This research is concerned with STEM activity making water purifier filter. The experiment class applies project-based learning, while the traditional class is taught using conventional teacher talk or explanation. This research used triangulation methods. The quantitative methods were applied to analyze student achievement tests according to creative thinking skills in making water filtration design. The qualitative method was applied using observation of student activity, presentations, and interviews for selected students. The student achievement test was analyzed and coupled with pretest and post-test quasi-experimental research. The collected data were analyzed using inferential statistics in the form of an independent sample t-test to express creative thinking skills. The result of the pre-test indicated the sig (2-tailed) of 0.965, with a significant value of 5% (p>0.05). This result indicated two classes were homogenous. The data analysis of the post-test indicated value of sig (2-tailed) 0.00 where p≤0.05, which implied the student achievement test on creative thinking skills criteria in the experimental class was better than that in the control class.
The research aims to explore multiple representations under the implementation of the OBSIM model of teaching in the alternating-current circuit course. This research compares the modern class (experimental class) and traditional class with the traditional teaching style. Experiment class applies the OBSIM model of teaching, and Traditional Classroom teaches in traditional style with a direct explanation. Computer simulation also integrated into this research by using Matlab Sofware as part of multiple representations, namely programming representation. This research used triangulation methods. The quantitative methods were applied to analyze student achievement tests according to Creative thinking criteria. The Qualitative method was applied using observation of student activity. Student achievement test followed by a pretest, and post-test quasi-experimental research. The data analysis form pretest and postest analysis indicates a significant value of 0.012 (p ≤ 0.05). Thus, it is a significant value, and the average of student activity in experimental class better than control class. The findings conclude that two classes have differences in terms of student multiple representations and creative thinking skills after implementation of OBSIM model of teaching.
Technological development provides enormous opportunities for efficient and active learning. Advance in technology-based learning should be inline with the ability of teachers to teach science using technology. Preservice teachers should be equipped with an appropriate college curriculum. TPACK can be used to see the abilities of prospective science teachers. This study was examining different TPACK levels at junior and senior-level. This study involved a sample of students majoring in a bachelor's degree in science teacher program. The results of the questionnaire showed that junior-level students have higher TPACK than senior-level. Based on the results of a lesson plan analysis, junior-level students tend to use technology in the classroom. Students at the senior-level have been experienced in classroom teaching. However, classroom management and time management skills of maybe affects the TPACK level in junior and senior-level students.
Many research shows that interaction can increase concept understanding. Course interaction can be categorized in student-student interaction and student-lecturer interaction. Strong interaction can increasing students high order thinking skill. Learning design begins to pay attention to that interaction effect. Interaction can be done online and lead to cognitive understanding. This qualitative descriptive research aims to describe the cognitive process in an online discussion, specifically in analytical chemistry course. They learn about nuclear magnetic spectroscopy that most used in both qualitative and quantitative analytical chemistry. The subjects are seven groups consists of three chemistry students in their third year. They have three worksheets to discuss in three weeks about basic principal, instrument, spectrum, and experimental design in Nuclear Magnetic Resonance spectroscopy. Data sources are their online discussion transcript obtained from their elearning discussion forum. They also have pretest and posttest to analyze N-gain score. Their discussions are analyzed using coding categories to count the number of meaningful interaction. The trend of n-gain score and number of meaningful interaction are analyzed. Type of interaction that showed is ARA, ARC, ARI, DRA, DRI, and DRC. Results show that gain score correlates with number of meaningful interactions.
Community of Inquiry is a community formed in blended learning. One aspect of the inquiry community is cognitive presence. Cognitive presence shows that there is a cognitive process that occurs in students who take part in blended learning. This research is a qualitative descriptive study conducted on 30 chemistry students in the third year. This research was conducted using cognitive presence observation sheets from each phases of the community of inquiry. Cognitive presence phases are triggering events, exploration, integration, and application. The results shows that blended learning had been carried out in forming process of community of inquiry. The triggering event phase is carried out at the initial face-to-face meeting. Students begin to get an initial overview of the material. In addition students get material and discussion topics to be studied. At the exploratio stage students discuss in small groups simultaneously. The integration phase is carried out during class discussions between students and teachers in e-learning forums. The application phase is carried out at the end of learning as indicated by the development of research designs by students.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.