Contemporary Curriculum Issues: Statistics in the Middle Grades: Understanding Center and Spread

2008 ◽  
Vol 14 (1) ◽  
pp. 38-43
Author(s):  
Gary Kader ◽  
Jim Mamer
Keyword(s):  
High School ◽  
Problem Solving ◽  
Middle Grades ◽  
Statistical Problem ◽  
School Level ◽  
Elementary Grades ◽  
Statistical Thinking ◽  
High School Level ◽  
Problem Solving Process ◽  
K 12

The GAISE report emphasizes the importance of students having experience with statistical thinking throughout the pre-K-12 curriculum. Students' encounters with statistics in the middle grades should build on their foundational experiences from the elementary grades and provide a link to the inferential types of statistical thinking developed at the high school level. Middle-grades students should be actively involved in the statistical problem-solving process described in the GAISE report. That process involves (1) formulating a question that can be addressed with data, (2) collecting data to address the question, (3) analyzing the data, and (4) interpreting the results.

scholarly journals Creation of a Research Community in a K-12 School System Using Action Research and Evidence Based Practice

2009 ◽  
Vol 4 (2) ◽  
pp. 8 ◽  
Author(s):  
Susan D. Ballard ◽  
Gail March ◽  
Jean K. Sand
Keyword(s):  
High School ◽  
Action Research ◽  
Student Behavior ◽  
Research Training ◽  
Training Model ◽  
School Level ◽  
Library Media Specialists ◽  
Media Specialists ◽  
High School Level ◽  
K 12

Objective - The purpose of this study was to apply skills developed from an Action Research Training Model (Gordon) in the design of two action research projects to ensure that students are ethical users of ideas and information. It was deemed necessary to assess prior knowledge and attitudes of students and teachers in order to identify issues to be addressed. Methods - Both projects employed the use of survey instruments, which presented students with scenarios involving aspects of information use, and asked whether or not the actions in the scenarios were examples of ethical use. The high school survey was administered to 381 students in tenth grade English classes. The elementary survey was administered to 87 students in fifth grade. A more comprehensive survey was administered at the high school level. For each student behavior addressed by the survey, there were two questions: one eliciting the teacher’s perception of how often students engaged in that behavior, and the second how often the teacher had to confront a student about the same behavior. Participation was voluntary, and 36 teachers took the survey. Results - Surveys administered at the high school level showed that most students have a good understanding of the ethical use of information regarding clear instances of plagiarism. Students’ understanding was less clear in two major areas: creating a bibliography that accurately reflects the sources used to create the work, and the level of collaboration or assistance that is appropriate in completing a research assignment. The teacher surveys showed some discrepancy between perception of the frequency of certain types of unethical student behavior and how often teachers challenged students on that behavior. The surveys showed that teachers found plagiarism to be the most prevalent behavior, while obtaining copies of exams and buying papers were the least frequently occurring behaviors. At the elementary level, results indicated that understanding how to properly cite sources was a major area of concern. Students were also confused about whom to ask for help during the research process. Instructional intervention was developed and applied. The survey was re-administered with the addition of items that were based on the interventions. Responses showed a marked improvement in understanding by at least 20%. Some responses improved by as much as 60%. Conclusion - The study validated the Action Research Training Model as the first dimension and conceptual framework that informs and guides instructional practices of school library media specialists and teachers in a K-12 school district. After using the model to examine student-teacher knowledge and understanding of ethical use of information (second dimension), there was recognition of the need to clarify the school’s position on the ethical use of information for teachers and students and provide intentional instruction and interventions for students beginning at an earlier grade level. After being made aware of the results, teachers were anxious to work with library media specialists to address issues and to look for opportunities within research units to collaborate.

scholarly journals Analysis of Student Errors in Solving Mathematics Problems at Muhammadiyah Senior High School Special Program of Kottabarat Surakarta City

2021 ◽  
Vol 5 (3) ◽  
pp. 3239-3252
Author(s):  
Ratna Herawati ◽  
Ismiyati Marfuah
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Senior High School ◽  
School Level ◽  
Special Program ◽  
Research Subjects ◽  
High School Level ◽  
Student Errors ◽  
Math Problems

Learning mathematics is a crucial part of education. Mathematics is one of the subjects feared by students. One of the problems in the object of mathematics study is the material for X class of Senior High School. Students of grade X are undergoing adaptation from the junior high school level to the high school level so that the findings of conceptual errors, calculations, and thinking patterns in problem-solving algorithms are often found. This also happened to the students of the Muhammadiyah Senior High School Special Program of Kottabarat Surakarta. In connection with the above problems, the author analyzes student errors in solving math problems at the Muhammadiyah senior high school special program of Kottabarat Surakarta.This study aims to find out errors, causes of error, and alternative problem solving related to students' errors in solving math problems. This research is qualitative descriptive research. The research subjects were taken by sampling purposes.  they are three students of class X. The research method used is qualitative research methods, data collection techniques used in this study are test methods, interview methods, and documentation methods. The research instrument is the main instrument, namely the researcher himself and the auxiliary instruments in the form of test sheets, interview guidelines, and field notes. The data analysis technique uses data reduction, data presentation, and data verification, and triangulation techniques. The results of this study indicate that the types of errors that did most often made are errors in understanding questions that were 9 times, process skills errors and coding errors were 6 times, and reading errors were never made by research subjects. 

Dirichlet Polygons—an Example of Geometry in Geography

1986 ◽  
Vol 79 (3) ◽  
pp. 170-173
Author(s):  
Thomas O'Shea
Keyword(s):  
High School ◽  
Elementary School ◽  
Problem Solving ◽  
Real World ◽  
School Level ◽  
High School Level ◽  
The Real ◽  
Axiomatic Systems

The teaching of geometry in the elementary school can be an exciting experience; children are receptive to experimentation, and many activities can be devised to facilitate learning. Generally, however, the use of exploration in geometry decreases as students progress through school and as they begin the study of formal axiomatic systems. In the higher grades we need to present interesting uses of geometry that will allow students to develop their powers of exploration and problem solving. The purpose of this article is to outline an example of how geometry serves as a model in the real world and to suggest how it might be used at the high school level.

Using the Telephone Book as a Source of Mathematical Activity

1997 ◽  
Vol 3 (3) ◽  
pp. 234-238
Author(s):  
Marian S. Small
Keyword(s):  
High School ◽  
Middle School ◽  
Problem Solving ◽  
Junior High School ◽  
School Level ◽  
Mathematical Activity ◽  
High School Level ◽  
Mathematical Concepts ◽  
Good Place ◽  
Junior High School Level

Are you a grade 6-9 teacher looking for easily accessible data to support your attempts to teach using a problem-solving approach? An old telephone book may be a good place to start. The ideas suggested in this article present some starting points for using the telephone book and telephone numbers at the middle school and junior high school level to develop a variety of mathematical concepts and skills.

scholarly journals Promoting Mental Health in Italian Middle and High School: A Pilot Study

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
Franco Veltro ◽  
Valentina Ialenti ◽  
Manuel Alejandro Morales García ◽  
Emiliana Bonanni ◽  
Claudia Iannone ◽  
...  
Keyword(s):  
High School ◽  
Problem Solving ◽  
Middle Schools ◽  
Self Efficacy ◽  
Life Skills ◽  
School Level ◽  
Dysfunctional Beliefs ◽  
High School Level ◽  
Learning Skills ◽  
Problem Solving Skills

Aim. In Italy, a handbook has been developed based on the principles of cooperative learning, life skills, self-effectiveness, and problem-solving at high school level. Early studies have shown the handbook’s effectiveness. It has been hypothesized that the revised handbook could be more effective in middle schools. Method. The study design is a “pre- and posttest” that compares the results obtained from 91 students of the high schools with those of the 38 students from middle schools. The assessment was made through “self-reporting” questionnaires of (a) learning skills including problem-solving and (b) perceived self-efficacy in managing emotions, dysfunctional beliefs, and unhealthy behaviours (i.e., drinking/smoking). Results. Significant improvements were observed in both groups with the exceptions of perceived self-efficacy in managing emotions. The improvement of dysfunctional beliefs and the learning of problem-solving skills were better in middle schools. Conclusion. The results confirm the authors’ hypothesis that the use of this approach is much more promising in middle school.

scholarly journals Creating opportunities for science PhDs to pursue careers in high school education

2013 ◽  
Vol 24 (21) ◽  
pp. 3292-3296
Author(s):  
Kari M. H. Doyle ◽  
Ronald D. Vale
Keyword(s):  
High School ◽  
National Research Council ◽  
The United States ◽  
Teaching Profession ◽  
School Education ◽  
High School Education ◽  
School Level ◽  
High School Level ◽  
National Research Council Report ◽  
K 12

The United States is confronting important challenges at both the early and late stages of science education. At the level of K–12 education, a recent National Research Council report (Successful K–12 STEM Education) proposed a bold restructuring of how science is taught, moving away from memorizing facts and emphasizing hands-on, inquiry-based learning and a deeper understanding of the process of science. At higher levels of training, limited funding for science is leading PhDs to seek training and careers in areas other than research. Might science PhDs play a bigger role in the future of K–12 education, particularly at the high school level? We explore this question by discussing the roles that PhDs can play in high school education and the current and rather extensive barriers to PhDs entering the teaching profession and finally suggest ways to ease the entrance of qualified PhDs into high school education.

scholarly journals Kemampuan Pemecahan Masalah Siswa SMA pada Hukum Archimedes

PALAPA ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 17-28
Author(s):  
Rudi Purwanto
Keyword(s):  
High School ◽  
Problem Solving ◽  
Mixed Method ◽  
Qualitative Data ◽  
Senior High School ◽  
School Level ◽  
High School Level ◽  
The Subject ◽  
Definite Problem

The purpose of this study was to explore the students’ problem solving skill to solve problem in Archimedes principle on the senior high school level. The method of this study was mixed method with explanatory follow up explanation design. The subject of this study was 30 students of k-11 in SMAN 9 Malang. The kuantitative data was collected through survey by 2 essay questions with reliability cronbah alpha 0,70. The qualitative data was collected through interview after analyze student answare. The aim of this interview was to follow up the pattern of student answare. The result of this study shown that students’ expert attitude began solve problem through definite problem qualitatively. In addition, the students’ novice attitude refer to not describe a problem qualitatively.

scholarly journals PENGEMBANGAN BUKU PEDOMAN GURU PADA PEMBELAJARAN FISIKA SMA MENGGUNAKAN MODEL PROBLEM SOLVING LEVEL INKUIRI

2015 ◽  
Vol 1 (2) ◽  
pp. 225
Author(s):  
Susi Fatikhah Setiyawati ◽  
Heru Kuswanto
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Problem Solving ◽  
Model Problem ◽  
Thinking Skills ◽  
Learning Activities ◽  
School Level ◽  
High School Level ◽  
Ability Test ◽  
Process Observation

Penelitian ini bertujuan: (1) menghasilkan buku pedoman guru untuk pembelajaran fisika SMA menggunakan model problem solving sesuai level inkuiri yang layak digunakan; (2) mendeskripsikan keberhasilan pembelajaran fisika menggunakan model problem solving (MPS) sesuai dengan level inkuiri sesuai dengan buku pedoman terhadap peningkatan aktivitas peserta didik dan kemampuan berpikir kritis peserta didik. Penelitian ini merupakan penelitian pengembangan, sesuai langkah yang dikembangkan oleh Borg & Gall. Subjek coba menggunakan delapan kelas. Pengumpulan data menggunakan angket respon peserta didik, lembar observasi keterlaksanaan proses pembelajaran, lembar observasi aktivitas belajar dan tes kemampuan berfikir kritis peserta didik. Teknik analisis data menggunakan uji multivariat (Manova). Hasil penelitian menunjukkan bahwa produk yang dikembangkan ditinjau dari aspek materi, petunjuk umum buku, RPP & LKPD, dan perangkat penilaiam pembelajaran menurut ahli materi dan ahli media berkategori baik dan terdapat perbedaan peningkatan kemampuan berfikir kritis dan aktivitas belajar peserta didik yang signifikan antara keenam level inkuiri yang diujicobakan. Kata Kunci: model problem solving, level inkuiri, kemampuan berfikir kritis, aktivitas belajar   DEVELOPING A HANDBOOK FOR TEACHER IN TEACHERS HIGH SCHOOL LEVEL PHYSICS USE THE MODEL OF PROBLEM SOLVING LEVEL OF INQUIRY Abstract This study aims to: (1) to produce a handbook for teachers high school level physics use a model of problem solving with level of inquiry fit for use; (2) to determine the successful learning of physics using a model of problem solving in accordance with the level of inquiry to increase learning activities of learners and critical thinking abilities of learners. This research is the development, which refers to measures developed by Borg & Gall. The subject try consists of eight classes. Data collection using the questionnaire responses of learners, observation sheets learning process, observation sheet activities and critical thinking ability test learners. Data were analyzed using multivariate analysis (Manova). The results showed that the product is developed in terms of material aspects, the general guide book, subject specific paedagogy, students worksheet and the evaluation of learning by material experts and media experts categorized good and differences in the increase in critical thinking skills and learning activities of learners between the significant and simultaneous kenam inquiry levels tested. Keywords: model of problem solving, level of inquiry, activity of learners, critical thinking abilities

scholarly journals The ability of Junior High School Science Teacher in Solving The Problems of Torque

2020 ◽  
Vol 8 (2) ◽  
pp. 73
Author(s):  
Dios Sarkity ◽  
Putri Dwi Sundari
Keyword(s):  
High School ◽  
Problem Solving ◽  
Science Teachers ◽  
Junior High School ◽  
Physics Education ◽  
Junior High ◽  
School Science ◽  
School Level ◽  
High School Science ◽  
High School Level

Understanding the concept is an important aspect of solving various physics problems. Understanding the concept will help in understanding the problems, determining problem-solving strategies, and using mathematics appropriately as a problem-solving tool. Lack of conceptual understanding results in the tendency to solve problems by relying solely on formulas without knowing the proper use of formulas according to the underlying concepts of the problem. Various problems related to rotational motion can be explained through the concept of torque. To solve the problem of torque, understanding the concept of torque and mastering the concept of vectors are needed to find solutions to the problems Many of the science teachers have a background in physics education. Science teachers who are a bachelor of physics education should master various physics concepts even though the material is not taught at the junior high school level. Therefore, the authors conducted research to determine the ability of science teachers with an education background in physics education in solving the problems of torque. The study involved 10 science teachers who teach in 10 different schools. This research was a descriptive study with data collection techniques in the form of a questionnaire using an essay question to test the science teacher's ability in solving the problems of torque. The results showed that most of the participants could not solve the problem of torque due to a lack of understanding of the concept in determining the torque generated by forces with various positions.

scholarly journals Problem Solving Processes and Group Effectiveness on a Creative Task: A case study in Physics Education

2019 ◽  
Author(s):  
Javier Pulgar ◽  
Alexis Spina
Keyword(s):  
Problem Solving ◽  
Physics Education ◽  
Group Performance ◽  
Deep Understanding ◽  
School Level ◽  
Learning Activity ◽  
Group Effectiveness ◽  
High School Level ◽  
School Students ◽  
Problem Solving Process

We investigated a group of physics majors solving a creative problem in the context of a course on conceptual physics and children's thinking adapted from the Physics and Everyday Thinking (PET) curriculum. In addition to learning concep- tual physics, course participants discussed the ways that elementary and middle school students learn physics and their common pre-instructional ideas and models of physics phenomena. To explore group performance, research participants were asked to collaboratively design a physics learning activity with at least two questions either for elementary, middle or high school level. Participants' discussion was audio recorded, and analyzed with attention to emergent themes of the problem solving process. Next, we used a model of group effectiveness to identi?ed the degree to which the group met the conditions for effective performance. Results suggest the group decided the content and questions for the task following a creative process where they generated ideas on the structure of the problem and its scienti?c narrative, while also making decision regarding targeted students age, what these would do when facing the problem, and engaged in the process of requesting ideas and information. These processes shaped the conditions for e?ectiveness, which enabled a deep understanding on the team's dynamic.

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