative Groups ◽  
Design Validation ◽  
Learning Groups ◽  
Learning Group ◽  
Expert Validation

This study aim to develop an application using visual basic programming to facilitate the formation of cooperative groups and to investigate the validity, effectiveness, and practicality of the development of this application. This research method including R&D performed with 6 stage, consists of: the potential and problems, data collection, product design, design validation, improved of design, and test products. The results showed that the yield of the IT media expert validation amounted to 82.5% and validation of learning experts is 92.86%. In addition, the results of the questionnaire responses test of subjects each amounted 83.33% for the first test subjects and 91.67% for the second test subjects. Seeing these findings, it can be concluded that the application of cooperative learning group formation using visual basic can be said to be very feasible to be used as a tool for the establishment of cooperative learning groups.

Achievement by All Students within the Context of Cooperative Learning Groups

1994 ◽  
Vol 19 (4) ◽  
pp. 290-301 ◽  
Author(s):  
Pam Hunt ◽  
Debbie Staub ◽  
Morgen Alwell ◽  
Lori Goetz
Keyword(s):  
Cooperative Learning ◽  
General Education ◽  
Students With Disabilities ◽  
Severe Disabilities ◽  
Control Group ◽  
Learning Groups ◽  
Learning Group ◽  
Academic Activities ◽  
Cooperative Learning Groups

Three elementary-aged students with multiple severe disabilities acquired basic communication and motor skills within cooperative learning activities conducted in their general education classrooms. With gradually fading assistance from the instructor, the members without disabilities of the cooperative learning groups provided cues, prompts, and consequences to promote the learning of the member with disabilities. The results showed that the three students with disabilities not only independently demonstrated targeted basic skills within cooperative academic activities, but also generalized those skills during follow-up sessions to activities with other members of a newly formed cooperative learning group. In addition, tests of achievement of targeted academic objectives by the members without disabilities in their cooperative learning groups indicated that they performed as well as members of a control group within the classroom that did not include a child with severe disabilities and that members of both the target group and the control group significantly increased their knowledge in targeted academic areas.

Motivational Mediators of Cooperative Learning

1994 ◽  
Vol 74 (3) ◽  
pp. 1011-1022 ◽  
Author(s):  
Robert Daniels
Keyword(s):  
Cooperative Learning ◽  
Achievement Motivation ◽  
Test Performance ◽  
Academic Excellence ◽  
Social Approval ◽  
Learning Groups ◽  
Learning Group ◽  
Learning Techniques ◽  
Individualistic Learning ◽  
Cooperative Learning Groups

Introductory psychology students, 43 men and 44 women, participated in an experiment comparing the effects of cooperative versus individualistic learning techniques on approval and achievement motivation and test performance. Subjects in cooperative learning groups reported higher need for social approval than subjects in individualistic learning groups. Need for social approval was more highly correlated with achievement motivation for subjects in cooperative learning groups than for those in individualistic learning groups. Being in a cooperative learning group did not result in improved test performance, but results indicated that cooperative learning techniques enabled students to coordinate their approval and achievement motivation by presenting academic excellence as a socially desirable behavior.

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