THE EFFECT OF TEACHING PREPARED IN ACCORDANCE WITH COMMON KNOWLEDGE CONSTRUCTION MODEL ON STUDENTS PROBLEM-SOLVING SKILLS

The aim of this study is to investigate the effect of the education program prepared in accordance with the Common Knowledge Constructing Model on the 5th grade students' problem determination and problem-solving skills in the Science course "Biodiversity". The research sample consisted of 74 fifth grade students studying in a secondary school in Uskudar, Istanbul. In the research, a pre-test-post-test control group pattern, one of the quasi-experimental methods, was used. The study was implemented in the 2018-2019 academic year and 24 of the students were selected as experiment 1, 25 as experiment 2, and 25 as control group. In experiment 1 group, teaching in accordance with CKCM, in the experiment 2 group, teaching in accordance with CKCM was supported with out-of-school learning environments, and in the control group, teaching in accordance with the Science Curriculum. “Problem Identification and Problem-Solving Skills Test (PIPSST)” was used as a pre-test and post-test data collection tool in the experimental and control groups. As a result of the research, it was concluded that the education program with CKCM and out-of-school learning within the CKCM is more effective in increasing students' problem determination and problem-solving skills compared to teaching in accordance with the science lesson curriculum. It can be said that out-of-school education, which is included in the CKCM, increases students' problem determination and problem-solving skills more. In addition, it was concluded that CKCM and out-of-school learning and teaching improved skills such as analysis, synthesis, evaluation and prediction. When the answers given by the students in the experimental and control groups to the PIPSST open-ended problem were examined, it was observed that the physical, persuasion and political action solution suggestions changed in the experimental and control groups. It was determined that the most and different solution suggestions were in the experiment 2 group. This situation shows that the inclusion of out-of-school learning in the CKCM positively affects the physical, political and persuasion actions of the students towards the solution of the problem. Keywords: Science Education, Environmental Literacy, Scientific Process Skills, Common Knowledge Constructing Model

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USING STEM APPLICATIONS FOR SUPPORTING INTEGRATED TEACHING KNOWLEDGE OF PRE-SERVICE SCIENCE TEACHERS

Journal of Baltic Science Education ◽

10.33225/jbse/19.18.158 ◽

2019 ◽

Vol 18 (2) ◽

pp. 158-170 ◽

Cited By ~ 5

Author(s):

Burcu Alan ◽

Fikriye Kirbağ Zengin ◽

Gonca Keçeci

Keyword(s):

Problem Solving ◽

Science Teachers ◽

Service Science ◽

Control Group ◽

Problem Solving Skills ◽

Teaching Knowledge ◽

Mixed Method Design ◽

Post Test ◽

And Control ◽

Experimental Group

In this research the effects of STEM applications, which are aimed to support the integrated teaching knowledge of pre-service science teachers on the problem solving skills of pre-service science teachers were examined. The research was carried out in scope of the mixed method design of convergent parallel design. The research was conducted with pre-service science teachers of experimental group (n=31) and control group (n=31) who were studying at Fırat University. STEM applications including Algodoo were carried out with the pre-service teachers in the experimental group for one term. The data of the research were collected through the problem solving inventory test (PSIT), prospects diaries during the process of the pre-service science teachers in the experiment group. Quantitative data were analyzed using unpaired samples t-test. Statistically significant differences were found in favor of the experimental group when the PSIT post-test scores of the pre-service teachers in the experimental and control groups were analyzed. They said that STEM education is necessary and important for them, much better products arise as a result of gathering different disciplines, but integration of four disciplines is not easy.

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Effect Of The Problem-Solving Approach On Academic Achievement Of Students In Mathematics At The Secondary Level

Contemporary Issues in Education Research (CIER) ◽

10.19030/cier.v3i3.181 ◽

2010 ◽

Vol 3 (3) ◽

pp. 9 ◽

Cited By ~ 4

Author(s):

Kousar Perveen

Keyword(s):

Academic Achievement ◽

Problem Solving ◽

Secondary Level ◽

Control Group ◽

Control Groups ◽

School Students ◽

Post Test ◽

And Control ◽

Experimental Group ◽

Test Treatment

This study sought to determine the effect of the problem-solving approach on academic achievement of students in mathematics at the secondary level. The secondary school students studying mathematics constituted the population of this study. The students of 10th class of Government Pakistan Girls High School Rawalpindi were selected as a sample for the study. Sample size consisted of 48 students who were equally divided into an experimental group and a control group on the basis of pre-test. Treatment of the planned problem-solving approach is the guideline of Sherreen (2006) and Polya’s (1945) heuristic steps of the problem-solving approach. After the treatment, post-test was used to see the effects of the treatment. A two-tailed t-test was used to analyze the data, which revealed that both the experimental and control groups were almost equal in mathematics base at the beginning of the experiment. The experimental group outscored the control group significantly on the post-test.

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Effect of Electronic Games on Problem-Solving Skills in a Sample of Hearing-Impaired Children in Pre-School

Journal of Educational and Psychological Studies [JEPS] ◽

10.24200/jeps.vol10iss2pp236-254 ◽

2016 ◽

Vol 10 (2) ◽

pp. 236

Author(s):

Maryam H. O. Turkestani

Keyword(s):

Problem Solving ◽

Hearing Impaired ◽

Control Group ◽

Control Groups ◽

Tablet Devices ◽

Problem Solving Skills ◽

Electronic Games ◽

And Control ◽

Impaired Children ◽

Hearing Impaired Children

This study aimed to answer the question of whether the Tablet devices affected children's problem solving skills in hearing-impaired children. It was conducted in Riyadh, Saudi Arabia. The research involved sixteen five-year-old hearing-impaired children and divided these children equally into two groups (experimental and control group). The experimental hearing-impaired children played with an iPad devices for a period of 6 months. The children were assessed at entry to the study on their problem solving capacities, in order to compare their development, using four subscales of the British Ability Scale-II (BAS-II). The four sub-scales were non-verbal. The results revealed significant differences between the experimental and control groups in their capacity to solve problems, using four subscales of the BAS II: Block Building (BB), Picture Similarities (PS), Pattern Construction (PC) and Copying (C), which showed the effectiveness of the technology devices on the skills of hearing impaired children.

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KETERAMPILAN PEMECAHAN MASALAH MAHASISWA DALAM PEMBELAJARAN BANDUL FISIS MENGGUNAKAN MODEL PROBLEM SOLVING VIRTUAL LABORATORY

Jurnal Pendidikan Fisika dan Teknologi ◽

10.29303/jpft.v3i2.396 ◽

2017 ◽

Vol 3 (2) ◽

pp. 164 ◽

Cited By ~ 1

Author(s):

Sutarno Sutarno ◽

Agus Setiawan ◽

Andi Suhandi ◽

Ida Kaniawati ◽

Desy Hanisa Putri

Keyword(s):

Problem Solving ◽

Virtual Laboratory ◽

Control Group ◽

Control Groups ◽

Control Group Design ◽

Problem Solving Skills ◽

Virtual Lab ◽

And Control ◽

Academic Year ◽

Experimental Group

This study aims to explore pre-service physics teachers’ problem-solving skills through the implementation of problem solving virtual laboratory (PSVL) model on the concept of simple pendulum. This research has been conducted at a university in Bengkulu in academic year 2016/2017. This research is a quasi experiment with nonequivalent control group design. Subjects were 70 students divided into experimental and control groups. Students of the experimental group follow lab activity using PSVL model, while the control group used the expository virtual lab (EVL) model. Students’ problem-solving skills are explored using problem-solving skills tests. Based on the data analysis, it is found that the improvement of students’ problem solving skills of experimental group and control group differ significantly. Improved students’ problem solving skills in experiment group was higher than control group. It can be concluded that the implementation of the PSVL model can improve students’ problem-solving skills.

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The Investigation of the Effects of Authentic Assessment Approach on Prospective Teachers’ Problem-Solving Skills

International Education Studies ◽

10.5539/ies.v9n8p51 ◽

2016 ◽

Vol 9 (8) ◽

pp. 51 ◽

Cited By ~ 6

Author(s):

Ismail Kinay ◽

Birsen Bagceci

Keyword(s):

Prospective Teachers ◽

Authentic Assessment ◽

Control Group ◽

Test Results ◽

Control Groups ◽

Problem Solving Skills ◽

Assessment Approach ◽

Post Test ◽

And Control ◽

Experimental Group

The purpose of this study was to investigate the effect of authentic assessment, an approach used in Scientific Research Methods, on problem solving skills of prospective classroom teachers. The participant groups of the study consisted of sophomore prospective teachers who study at Dicle University in the Ziya Gökalp Education Faculty Classroom Teaching Department during 2013-2014 academic spring term. The two classrooms in the department were randomly assigned as experimental group (Group B) and control group (Group A). The experimental group was given authentic tasks and asked to do them group work. The authentic tasks fulfilled by prospective teachers were analyzed in accordance with the authentic assessment approach. Authentic assessment tools such as self-assessment, group assessment, portfolio assessment, teacher-peer assessment, weekly performance assessment, and student journals were used in the experimental group. Meanwhile, control group activities were based on a subject-oriented curriculum design and teacher-centered traditional practices and assessment were carried out. Methods like verbal lectures, discussions, and question-answers were used. In addition, the evaluation process was conducted on the mid-term exam essay in traditional sense. While the pre-test and post-test results of the experimental group indicate a statistically significant positive difference for the post-test, the difference between pre- and post-test results for the control groups were not found to be statistically significant. Moreover, a comparative analysis of adjusted post-test results based on pre-test results of experimental and control groups indicated a statistically significant positive difference in favor of experimental group.

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Examining the effect of artificial wall climbing as a leisure time activity on children's problem-solving skills

Pegem Eğitim ve Öğretim Dergisi ◽

10.14527/pegegog.2015.012 ◽

2015 ◽

Vol 5 (2) ◽

pp. 221-236

Author(s):

Güçlü Özen

Keyword(s):

Problem Solving ◽

Positive Influence ◽

Self Control ◽

Control Group ◽

Education Students ◽

Control Group Design ◽

Time Activity ◽

Problem Solving Skills ◽

Post Test ◽

And Control

The main purpose of this study is to determine the effect of experiential learning education on problem solving skills of primary education students. Artificial wall climbing is considered as not only a game but also as a learning tool that can help children discover themselves, recognize their limits and their peers, make them actively involved, and lead them to experience. In this research, experimental model with pretest-posttest control group design was used. During this time, the experimental group joined exercise throughout six weeks twice a week and control group did not participate in any activities, continuing their usual life. For collecting data "Problem Solving Inventory for Children" was used. In the analysis of the research data, t-test was used to compare the pre-test, post-test results of the two groups. According to the results of statistical analysis, there were significant differences in pre-test and post-test scores regarding confidence, self-control, avoidance subscales and total scores. As a result of this research, it is argued that the applied artificial wall climbing program has a positive influence on the problem solving skills of students.

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Effect of tennis education on problem solving skills in university studentsTenis eğitiminin üniversite öğrencilerinin problem çözme becerisi üzerine etkisi

Journal of Human Sciences ◽

10.14687/10.14687/jhs.v14i1.4301 ◽

2017 ◽

Vol 14 (1) ◽

pp. 1 ◽

Cited By ~ 1

Author(s):

Serife Vatansever ◽

Güçlü Özen

Keyword(s):

Problem Solving ◽

University Students ◽

Control Group ◽

Problem Solving Skills ◽

Significant Difference ◽

Post Test ◽

Independent Variable ◽

The Difference ◽

Turkish Language ◽

And Control

This study has been carried out with the aim of analyzing and comparing problem solving skills of the students taking or not taking tennis education. Total 80 university students, 40 of whom taking tennis education and 40 of whom not taking these education have participated on the basis of volunteering. This research was conducted in an experimental model. In this study, Problem Solving Inventory adapted into Turkish language by Şahin, Şahin and Heppner (1993) and developed by Heppner and Peterson (1982) has been used. While the trail group participated in a tennis training program of 3 days a week, 2 hours a day and a total of 3 months, the control group continued their normal life without participating in any regular work.Statistical findings have been obtained by means of SPSS 20.0 packaged software. The Independent-t test was applied to examine the difference between the experimental and control groups and the effect of the gender independent variable. And for calculating the difference of pre-test and posttest, Test of Paired Sample was applied According to the parameter of problem solving skill, there was a significant difference between value of the pre-test and value of the post-test on experimental group (<0,05), pbut There was no significant difference between pre-test and post-test values depending on gender variable (>0,05). As a result, it is thought that exercises have a positive change on problem solving skills on the students who taking tennis education. ÖzetBu çalışma tenis eğitimi alan ve almayan öğrencilerin, problem çözme becerilerini inceleme ve karşılaştırma amacı ile yapılmıştır. Çalışmaya tenis eğitimi alan 40 öğrenci ile bu eğitimi almayan 40 öğrenci olmak üzere toplam 80 öğrenci gönüllü olarak katılmıştır. Araştırma deneme modelinde tasarlanmıştır. Çalışmada, Hepner ve Peterson (1982) tarafından geliştirilen, Türkçe’ye uyarlaması ise Şahin, Şahin ve Heppner (1993) tarafından yapılan Problem Çözme Envanteri kullanılmıştır. Deneme grubu haftada 3 gün, günde 2 saat ve toplamda 3 aylık bir tenis eğitimi programına katılırken kontrol grubu herhangi bir düzenli çalışmaya katılmadan normal yaşamlarına devam etmiştir. Verilerin değerlendirilmesinde ve hesaplanmış değerlerin bulunmasında SPSS 20.0 istatistik paket program kullanılmıştır. Deneme ve kontrol grupları arasındaki fark ve cinsiyet bağımsız değişkeninin etkisinin incelenmesi için Bağımsız-t testi yapılmıştır. Ön test-son test arasındaki farklılığın tespiti için ise, Bağımlı-t testi yapılmıştır. Araştırmada, problem çözme becerisi değişkenine göre, deney grubu ön test-son test değerleri arasında anlamlı farklılık bulunmuş (p<0,05), cinsiyet değişkenine bağlı olarak ön test-son test değerleri arasında anlamlı farklılık bulunamamıştır p>0,05). Sonuç olarak, tenis eğitimi alan öğrencilerde problem çözme becerileri egzersize bağlı olumlu yönde değişiklik gösterdiği düşünülmektedir.

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The Effects of the Course of Intelligence Games Towards Student's Attitudes

International Journal of System Modeling and Simulation ◽

10.24178/ijsms.2017.2.4.27 ◽

2017 ◽

Vol 2 (4) ◽

pp. 27

Author(s):

Ali Ozkaya

Keyword(s):

Problem Solving ◽

Test Scores ◽

Attitude Scale ◽

Mathematics Attitudes ◽

Control Group ◽

Control Groups ◽

Mathematics Attitude ◽

Post Test ◽

And Control ◽

Experimental Group

Various games and activities of students can be used as an effective tool in the development of mental capacities, skills and intelligence games. Intelligence games are games that have all kinds of problems, including real problems. So it is a good tool to teach problem solving. The course of intelligence games will enable students to develop capacity for problem perception and assessment, to create different perspectives, to be able to make quick and correct decisions when they encounter problems, to develop a problem-solving and problem-solving habit, and to use reasoning and logic effectively. Therefore, it is appropriate to use a stepwise teaching approach to teaching mental games. In the middle school the course of intelligence games teaching program, learning areas are divided into 6 categories according to game categories: Reason Execution and Transaction Games, Verbal Games, Geometric - Mechanics Games, Strategy Games, Memory Games and Intelligence Questions [1]. The purpose of this research is to examine the effects of the course of intelligence games on the mathematics attitudes of Grade 5 students. Research was conducted in the 5th Grade of a private school in Antalya province. The experimental part of the research is comprised of the effects of the course of intelligence on students’ mathematics attitudes. This part of the research is conducted by the pretest-post-test control group design. Of two equal classes, one group is randomly assigned to be the experimental group and the other the control group; pre-test and post-test measurements were carried out in both groups. Experimental design with control group was used in the research. Mathematics attitude scale was used as pre-test and post-test in the research. In the analysis of the data, t test was used to compare the pretest and posttest scores. Between the pretest and the posttest, the lectures in the experimental group were carried out during the education period, including 2 hours per week. The lessons are supported each week by different activities of mental games. In the control group, teaching was done according to the current curriculum. To determine whether there is a meaningful difference between pre-test and post-test scores of experiment and control groups, analyzes were tried to determine the effect of mental games on math attitude. According to the results of the analysis, it was found that the students in the experimental and control groups had a significant difference between their pre-test scores and post-test scores within the mathematics attitude scale.

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THE EFFECT OF APPLYING ANIMAL CARTOON PICTURES ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT

10.24114/reg.v6i1.5371 ◽

2017 ◽

Vol 6 (1) ◽

Author(s):

Hasanul Arifin Zul And Masitowarni Siregar

Keyword(s):

T Test ◽

Narrative Text ◽

Control Group ◽

First Year ◽

Writing Achievement ◽

Control Groups ◽

Post Test ◽

Written Test ◽

And Control ◽

Experimental Group

This thesis is focused on the investigation of the effect of applying animal cartoon pictures on students’ achievement in writing narrative text. This study aims to find whether applying animal cartoon pictures significantly affect the students’ writing achievement or not. The data in this study were obtained by administering a written test. The population was the 2015/2016 first year (grade XI) of SMA Swasta Nusantara Lubuk Pakam and 66 students were taken as the sample by using random sampling. The sample was divided into two groups, experimental and control groups. The experimental group was taught by applying animal cartoon pictures while the control group without animal cartoon pictures (x = lecturing). The data were taken the scores from the pre-test and post-test to both experimental and control groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed is higher than t-table (5.21 >1,67) with the degree of freedom 64 (df =N-2) at the level significance 0,05 one tail test. It showed that the application of animal cartoon pictures significantly affected the students of SMA Swasta Nusantara Lubuk Pakam achievement in writing narrative text.

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The Effect of Music Therapy on Problem-Solving Skills

Journal of Sociological Research ◽

10.5296/jsr.v6i2.8979 ◽

2016 ◽

Vol 6 (2) ◽

pp. 169

Author(s):

Zeinab Sirous Jahedi ◽

Nasser Amini Khoi

Keyword(s):

Problem Solving ◽

Music Therapy ◽

Sampling Method ◽

Average Score ◽

Control Group ◽

Problem Solving Skills ◽

Statistical Population ◽

Quasi Experimental ◽

And Control ◽

The Impact

The aim of the present research was study of the impact of music therapy on problem-solving skills of 4 to 6 years old children in Tehran. This research was a quasi-experimental study with pretest-posttest control group. The statistical population was all 4 to 6 years old children in region 2 of Tehran. Using the random sampling method, the study sample was chosen in two experiment (15 individuals) and control (15 individuals) groups. The experiment group received 12 sessions of music therapy and the control group was waiting for treatment meanwhile. To evaluate the problem-solving skill in children, the three subscales of Wechsler’s Preschool and Primary Scale of Intelligence (WPPSI) were used, including: mazes, cubes and arithmetic. Analysis of data obtained from the questionnaires was conducted in two parts of descriptive and inferential. The data analysis indicated the significant increase of problem-solving average score of the experiment group compared to the control group.

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