Alternative instructional systems and the development of problem‐solving skills in physics

Bascones, Jeannette Lejter de; Venezuela,; Novak, Joseph D.

doi:10.1080/0140528850070304

Cited by 32 publications

(16 citation statements)

References 6 publications

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“…The result of this study is in agreement with that of Bascones and Novak (1985) in their work on the effect of concept mapping on students' problem solving in physics. The results showed that there was a positive effect for the treatment group on every test administration.…”

Section: Discussionsupporting

confidence: 82%

Comparative Effectiveness of Hierarchical, Flowchart and Spider Concept Mapping Strategies on Students’ Performance in Chemistry

Bamidele¹,

Oloyede²

2013

WJE

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This study investigated the relative effectiveness of three types of concept maps (hierarchy, flowchart and spider) on the performance of students in Chemistry. This is with a view to find out which of the concept mapping types is more superior in enhancing students' performance in the numerical aspect of Chemistry. The pre-test, post-test experimental design was used for the study. The population for the study comprised of all the Chemistry students in Senior Secondary School in Osun State of Nigeria. Students in Senior Secondary class two (SSII) in their intact classes from three schools in Ife-Central local government area of the state formed the sample of the study. The three schools were randomly assigned to the hierarchical, flowchart and spider concept mapping strategies. The instrument used for data collection was the Problem Solving Achievement Test in Chemistry (PSATC). Students in the three groups were taught using the three kinds of concept maps separately. The experiment lasted for five weeks after which a post-test was administered. The result of the study indicated that there was no significant difference in the performances of the students in the three groups with respect to the kind of concept map used. (F = 1.088; p > 0.05). This implies that the concept mapping strategies were not all that different in their superiority. They all produced a similar effect on the students with respect to their performance in Chemistry. However, it was found out that they enhanced the performance of students in their problem solving skills in Chemistry as already reported by research studies.

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Section: Discussionsupporting

confidence: 82%

Comparative Effectiveness of Hierarchical, Flowchart and Spider Concept Mapping Strategies on Students’ Performance in Chemistry

Bamidele¹,

Oloyede²

2013

WJE

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“…Problem solving is accepted as an important activity of teaching and learning science and engineering in schools (Bascones, Novak & Novak, 1985;Heller, Keith & Anderson, 1992;Gok 2010a;Larkin & Reif, 1979;Reif, Larkin & Brackett, 1976;Reif, 1981). Many scientists teach the concepts, principles, and formulas regarding the course subjects and then they conventionally solve several sample problems.…”

Section: Introductionmentioning

confidence: 99%

Students’ Achievement, Skill and Confidence in Using Stepwise Problem-Solving Strategies

Gok

2014

EURASIA J MATH SCI T

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The main purpose of this study was to examine the effects of Problem-Solving Strategy Steps (PSSS) on students' achievement, skill, and confidence. The study was conducted in a two-year college classroom with 70 students from two different groups enrolled in a physics course. One of them was randomly selected as an experimental group (EG) and the other was the control group (CG). The students included in the EG were instructed by PSSS and traditional instruction while the students in the CG were instructed by only traditional instruction. The study was conducted in Newtonian Mechanics. The data of the research were collected with the Physics Achievement Test (PAT), the Problem-Solving Strategy Steps Survey (1P4S), and the Problem-Solving Confidence Questionnaire (PSCQ). The results indicated that there was a significant difference between the means of the EG and the CG in favor of the EG. Also, the use of problem-solving strategy steps contributed to the critical and analytical skills of the students.

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“…Muitos se sentem incapazes de dominar o conhecimento de sua área. Quando mapas conceituais são usados para planejar o ensino e se exige que os alunos os elaborem à medida que aprendem, estudantes anteriormente mal sucedidos podem passar a ter sucesso em compreender Ciências e qualquer outra disciplina, adquirindo um sentimento de controle sobre os conteúdos disciplinares (BASCONES; NOVAK, 1985;NOVAK, 1991NOVAK, , 1998.…”

Section: Mapas Conceituais E Planejamento Curricularunclassified

A teoria subjacente aos mapas conceituais e como elabora-los e usa-los

Novak¹,

Cañas²

2010

Prax. Educ.

Self Cite

354

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ResumoEste texto apresenta a origem da ferramenta de mapas conceituais e descreve brevemente o início do seu desenvolvimento. Apresentam-se algumas das ideias da Teoria da Assimilação de Ausubel (1963Ausubel ( , 1968 que serviram como base para a criação dos mapas conceituais, destacando-se a importância da assimilação de novos conceitos e proposições na estrutura cognitiva prévia do aprendiz para a construção de signifi cados. Apresentam-se ainda as bases epistemológicas dessa teoria de aprendizagem cognitiva, incluindo-se a ideia de que a produção criativa de um novo conhecimento pode ser entendida como um nível bastante avançado de aprendizagem signifi cativa, processo que pode ser facilitado pela utilização de mapas conceituais. Busca-se ilustrar a larga variedade das ferramentas disponíveis no programa gratuito CmapTools, cujas várias aplicações incluem o auxílio ao desenvolvimento da aprendizagem signifi cativa e do currículo, a captura e retenção de conhecimento especializado tácito e explícito e o fortalecimento da produção criativa. O uso do programa CmapTools, de fontes da internet e de outros recursos digitais prepara um poderoso Novo Modelo de Educação, levando à criação de portfólios de conhecimento individual, capazes de registrar a aprendizagem signifi cativa e embasar qualquer futura aprendizagem afi m. O programa CmapTools oferece ainda amplo suporte para colaboração, bem como para a publicação e compartilhamento de modelos de conhecimento. Palavras-chave: Mapa conceitual. Aprendizagem signifi cativa. Programa Cmaptools. AbstractThis text presents the origin of the concept map tool and some of the early history in the development of this tool. Some of the ideas from Ausubel's (1963;1968) assimilation theory of cognitive learning that served as a foundation for concept mapping are presented, including the important role that assimilating new concepts and propositions into a learner's existing cognitive framework plays in meaning making. Epistemological foundations are also presented including the idea that creative production of new knowledge can be seen as a very high level of meaningful learning, and concept mapping can facilitate the process. The wide range of tools available in free CmapTools software and some applications are illustrated, including application for facilitating meaningful learning, better curriculum development, capturing and archiving tacit and explicit expert knowledge, and enhancing creative production. Using CmapTools, WWW resources, and other digital resources provide for a powerful New Model for Education leading to the creation of individual knowledge portfolios that can document signifi cant learning and serve as a foundation for future related learning. CmapTools also provides extensive support for collaboration, publishing and sharing of knowledge models.

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Alternative instructional systems and the development of problem‐solving skills in physics

Cited by 32 publications

References 6 publications

Comparative Effectiveness of Hierarchical, Flowchart and Spider Concept Mapping Strategies on Students’ Performance in Chemistry

Comparative Effectiveness of Hierarchical, Flowchart and Spider Concept Mapping Strategies on Students’ Performance in Chemistry

Students’ Achievement, Skill and Confidence in Using Stepwise Problem-Solving Strategies

A teoria subjacente aos mapas conceituais e como elabora-los e usa-los

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