A Comparison of Transferable Skills Development in Estonian School Biology at Gymnasium Level

Laius, Anne; Valdmann, Ana; Rannikmäe, Miia

doi:10.1016/j.sbspro.2015.02.349

Cited by 4 publications

(4 citation statements)

References 14 publications

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“…The study also aimed to determine differences in achievement levels between certain factors, such as the gender and age of the students. The preliminary results, based on descriptive statistics, are as presented at the international conference -Global Conference on Contemporary Issues in Education (Laius et al, 2015b).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Assessing the biological literacy cognitive components of 10th and 11th grade students

Post¹,

Semilarski²,

Laius³

2017

EHA

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a a Tartu Ülikooli loodusteadusliku hariduse keskus AnnotatsioonEesti põhikooli õpilaste loodusainete tulemused on PISA 2015 andmetel maailmas tipptasemel, kuid need ei kajastu gümnaasiumilõpetajatest kõrgkooli sisseastujate tasemes. Samas on ühiskonnas vajadus noorte järele, kes kasutavad loodusteaduslikke teadmisi probleemide lahendamiseks ning igapäevaeluliste otsuste tegemiseks ja põhjendamiseks. Uurimuse eesmärk on mõõta interdistsiplinaarse kontekstipõhise instrumendi abil 10. ja 11. klassi õpilaste bioloogia-alast kirjaoskust, võttes aluseks neli uuringuks välja valitud kognitiivset komponenti, et saada ülevaade gümnaasiumiõpilaste bioloogia-alase kirjaoskuse tähtsaimate kognitiivsete komponentide hetkeolukorrast. Tulemused näitavad, et kolm mõõdetud kognitiivset komponenti (probleemide lahendamise oskus, otsuse tegemise ja põhjendamise oskus ning loodusteadusliku loova mõtlemise voolavus) on keskmisel või madalal saavutustasemel ning üks komponent (bioloogia-alaste teadmiste reprodutseerimine) kõrgel saavutustasemel. Uuringu tulemusena selgub, et õpilaste bioloogiaalase kirjaoskuse kognitiivsetes komponentides esineb soolisi erinevusi nii 10. kui ka 11. klassi õpilastel, kuid tüdrukute natuke paremad tulemused kõikide üles-annete lahendamisel ei ole statistiliselt ega ka sisuliselt olulised. Uuring näitab, et gümnaasiumiõpilastel on bioloogiahariduses vaja rohkem tähelepanu pöörata probleemide lahendamise, otsuste tegemise ja põhjendamise oskuste ning loovuse arendamisele.Võtmesõnad: bioloogia-alane kirjaoskus, kontekstipõhine hindamine, gümnaa-siumiõpilased 1 Loodusteadusliku hariduse keskus, Tartu Ülikool,

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Section: Discussionmentioning

confidence: 99%

“…Koostatud kontekstipõhise testiga saadud esmaseid tulemusi, mis põhi-nevad kirjeldaval statistikal, tutvustati rahvusvahelisel konverentsil "Global conference on contemporary issues in education" (Laius et al, 2015b). Uurimistulemuste põhjalikumaks analüüsimiseks on selles artiklis sõnas-tatud järgmised uurimisküsimused.…”

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Assessing the biological literacy cognitive components of 10th and 11th grade students

Post¹,

Semilarski²,

Laius³

2017

EHA

Self Cite

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“…Some teachers only consider HOTS as a process that can only be done individually. Teachers do not know the right way to increase student HOTS in the learning process in the classroom [6]. The learning approach used to develop HOTS is too difficult for students who have limited creative thinking knowledge and skills.…”

Section: Introductionmentioning

confidence: 99%

STEM literacy in growing vocational school student HOTS in science learning: A meta-analysis

Agussuryani

Sudarmin

Sumarni

et al. 2022

IJERE

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<span>The low higher order thinking skills (HOTS) of vocational students is shown from the approaches and models used in learning that are not specific, learning activities are limited to methods that have not been able to grow HOTS. One of the approaches offered in science, technology, engineering, and mathematics (STEM). The research objective was to analyze STEM in growing HOTS through literature studies. The data collection method used a STEM systematic review from 2016-2020 based on the indexed findings of Google Scholar and Scopus (Database: Elsevier, Scopus, and Science Direct). Qualitative descriptive data analysis technique was employed on inductive deductive patterns. Based on data analysis, there are findings of 18 Google Scholar indexed articles and 20 Scopus indexed articles according to the inclusion criteria. The results showed that: i) STEM integration patterns in growing HOTS obtained six STEM literacy patterns of 28% on Google Scholar and four STEM integration patterns by 65% in Scopus; ii) The trend of STEM and HOTS research from 2016-2020 has increased the most in 2020 by 56% on Google Scholar and 40% on Scopus. Most of the methods used are research and development (R&D) with data analysis techniques in the form of t-test on Google Scholar data and survey methods with descriptive analysis on Scopus data. The difference in the publication trend on the integration pattern, the number of samples used is greater in the Scopus data. The method used is more dominant in the survey than R&D, but whatever the research design in STEM literacy is, in principle, it can empower HOTS to increase learning activities.</span>

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“…The low number of HOTs was triggered by some teachers perceiving HOTs as a process that is only done individually (Pascual et al, 2017;Tendrita et al, 2016). Teachers do not know the right way to increase student HOTs in the learning process in the class (Laius et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

STEM Integrated Ethnoscience-Based Vocational School Science Teaching Materials in Improving Student’s HOTs

Agussuryani

Sudarmin

Sumarni

2021

Berk Ilm Pendidik Fis

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The research objective was to analyze the feasibility and practicality of Vocational School teaching materials based on STEM integrated ethnoscience. Research and Development of Borg and Gall (2003) with Methods Embedded Experimental were used in this research. The results showed that the STEM integrated ethnoscience-based Vocational School science teaching materials were feasible to be used in research trials based on the assessment of 4 experts judgment which were 2 expert lecturers (material and media), and 2 education practitioners. The teaching material components included Syllabus; Lesson plan; Student Worksheet; HOTs assessment; Material Expert; and Media expert. All components showed very good criteria. Furthermore, the practicality of teaching materials was in a good category based on student responses. Teaching materials were effective in increasing the HOTs of vocational school students based on the Gain score of 0.44 in the moderate category. Teaching materials can improve students' high-order thinking habits through contextual and complex learning resources in ethnoscience studies through STEM literacy.

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A Comparison of Transferable Skills Development in Estonian School Biology at Gymnasium Level

Cited by 4 publications

References 14 publications

Assessing the biological literacy cognitive components of 10th and 11th grade students

Assessing the biological literacy cognitive components of 10th and 11th grade students

STEM literacy in growing vocational school student HOTS in science learning: A meta-analysis

STEM Integrated Ethnoscience-Based Vocational School Science Teaching Materials in Improving Student’s HOTs

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