Effects of SSCS Teaching Model on Students’ Mathematical Problem-solving Ability and Self-efficacy

Zulkarnain, Zulkarnain; Zulnaidi, Hutkemri; Heleni, Susda; Syafri, Muhammad

doi:10.29333/iji.2021.14128a

Cited by 20 publications

(17 citation statements)

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“…If the main factors in the above dynamic process are expressed separately from the perspective of information presentation and feedback, it can be understood as the following: "students' return to class is information presentation," "teachers' analysis and evaluation are information processing and analysis," and "information feedback and secondary processing." Then, we can further understand this traditional model as the following: information presentation is extraction-information processing and analysis are information feedback and secondary processing [6][7][8]. Therefore, in the process of information processing in the traditional piano teaching mode, the teaching content is a closed information linear processing process.…”

Section: Current Situation Of Pianomentioning

confidence: 99%

Research on the Use of Open Teaching Mode Based on IoT Applications in College Piano Courses

Zhang

2022

Wireless Communications and Mobile Computing

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The existing piano curriculum education system in colleges has been very backward. With the rapid economic development, it is also necessary to add new teaching technical means to meet the teaching needs of the new era and study the application of open teaching mode in the piano curriculum in colleges. This paper examines the current state of piano instruction in colleges and puts forward some problems, such as the serious lag of teaching mode, the backwardness of curriculum design education, and the failure of evaluation mechanism to keep pace with the times. The design is based on the open teaching mode, designs the piano course in colleges, establishes the open teaching mode, designs the open and inclusive teaching content, improves the piano teaching evaluation mechanism, and obtains a new teaching method of piano course in colleges. In the case analysis, the test results of this teaching mode and traditional teaching mode are compared. The results of the pretest and posttest show that the open teaching mode can greatly improve the teaching performance of piano courses and can be applied to practical teaching.

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Section: Current Situation Of Pianomentioning

confidence: 99%

Research on the Use of Open Teaching Mode Based on IoT Applications in College Piano Courses

Zhang

2022

Wireless Communications and Mobile Computing

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“…This helped in developing students' content and subject knowledge. Therefore, allowing students to apply their prior knowledge to new and existing knowledge ultimately led to the problem-solving process (Zulkarnain et al, 2021). However, a strong attribute in applying prior knowledge as part of problem-solving (figure 1) is the fact that the PBL promoted scientific literacy and communication skills, student-generated inquiry, use of real-life situations, and applying cultural capital.…”

Section: Discussionmentioning

confidence: 99%

“…This promotes problem-solving and helps students to optimize existing dissonance. Students are engaged in dialogue and interaction, asking questions, giving feedback, applying prior and acquired knowledge in developing their problemsolving skills (Irwanto et al, 2018;Zulkarnain et al, 2021). These processes of problem-solving are facilitated through a well-planned PBL by adopting the 3C3R model that will be discussed in the next section.…”

Section: Theoretically Framing the Literature On Pblmentioning

confidence: 99%

Promoting Problem-Solving Skills among Secondary Science Students through Problem Based Learning

Magaji¹

2021

INT J INSTRUCTION

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This research was informed by a constructivist approach to learning, with a focus on answering the research question: what skills can science teachers promote and encourage among students through designing and implementing problem-based learning in their classrooms? The research was carried out in a co-education secondary school in England and involved fifty-two Key Stage 3 students (second year of secondary education), aged 13 years old. It utilized a theoretical framework of the 3C3R model (3C-content, context, and connection, and 3R-researching, reasoning, and reflecting) in problem-based learning (PBL). Data were collected through lesson observations, interviews, and focus groups. It was analyzed using thematic analysis and the recurrent themes were coded by creating relationships and links to the problem-solving skills promoted by PBL. The study found that the application of prior knowledge, collaborative learning, modeling and eliciting feedback were the skills promoted by PBL and these are valuable in problemsolving. However, collaborative learning was the dominant skill promoted by PBL. Teachers' pedagogical knowledge and the time students spent researching were limiting factors in promoting problem-based learning, thereby suggesting the need for continuing professional development for teachers and further integration of blended PBL to maximize learning time.

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“…Various studies have shown increasing empirical attention on self-efficacy and its relationship to problem-solving (Avargil, 2019;Pamuk et al, 2017;Zulkarnain et al, 2021). One of the fundamental skills required of university undergraduate physics students is problem solving.…”

Section: Review Of Literaturementioning

confidence: 99%

Facilitating Problem Solving in a University Undergraduate Physics Classroom: The Case of Students’ Self-Efficacy

Iwuanyanwu¹

2022

INTERDISCIP J ENV SCI ED

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Real-life and work-related situations of the 21st century present complex problems that require graduates to possess the skills to solve problems in challenging and unfamiliar arenas. Students must therefore have the skills to deal with a wide range of problems. Unfortunately, most students struggle to apply their learning to novel problem-solving situations regardless of their self-efficacy beliefs. It appears particularly significant to investigate this phenomenon in the context of physics education. Using a mixed-methods design within a collaborative learning environment (CLE), this study investigated the factors that influence students' selfefficacy in solving conceptual mathematical problems in physics. The primary data sources were the science problem solving questionnaire (SPSQ), the self-efficacy rating scale (SERS), and two semi-structured interview items. The results of multi-level regression and descriptive data analysis revealed students' self-efficacy in solving conceptual mathematical problems in physics (β=.16, p<.01, SE=.065). Among all the self-efficacy variables (e.g., mastery experience, vicarious experience, physical arousal, anxiety, and gender), mastery experiences composed the largest amount of unique variance between male and female students (36% and 21%). The regression coefficient showed a significant difference between male (β=.13, p<.01, SE=.02) and female (β=.34, p<.01, SE=.07). Female students reported slightly higher levels of anxiety (3%) than male students (2%) when completing the SPSQ. In terms of physiological states, females reported 7% and males 1%. The results also showed a strong positive relationship between the instructional approach and student performance (r=.86, p<.001). One major implication of this study is that science educators could include appropriate instruction in delivering content courses to potentially support student teachers at the beginning of their science education studies.

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Effects of SSCS Teaching Model on Students’ Mathematical Problem-solving Ability and Self-efficacy

Cited by 20 publications

References 0 publications

Research on the Use of Open Teaching Mode Based on IoT Applications in College Piano Courses

Research on the Use of Open Teaching Mode Based on IoT Applications in College Piano Courses

Promoting Problem-Solving Skills among Secondary Science Students through Problem Based Learning

Facilitating Problem Solving in a University Undergraduate Physics Classroom: The Case of Students’ Self-Efficacy

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