Analysis of Problem Solving Ability Judging by Scientific Work of Science Education Students

This research is a case against of departement of Arabic education of IAIN Antasari Banjarmasin to learn Arabic. The data source of this research is the student of 2012/2013, 2013/2014, and six lecturers that administer of linguistic subject or language skills. This study aims to collect information on students learning Arabic strategies in departement of Arabic education. While the data extracted is information about: the form of difficulty students learning Arabic, the cause and degree of difficulty, the type of student learning in departement of arabic education, the efforts and strategies by departement of arabic education students in problem solving learning Arabic, and the outcome of the efforts/strategies they are doing. Based on the survey results revealed that students have difficulty in learning Arabic in the matter of language and language skills. Difficulties in linguistic materials include use nahwu and sharf in reading and writing, the meaning of a sentence or a word, sentence or word and pronunciation. While the difficulties in aspects of language skills include: listening, speaking, reading, and writing. But the difficulties they feel it, both aspects of alkalinity or their skills can be overcome by evaluating their learning, the dominant use of memory strategies, affective, cognitive, and social strategies.

Download Full-text

Suggestion for Science Education through the Analysis of Archimedes' Creative Problem Solving Process

Journal of The Korean Association For Science Education ◽

10.14697/jkase.2013.33.1.030 ◽

2013 ◽

Vol 33 (1) ◽

pp. 30-45 ◽

Cited By ~ 1

Author(s):

Sang Hui Lee ◽

Seoung Hey Paik

Keyword(s):

Science Education ◽

Problem Solving ◽

Creative Problem Solving ◽

Creative Problem ◽

Problem Solving Process

Download Full-text

Introducing Computational Thinking Practices in Learning Science of Elementary Schools [Research-in-Progress]

10.28945/4327 ◽

2019 ◽

Keyword(s):

Science Education ◽

Problem Solving ◽

Computational Thinking ◽

Learning Science ◽

Future Research ◽

Full Potential ◽

Science Program ◽

Next Generation ◽

Science Field ◽

Problem Solving Skills

Aim/Purpose: Science is becoming a computational endeavor therefore Computational Thinking (CT) is gradually being accepted as a required skill for the 21st century science student. Students deserve relevant conceptual learning accessible through practical, constructionist approaches in cross-curricular applications therefore it is required for educators to define, practice and assess practical ways of introducing CT to science education starting from elementary school. Background: Computational Thinking is a set of problem-solving skills evolving from the computer science field. This work-in-progress research assesses the CT skills, along with science concepts, of students participating in a science program in school. The program pertains learning science by modeling and simulating real world phenomenon using an agent-based modeling practice. Methodology: This is an intervention research of a science program. It takes place as part of structured learning activities of 4th and 5th grade classes which are teacher-guided and are conducted in school. Both qualitative and quantitative evaluations are parts of the mixed methods research methodology using a variety of evaluation technique, including pretests and posttests, surveys, artifact-based interviews, in class observations and project evaluations. Contribution: CT is an emerging skill in learning science. It is requiring school systems to give increased attention for promoting students with the opportunity to engage in CT activities alongside with ways to promote a deeper understanding of science. Currently there is a lack of practical ways to do so and lack of methods to assess the results therefore it is an educational challenge. This paper presents a response to this challenge by proposing a practical program for school science courses and an assessment method. Findings: This is a research in progress which finding are based on a pilot study. The researches believe that findings may indicate improved degree of students' science understanding and problem-solving skills. Recommendations for Practitioners: Formulating computer simulations by students can have great potential on learning science with embedded CT skills. This approach could enable learners to see and interact with visualized representations of natural phenomena they create. Although most teachers do not learn about CT in their initial education, it is of paramount importance that such programs, as the one described in this research, will assist teachers with the opportunity to introduce CT into science studies. Recommendation for Researchers: Scientific simulation design in primary school is at its dawn. Future research investment and investigation should focus on assessment of aspects of the full Computational Thinking for Science taxonomy. In addition, to help teachers assess CT skills, new tools and criteria are required. Impact on Society: STEM related professions are lacking the man power required therefore the full potential of the economy of developed countries is not fulfilled. Having students acquire computational thinking skills through formal education may prepare the next generation of world class scientists and attract larger populations to these fields. Future Research: The inclusion of computational thinking as a core scientific practice in the Next Generation Science Standards is an important milestone, but there is still much work to do toward addressing the challenge of CT-Science education to grow a generation of technologically and scientifically savvy individuals. New comprehensive approaches are needed to cope with the complexity of cognitive processes related to CT.

Download Full-text

Algebraic competences and emotional intelligence of first year Bachelor of Science in Mathematics and Science Education students at the Copperbelt University in Zambia

Tuning Journal for Higher Education ◽

10.18543/tjhe-5(1)-2017pp171-195 ◽

2017 ◽

Vol 5 (1) ◽

pp. 171-195

Author(s):

Allan Musonda

Keyword(s):

Emotional Intelligence ◽

Science Education ◽

Achievement Test ◽

Self Report ◽

First Year ◽

Education Students ◽

Bachelor Of Science ◽

Mathematics And Science Education ◽

Algebra Achievement ◽

Mathematics And Science

This study examined the relationship between algebraic competences and emotional intelligence offirst yearBachelor of Science in mathematics and science education students at Copperbelt University in Zambia. All (143) first year Bachelor of Science in mathematics and science education students, in 2016, were purposively selected for the study. The study was motivated by evidence that students generally do not perform well in their first year university mathematics examinations despite the students having very good university entry grades in secondary school mathematics. This poor academic performance may be due to many factors. However, this study identified and focused on emotional intelligence as one such factor. Emotional intelligence is defined as the ability to identify, assess and manage the emotions of one’s self, of others and of groups. It is argued that emotional intelligence represents an ability to reason with emotions and to use emotions to facilitate thought. On the other hand, Algebra was chosen as the focus of the study because of its centrality to the whole offirst yearuniversity mathematics content. Algebra is found in all branches of mathematics directly or indirectly. Therefore, the study explored the algebraic competences of the first year students and examined possible relationships with their emotional intelligence. Emotional intelligence was measured using the Schutte Self-Report Emotional Intelligence Test (SSEIT), and algebraic competences were measured through a Grade 12 level algebra achievement test and a university level algebra achievement test constructed by the researcher. Data were analysed using non-parametric statistical techniques: Spearman’s Rank Order Correlation (rho) and the Mann-Whitney U Test. Results showed that there is a significant positive correlation between Grade 12 level andfirst yearuniversity level algebraic competences. Results also showed that there is no significant relationship between students’ algebraic competences and their emotional intelligence. Furthermore, the study reviewed that female students have higher levels of emotional intelligence than their male counterparts.Published online: 30 November 2017

Download Full-text

Bibliometric Analysis of Multi Representation Based on Problem-Solving Skills Using VOSviewer

Berkala Ilmiah Pendidikan Fisika ◽

10.20527/bipf.v9i3.11329 ◽

2021 ◽

Vol 9 (3) ◽

pp. 274

Author(s):

Erina Krisnaningsih ◽

Maharani Ayu Nurdiana Putri ◽

Tsabitamia Irba ◽

Nadi Supapto ◽

Utama Alan Deta ◽

...

Keyword(s):

Problem Solving ◽

Bibliometric Analysis ◽

Scientific Work ◽

Research Trends ◽

Literature Study ◽

Microsoft Excel ◽

Multiple Representation ◽

Problem Solving Skills ◽

The Subject ◽

Number Of Publications

The purpose of this study was to analyze the scope related to the subject of problem-solving skills based on multiple representation in 2016 – 2020 with 20 documents through bibliometric analysis. The research method used was a literature study through all the articles analyzed in this study. The articles were taken from the Scopus database with sampling in 2003 – 2020, resulting in 29 scientific work data exported in *.ris (RIS) and *CVS formats. Then, those data were processed using VOSviewer and Microsoft Excel. The results of publications in the last five years have increased. Indonesia is the dominant country in publicizing papers about this topic. Institutions from Germany managed to publish most of the documents about multi representation. Meanwhile, Poland is the origin country of the authors with most publications. The visualization of research trends on multi representation resulted in four main clusters: (1) multi representation related to students, representation, and learning processes (2) multi representation as a class (3) multi representation related to the problem (4) multi representation as a model and process. Meanwhile, Indonesian researchers are very active in contributing to this topic, in line with the number of publications by country, namely Indonesia.

Download Full-text