Effectiveness of Polya Problem-Solving and Target-Task Collaborative Learning Approaches in Electricity Amongst High School Physics Students

Olaniyan, Ademola Olatide; Govender, Nadaraj

doi:10.33225/jbse/18.17.765

Cited by 12 publications

(10 citation statements)

References 36 publications

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“…The positive effects of Extended Problem-Solving Strategy implementation can be supported by relevant studies in the literature, which revealed the positive effects of the use of any problem-solving strategy in physics and science education at different levels about (Bolton & Ross, 1997;Çalışkan et al, 2007;Dhillon, 1998;Dufresne, Gerace, Hardiman, & Touger, 1993;Dufrense et al, 1997;Docktor et al, 2015;Gök, 2014, Heller & Reif, 1984Hollingworth & McLoughlin, 2001;Lawson, 1978;Larkin & Reif, 1979;Lucangeli, Galderisi, & Cornoldi, 1995;Olaniyan, & Govender, 2018;Selçuk et al, 2008;Wright & Williams, 1986).…”

Section: Resultsmentioning

confidence: 83%

Implementation and Results of a New Problem Solving Approach in Physics Teaching

İnce

2019

Momentum: Physics Education Journal

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Teaching problem solving is one of the most important topics of physics education while students have big troubles with physics problem solving. The aim of this research is to investigate the impact of extended problem-solving strategy instruction on the development of pre-service science teacher’s problem-solving, critical thinking, metacognitive awareness, and logical reasoning skills. Extended Problem-Solving Strategy has been developed for university physics courses by researcher. This strategy has importantance in terms of covering many previous strategies in physics education literature and including many new steps. The model of the research consisted of an experimental design with pre-test and post-test control groups. Pre-services randomly assigned to the experimental (N=30) and control groups (N=30). The results of the research indicate that the post scores of the experimental group students significantly higher than control group students after the implementations in terms of metacognitive awareness, critical thinking, problem solving and logical thinking skills.This research revealed the positive effects of the “Extended Problem-Solving Strategy” implementation in the physics course at the university level on the skills which are listed among the 21st Century skills and each of these skills affects the other skills positively

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Section: Resultsmentioning

confidence: 83%

Implementation and Results of a New Problem Solving Approach in Physics Teaching

İnce

2019

Momentum: Physics Education Journal

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“…Critical thinking is the main capital to be a problem solver (Olaniyan & Govender, 2018). To produce students who can become problem solvers, a strong understanding of concepts is needed (Utomo & Narulita, 2018).…”

Section: Critical Thinking Of Students In Urban and Rural Schoolsmentioning

confidence: 99%

Science Process Skills and Critical Thinking in Science: Urban and Rural Disparity

Tanti¹,

Kurniawan

Kuswanto

et al. 2020

JPII

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The study focuses on the relationship between process skills and critical thinking in junior high school students in learning science. Besides, an interrelation between process skill and critical thinking skills was also investigated. The study used a mixed-method. A sample of this study is 689 students of total sampling technique. Quantitative data were analyzed by SPSS 21 to find descriptive statistics in terms of mean, min, max while qualitative were analyzed in-depth interviews. The finding shows that the science process skill of students in learning science whether urban and rural areas are good categories. The independent sample t-test shows that studentsâ€™ science process skills in learning science in urban tend to be higher than in rural schools (p<0.01). Studentsâ€™ critical thinking in learning science for urban areas is high but for rural areas is a fair category, with significance p<0.001. The regression showed the level of contribution of studentsâ€™ science process skill influence as much as 51.5% for critical thinking. The other research result was found that studentsâ€™ science process skill affects critical thinking in learning science. Moreover, a comparison between studentsâ€™ science process skills and critical thinking based on their school location showed that urban is higher than rural.

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“…Students must understand the concepts to improve critical thinking [22]. If students have critical thinking skills, students can look at the situation from all sides, able to think ideally [23]. Critical thinking is the main capital to be a problem solver [24].…”

Section: " I Try To Understand By Looking At My Father When Measuring Rice Fields " " Yes I Try To Apply To Flow Through My Rice Field Rementioning

confidence: 99%

Do a science process skills affect on critical thinking in science? Differences in urban and rural

Kurniawan

Astalini

Perdana

et al. 2020

IJERE

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The study used mixed-method design. Sample size of this study was 689 students employed total sampling technique. This study revealed that science process skill of students in learning science whether urban and rural areas are good. The independent sample t-test showed that there was a significance difference in students' science process skill in urban school (M = 3.175, SD = 0.178) and in rural schools (M = 2.482, SD = 0.182); (t (687) = 18.224, p<0.01. The independent sample t-test showed that there was a significance difference in students' critical thinking in urban school (M = 5.058, SD = 0.163) and in rural schools (M = 3.436, SD = 0.152); t (687) = 17.224, p<0.001. Lastly, the regression shows the level of contribution students’ science process skill influence as much as 51.5% for critical thinking. This study was found that student science process skill affects critical thinking in learning science. Moreover, students' science process skill and critical thinking in urban better than rural.

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Effectiveness of Polya Problem-Solving and Target-Task Collaborative Learning Approaches in Electricity Amongst High School Physics Students

Cited by 12 publications

References 36 publications

Implementation and Results of a New Problem Solving Approach in Physics Teaching

Implementation and Results of a New Problem Solving Approach in Physics Teaching

Science Process Skills and Critical Thinking in Science: Urban and Rural Disparity

Do a science process skills affect on critical thinking in science? Differences in urban and rural

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