Pedagogical characteristics of classroom learning tasks: a three-dimensional methodological framework

Sasson, Irit

doi:10.1080/14681366.2018.1447507

Cited by 7 publications

(11 citation statements)

References 30 publications

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“…The research process presented in the present paper was part of a formative assessment in schools (as in previous studies e.g. Miedijensky et al, 2021; Sasson, 2019) and therefore the data were presented to teachers and the methodology was discussed with them. The dialogue with the teachers allowed us an accuracy of the methodological framework as well as an understanding of the applied relevance for the teachers.…”

Section: Discussionmentioning

confidence: 99%

“…Based on Sasson (2019), the skills in the learning tasks were mapped into three major groups: creative thinking, critical thinking and problem‐solving skills. Creative thinking skill was identified when the assignment required formation of numerous ideas (brainstorming), unique ideas (conceptual originality) or altered ideas (concept refinement).…”

Section: Methodsmentioning

confidence: 99%

“…Innovative learning environments provide an opportunity for active experiences of learners in processes of inquiry and problem solving that emphasize in‐depth understanding and development of thinking skills rather than memorizing information (Sasson, 2019). Successful classrooms foster high levels of engagement (OECD, 2005).…”

Section: Innovative Space Design Pedagogical Practices and Curriculum...mentioning

confidence: 99%

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Designing new learning environments: An innovative pedagogical perspective

Sasson

Yehuda

Miedijensky

et al. 2021

The Curriculum Journal

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Given growing systemic investment in the designing of new learning spaces, researching the relationships between physical space and learning and teaching processes is imperative. Researching innovative learning spaces is challenging, therefore the aim of this paper is to demonstrate a pedagogical characterization based on a three‐dimensional theoretical framework. The study presented here includes three schools in the process of implementing a constructivist pedagogical change involving gradual development of educational intiatives including the redesigning of learning spaces. We characterized learning environments by space, pedagogical practices and curricular potential and explored the relationships between space, active learning and the development of high‐order thinking skills (HOT). Characterization of teaching and learning processes was based on interviews with 12 teachers, 478 class observations and analysis of 307 learning tasks. The findings indicate a higher expression of active learning in the innovative learning spaces compared with the traditional spaces. Nevertheless, results demonstrated difficulties in designing constructivist learning tasks and developing HOT skills, with relatively low encouragement for problem solving skills and critical thinking. Learning tasks were characterized by low cognitive complexity. This study provides a new methodology for investigating teaching and learning processes in innovative learning spaces.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Innovative Space Design Pedagogical Practices and Curriculum...mentioning

confidence: 99%

See 1 more Smart Citation

Designing new learning environments: An innovative pedagogical perspective

Sasson

Yehuda

Miedijensky

et al. 2021

The Curriculum Journal

Self Cite

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“…This experience will be a source of student knowledge to analyze and solve problems in the Brantas watershed through theory and practice [52]. In addition, observation and experiment activities will provide a deep understanding and allow students to prove the answers that have been formulated previously, both with small groups and large groups [53]. Such conditions appear in the process indicators of analyzing the problem.…”

Section: The Effect Of Collaborative Creativity Learning Models On Pr...mentioning

confidence: 99%

Collaborative Creativity Learning: Analyzing Scientific Creativity and Problem Solving Watershed Conservation Studies in Learning Geography

Syaibana¹,

Putra²,

Suharto³

et al. 2022

Proceedings of the 2nd International Conference on Social Knowledge Sciences and Education (ICSKSE 2022)

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Scientific creativity skills (SCS) and problem-solving abilities (PSA) are benchmarks in assessing a person's quality in learning 21. SCS and PSA need to be possessed by every student. They can be developed by implementing a model of collaborative creativity learning (CCL) because it can train students in exploring ideas related to problems of geographical phenomena and encourage the active role of students in mastering concepts and analyzing a problem. CCL learning needs to be explored regarding its influence on Scientific Creativity and Problem Solving which is closely related to collaborative learning. This study aimed to determine the effect of the CCL model on the SCS and PSA of high school geography students. The research design in this study used a quasi-experimental study with a post-test only control group and Man Whitney U test, and an Independent-sample T test as data analysis. The research subjects used were class X Social Science-1 and X Social Science-2 as an experimental group using the CCL model, while class X Social Science-3 as a control group using a conventional learning model. The results showed a significant effect from applying the CCL Model on SCS and PSA with a significant score of 0.001 < 0.05. This study proves that applying the CCL Model can develop SCS and PSA.

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“…This is one of the main reasons why this database was selected. In addition, although the DPD was created years ago, it is still being used as a point of reference by researchers interested in learning design or design research in education-see for example Sasson (2019), Banerjee and Murthy (2018). According to its creators, over the years, the DPD was useful to a large number of (learning) design researchers (Kidron & Kali, 2017).…”

Section: Design Concepts and Principlesmentioning

confidence: 99%