Critical Inquiry Across the Disciplines: Strategies for Student-Generated Problem Posing

Nardone, Carroll Ferguson; Lee, Renée Gravois

doi:10.1080/87567555.2010.489077

Cited by 29 publications

(31 citation statements)

References 14 publications

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“…Duch, Groh, and Allen note, for instance, that simulations are ripe terrain for students to develop new cognitive skills. Others note that students are better able to apply new knowledge beyond the classroom following involvement in a simulation (Nardone and Lee 2011). Finally, several researchers have noted that students obtain higher levels of social and political currency in international and national events during and after their Using Blackboard in a Congressional Simulation 169 involvement in simulations (e.g., Coffey, Miller, and Feuerstein 2011;Dougherty 2003;Jefferson 1999;Raymond and Sorensen 2008).…”

Section: Simulations and Student Learning In Political Science: A Higmentioning

confidence: 98%

Using Blackboard to Increase Student Learning and Assessment Outcomes in a Congressional Simulation

Mathews

LaTronica-Herb

2013

Journal of Political Science Education

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This article explores the integration of a multiweek legislative simulation with the Blackboard (9.1) Platform in an effort to understand how technology may increase student engagement, collaborative learning, and assessment. We consider the ways in which classroom technologies-blogs and online peer and self assessment tools, in particular-can encourage student-to-student collaboration, student-to-faculty collaboration, student-learning outcomes, peer and self assessment, and overall evaluation of the simulation itself.

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Section: Simulations and Student Learning In Political Science: A Higmentioning

confidence: 98%

Using Blackboard to Increase Student Learning and Assessment Outcomes in a Congressional Simulation

Mathews

LaTronica-Herb

2013

Journal of Political Science Education

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“…Student interest drives the selection of field visits and the students are responsible for preparing questions for our hosts. 6 Practical assignments are a staple in our programs. Agroecology students spend at least five hours every day learning hands-on and applying the techniques they study; they also learn by performing farm tasks while on field trips to other farms.…”

Section: Engaged and Applied Learningmentioning

confidence: 99%

Lessons on the Landscape: Merry Lea Environmental Learning Center of Goshen College

Yoder¹,

and²,

Schramm³

2013

Sustainability: The Journal of Record

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“…Ancak bu bulguların aksine; Şahal (2016) problem kurma yaklaşımının öğrencilerin matematik tutumları üzerinde kayda değer bir etkisinin olmadığı sonucuna ulaşmıştır. Buradan, problem kurma etkinliklerinin hem öğrencilere (Silver, 1994;Nixon-Ponder, 1995;Silver, 1997;Nardone ve Lee, 2010;Cankoy ve Darbaz, 2010;Akay, Soybaş ve Argün, 2006), hem de öğretmenlere (Lin, 2004) çeşitli yararları bulunduğu söyleyenebilir.…”

Section: Sonuç Ve öNerilerunclassified

Eşitsizlikler Konusunun Öğretiminde Problem Kurma Yaklaşımının Akademik Başarıya Etkisi

Güzel¹,

Biber²

2019

Kastamonu Eğitim Dergisi

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ÖzBu araştırmanın genel amacı, problem kurma yaklaşımının öğrencilerin akademik başarısına etkisini incelemektir. Araştırma, 2014-2015 Eğitim Öğretim yılının ikinci döneminde, Kastamonu ili merkez ilçesinde Milli Eğitim Bakanlığı'na bağlı faaliyet gösteren bir devlet okulunun sekizinci sınıfında öğrenim gören toplam 39 öğrenci ile yürütülmüştür. Çalışma kontrol gruplu yarı deneysel desen modeline göre gerçekleştirilmiştir. Yansız atama ile belirlenen iki sınıftan biri deney grubu (n=19), diğeri ise kontrol grubu (n=20) olarak seçilmiştir. Araştırmada deney grubunun yer aldığı dersler problem kurma yaklaşımına dayalı planlara göre problem çözme ve kurmayı içeren etkinlikler ile yürütülmüşken, kontrol grubuna ise deney grubundaki problemler çözdürülmüştür. Araştırmada nicel veriler, öğrencilerin akademik başarısını ölçmek için geliştirilen akademik başarı ölçeği kullanılarak toplanmıştır ve gerekli istatistikî teknikler belirlenerek SPSS (Statistical Package for Social Sciences) paket programı yardımı ile analiz edilmiştir. Görüşmelerden elde edilen veriler ise içerik analiz yaklaşımı ile ele alınmıştır. Araştırma sonucunda, araştırma ya katılan deney ve kontrol grubu öğrencilerinin akademik başarı testinden aldıkları test puanları arasında manidar bir farklılaşma olmadığı belirlenmiştir [t(37)= 1,963, p>.05]. Ancak deney grubunda yer alan öğrenciler problem kurma yaklaşımına dayalı etkinliklere yönelik olumlu görüş bildirmişlerdir.Anahtar Kelimeler: Matematik öğretimi, problem, problem kurma, akademik başarı AbstractThe general aim of this study is to investigate the effect of the problem posing approach for students' academic success. The study was carried out with totally 39 students at two classes in a public school associated with the Ministry of National Education on the central district from Kastamonu province on the second semester of 2014-2015 Educational year. In this study, the experimental pattern of the research is based on pre-test and post-test control group model. One of these two groups formed by an impartial assignment was chosen as experimental group (n=19), the other as control group (n=20). Problem solving and problem posing activities in reference to the activity plans based on the problem posing approach was prepared by the researcher while these activities were practiced on the experimental group, the problems solved in the experimental group were solved in the control group. In the study, the quantitive data obtained through the academic success criteria prepared by the researcher to evaluate the students' academic success. At the same time, semi-structured interview forms were used as a qualitative data collection tool to investigate the ideas of the experimental group students. At the end of the study, the results were analyzed SPSS (Statistical Package for the Social Sciences) and collecting required statistical informations. Descriptive analyses approach was used in order to analyze the data required from the interviews. The results show that there is not a significant difference betwee...

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Critical Inquiry Across the Disciplines: Strategies for Student-Generated Problem Posing

Cited by 29 publications

References 14 publications

Using Blackboard to Increase Student Learning and Assessment Outcomes in a Congressional Simulation

Using Blackboard to Increase Student Learning and Assessment Outcomes in a Congressional Simulation

Lessons on the Landscape: Merry Lea Environmental Learning Center of Goshen College

Eşitsizlikler Konusunun Öğretiminde Problem Kurma Yaklaşımının Akademik Başarıya Etkisi

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