Gamification of Middle School Mathematics and Science

2022 ◽  
pp. 916-931
Author(s):  
Lutfi Incikabi ◽  
Ibrahim Kepceoglu ◽  
Murat Pektas
Keyword(s):  
Cognitive Abilities ◽  
Thinking Skills ◽  
Middle School Mathematics ◽  
Critical Thinking Skills ◽  
Future Trends ◽  
Science Content ◽  
Game Mechanics ◽  
Educational Environments ◽  
Sample Application ◽  
Mathematics And Science

Gamification, defined as the process of game-thinking and game mechanics to engage users and solve problems, is a fairly new and rapidly growing field. Literature suggests that gamification can contribute to develop higher order cognitive abilities such as problem solving and critical thinking skills. Using gamification in non-game situations enhances students' understanding and contributes on conceptual learning, especially in mathematics and science. This chapter introduces the concept of gamification in terms of its pedagogical underpinnings, integration of gamification into educational environments (with a focus on mathematics and science), a sample application of gamification in science content, and the future trends about possible directions of uses of gamification.

Gamification of Middle School Mathematics and Science

2020 ◽  
pp. 301-316
Author(s):  
Lutfi Incikabi ◽  
Ibrahim Kepceoglu ◽  
Murat Pektas
Keyword(s):  
Cognitive Abilities ◽  
Thinking Skills ◽  
Middle School Mathematics ◽  
Critical Thinking Skills ◽  
Future Trends ◽  
Science Content ◽  
Game Mechanics ◽  
Educational Environments ◽  
Sample Application ◽  
Mathematics And Science

Gamification, defined as the process of game-thinking and game mechanics to engage users and solve problems, is a fairly new and rapidly growing field. Literature suggests that gamification can contribute to develop higher order cognitive abilities such as problem solving and critical thinking skills. Using gamification in non-game situations enhances students' understanding and contributes on conceptual learning, especially in mathematics and science. This chapter introduces the concept of gamification in terms of its pedagogical underpinnings, integration of gamification into educational environments (with a focus on mathematics and science), a sample application of gamification in science content, and the future trends about possible directions of uses of gamification.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN BIOLOGI BERBASIS INKUIRI TERBIMBING (PPBIT) DALAM MENINGKATKAN KEMAMPUAN BERARGUMEN SISWA

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Dewi Seprianingsih ◽  
A. Wahab Jufri ◽  
Jamaluddin
Keyword(s):  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Control Group ◽  
Learning Tools ◽  
Control Group Design ◽  
The Subject ◽  
Mathematics And Science

Arguing ability was a part of critical thinking skills which important to be mastered by the students. In fact, students’ ability to argue was still relatively low. This referred to the TIMSS report (The Trends in International Mathematics and Science Study) in 2011, and showed that Indonesian children’s level in science was positioned in 42 from 45 countries. One kind of efforts to improve the quality of the ability to argue was applying the model of guided inquiry. This study was aimed to develop inquiry-based learning tools (PPBIT) and analyzed its effectiveness in developing the ability to argue of students at SMAN 2 Taliwang-West Sumbawa. PPBIT was carried out by applying 4D procedure. Then, pretest posttest control group design also completely concerned in determining the effectiveness of PPBIT. There were 66 students as the sample which was scattered from two classes and was selected by using purposive sampling technique. The results showed that PPBIT was appropriately to be used for students argumentation  skills’ activities by an average of feasibility syllabus 78.71%, RPP 83.5, LKITS 75%, and Instruments KB 80.25%, and effective in improving the ability to argue the class X SMAN 2 Taliwang, particularly on the subject of environmental pollution and recycling of waste by the average score of the students' ability from 48.22 up to 85.08Keyword: PPBIT, Argument

scholarly journals PEMANFAATAN MEDIA SOFTWARE TRACKER UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK PADA MATERI IMPULS DAN MOMENTUM DI SMKN 1 SOREANG

2017 ◽  
Vol 2 (1) ◽  
pp. 17-22
Author(s):  
Furi Chorina Agustin ◽  
Yudi Dirgantara ◽  
Ade Yeti Nuryantini
Keyword(s):  
Critical Thinking ◽  
Cognitive Abilities ◽  
Positive Impact ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Critical Thinking Ability ◽  
Analysis Technique ◽  
Thinking Ability ◽  
High Level

This study originated from the lack of utilization of learning media during the learning process. Teaching methods used by teachers are less varied so that learners are only trained in cognitive abilities only while for high-level thinking skills such as critical thinking ability is still low. One alternative that can be done to improve the skills of critical thinking is to utilize the Software Tracker media. This study aims to determine the improvement of critical thinking skills of learners through the use of Software Tracker media on the material impulse and momentum. The research method used is Pre-Experiment with design One-Group Pretest-Posttest Design. The sample of this research using Purposive Sampling technique. The research instrument used in this research is the critical thinking skills of the students of impulse material and momentum to measure the critical thinking ability of learners. The data analysis technique uses normality test, and t test to normalized n-gain value from pretest and posttest value of learners using Microsoft Excel. The results showed that the critical thinking skills of learners increased after utilizing the Software Tracker media during learning. The result of this research is proved from the significant value of ttable test of 1.691 while t count is 24.53 which means H0 is rejected and Ha accepted. The results of this study indicate that the use of Software Tracker media on the material impulse and momentum have a positive impact on improving the critical thinking skills of learners.

scholarly journals Critical Thinking in Health Sciences and How It Pertains to Sonography Education: A Review of the Literature

2020 ◽  
Vol 36 (3) ◽  
pp. 244-250
Author(s):  
Brandy Weidman ◽  
Helen Salisbury
Keyword(s):  
Critical Thinking ◽  
Professional Practice ◽  
Cognitive Abilities ◽  
Thinking Skills ◽  
Health Sciences ◽  
Critical Thinking Skills ◽  
Review Of The Literature ◽  
Reasoning Test ◽  
Health Sciences Students ◽  
Different Levels

Objective: Critical thinking is an important skill that sonographers must develop beginning in educational programs and into professional practice. Critical thinking requires students to reflect on information, use judgment skills, and engage in higher levels of thinking, including analysis, interpretation, inference, evaluation, and explanation, to formulate reliable decisions. Methods: Current research related to critical thinking has focused on medicine, nursing, physical therapy, pharmacy, and dental programs, but there has been no description of assessing sonography students. The Dreyfus model has been used as a framework to describe acquired skills that reflects students’ progress from novice to expert clinicians. This model illustrates specific cognitive abilities that students develop as they advance in education. Results: This review of the literature describes critical thinking skills coupled with a framework to understand different levels of cognitive thinking, as well as how it can be assessed. Conclusion: To understand differences between undergraduate sonography students and experts, the Dreyfus model is an excellent model to recognize progression. It can be used with the Health Sciences Reasoning Test, which is a nationally recognized critical thinking examination that can ascertain different levels of health sciences students’ critical thinking skills.

scholarly journals Critical Thinking Ability of German Literature Departement’s Students of Universitas Negeri Malang in Writing Thesis

2021 ◽  
Vol 5 (2) ◽  
pp. 164-170
Author(s):  
Primardiana Hermilia Wijayati ◽  
Ferina Aulia Lestari
Keyword(s):  
Critical Thinking ◽  
Cognitive Abilities ◽  
Qualitative Content Analysis ◽  
German Literature ◽  
Research Result ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Emerging Patterns

This article is a research result which aims to uncover the critical thinking skills of students of German Literature Department, Universitas Negeri Malang (UM) in writing thesis. The method used is qualitative content analysis with a coding sheet as an instrument. The data is taken from some chapters in German thesis, to be particular the background, the discussion, and the conclusion sections. The collected data is reduced, grouped, then the emerging patterns are analyzed and conclusions are drawn. Students' critical thinking skills in writing thesis were analyzed from four cognitive abilities (analysis, synthesis, evaluation, and argumentation) and nine cognitive standards (clarity, clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and fairness). The results showed that students' critical thinking skills were good in the aspects of analysis, synthesis, and evaluation. However, from the argumentation aspect, students’ critical ability is still considered weak, because they produced errors in ethos, logos and pathos arguments, still made incomplete structures, and did not meet the criteria for critical thinking/cognitive standards of breadth and depth.

scholarly journals Pengembangan Perangkat Pembelajaran Berbasis Masalah Meggunakan Media Moodle Untuk Meningkatkan Keterampilan Berpikir Kritis Mahasiswa Pada Materi Gelombang

2018 ◽  
Vol 4 (2) ◽  
pp. 158
Author(s):  
Lovy Herayanti ◽  
Syifaul Gummah ◽  
Bq Azmi Sukroyanti ◽  
Gunawan Gunawan ◽  
Muh. Makhrus
Keyword(s):  
Critical Thinking ◽  
Positive Response ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Physic Education ◽  
E Learning ◽  
Preliminary Study ◽  
Mathematics And Science Education ◽  
Mathematics And Science

E-learning is learning process through electronic media, especially internet. E-learning enables learners to learn or possess science no matter when and where. The goal of this study was to develop Moodle in problem-based learning in order to improve learners’ critical thinking skills. . The study was a research and development (R&D) study conducted in four stages, i.e. preliminary study, developing design, testing Moodle as media for problem-based learning, and result dissemination. Subjects of this study were students of physic education program of Faculty of Mathematics and Science Education of IKIP Mataram who enrolled in Wave course. Data on critical thinking skills is collected through tests, where tests have been validated by experts. The results of the study indicate an increase in students' critical thinking skills. Moreover, students gave positive response towards the use of Moodle developed as media in problem-based learning.

scholarly journals BEHAVIORAL ECONOMICS: AN EPISTEMIC TURN IN THE INTERPRETATION OF RATIONALITY

2019 ◽  
Vol 2019 (7-8) ◽  
pp. 3-15
Author(s):  
Kostyantyn BEZGIN ◽  
◽  
Volodymyr USHKALYOV ◽  
Keyword(s):  
Human Behavior ◽  
Cognitive Abilities ◽  
Dynamic Balance ◽  
External Environment ◽  
Thinking Skills ◽  
Human Mind ◽  
Critical Thinking Skills ◽  
Economic Science ◽  
Economic Knowledge ◽  
Economic Agents

The purpose of the article is to formulate a hypothesis regarding the relationship and dynamic balance between normative and descriptive epistemology, which is established in the process of interpreting rational human behavior to create and accumulate congruent economic knowledge. In the face of growing complexity and uncertainty of the external environment, the role of critical thinking skills is increasing, which intensify the cognitive co-evolution of a person and environment by neutralizing evolutionarily formed cognitive dysfunctions. As an axiological nucleus it is proposed to use the theory of rational choice – the standard of human behavior, which contributes to the diffusion of complexity and uncertainty of the external environment. However, the presence of an axiological nucleus is a necessary but not sufficient condition, which allows it to be adequately integrated with the subject substrate. For this, one requires the relevant knowledge of those behavioral features that are presented by the epistemic periphery that dynamically changes and also permanently detects and fixes the properties and characteristics of the neural substrate, its phenomenology and behavioral characteristics. The knowledge being accumulated on the epistemic periphery of economic science allows adequately reloading the programs of the human mind to bring them into line with modern requirements for the cognitive abilities of economic agents, and also to create an internally holistic and consistent system of economic knowledge, which will take into account the complexity and multidimensional development of human-sized systems. The epistemic balance of normative and descriptive epistemology in the context of the interpretation of rational behavior may lie in a hypothesis that eliminates the dichotomy of normative and positive economic knowledge and is based on taking into account the structure of human cognitive processes, as well as the growing complexity and uncertainty of the external environment.

Adult Science-Based Learning: The Intersection of Digital, Science, and Information Literacies

2019 ◽  
Vol 30 (3) ◽  
pp. 128-137 ◽  
Author(s):  
Angela Collier Bliss
Keyword(s):  
Adult Learners ◽  
Digital Literacy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Digital Tools ◽  
Online Resources ◽  
Usability Study ◽  
Science Content ◽  
Literacy Knowledge ◽  
Internet Searches

In today’s learning environment, adult learners conduct learning episodes on the Internet meaning they are now expected to approach a self-directed science-based learning endeavor with knowledge of digital tools (digital literacy), knowledge of the science content (science literacy), and critical thinking skills to evaluate online resources (information literacy). Are adults equipped with such skills to discern credible science-based resources? If so, how are these adults discerning credibility, especially when they encounter conflicting science-based information. A recent qualitative study was conducted to delve into these questions. Participants engaged in real-time science-based Internet searches and provided feedback on rationales behind their credibility decisions. Findings from this study provided three strategies to assist those serving adult audiences in ways in which science-based resources might be best dissimilated online, especially when focused on controversial science issues such as fracking and climate change. The three strategies are (a) internally evaluate online resources, (b) conduct a usability study of online resources, and (c) stay dynamic with types of science-based resources and how to best meet the changing needs of the adult populace.

Use of the Ross Test as an Assessment Measure in Programs for the Gifted and a Comparison Study of the Ross Test to Individually Administered Intelligence Test

1983 ◽  
Vol 5 (2) ◽  
pp. 127-140 ◽  
Author(s):  
Ann Hammond Beckwith
Keyword(s):  
Critical Thinking ◽  
Cognitive Abilities ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Intelligence Tests ◽  
Assessment Instrument ◽  
Specific Factor ◽  
Evaluation Instrument ◽  
Higher Level Thinking ◽  
Assessment Measure

The present study examined the ROSS Test of Higher Cognitive Processes as an appropriate assessment instrument in programs for the gifted where critical thinking skills are taught. Evidence suggests that the measure is a useful evaluation instrument in programs where critical thinking is addressed. There is some evidence to support the idea that more concentrated methods of teaching critical thinking skills are as effective as more extensive teaching approaches. Further analysis indicates that while earlier studies have found little relationship between group intelligence tests and cognitive abilities, there does appear to be a significant relationship between individual intelligence tests and critical thinking abilities. These indications may be influenced by a specific factor which relates to higher level thinking abilities. Further analysis indicates another specific intelligence factor which best predicts the gain score in critical thinking. These indications may have implications for future studies in identification of critical thinkers, thus broadening the concept of giftedness.

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