An Application of The Solo Taxonomy to Classify Strategies Used by Pre-Service Teachers to Solve “One Question Problems”

Caniglia, Joanne; Meadows, Michelle

doi:10.14221/ajte.2018v43n9.5

Cited by 22 publications

(7 citation statements)

References 6 publications

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“…The results show that most of them have an understanding expressed to the multistructural level, which was established by Biggs and Collis ( 1982 ) in their SOLO taxonomy of knowledge. This implies that ECE teachers’ are knowing the facts, but still doesn't make relation to these facts (Caniglia & Meadows, 2018 ). This is shown through knowledge of some relevant facts, although it remains unrelated and often “isolated relevant data” (Biggs & Colllis, 1982 , pp.…”

Section: Discussionmentioning

confidence: 99%

Unmasking Sustainability in Early Childhood Education: Teachers' Voices from Bosnia and Herzegovina, Croatia, and Slovenia

Jevtić

Vodopivec

Beleslin

et al. 2022

IJEC

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Education for sustainable development is one of the key components of the 2030 Agenda. Previous research emphasizes the importance of access to education as early as possible in accordance with the goals and contents of sustainable development. It is assumed that educational policies have incorporated education for sustainable development (ESD) into key documents regulating the early childhood education (ECE), although the existence of legislation is not a guarantee that the practice follows the educational policy. Preschool teachers are key persons who can integrate content that promotes and encourages acceptance of the concept of sustainability into the ECE setting. In order to determine ECE teachers’ understanding of the concept of sustainability and contents that promote a sustainable lifestyle, an empirical study with a qualitative approach was conducted, where 91 ECE teachers from Bosnia and Herzegovina, Croatia and Slovenia participated. The participants presented their views on the socio-cultural, economic and environmental dimensions of sustainability, as well as gave many practical examples that, in their view, promote a sustainable lifestyle. They evaluated the efficacy of the researched segments of sustainability as well. Deductive content analysis was used for the analysis of the ECE teachers’ answers. In order to get a real image of sustainability in ECE practices, responses were coded using the SOLO Taxonomy and the OMEP ESD Rating Scale. The empirical study showed that ECE teachers often understand sustainability differently from that described in educational policy documents but also pointed to creative approaches to implementation.

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Section: Discussionmentioning

confidence: 99%

Unmasking Sustainability in Early Childhood Education: Teachers' Voices from Bosnia and Herzegovina, Croatia, and Slovenia

Jevtić

Vodopivec

Beleslin

et al. 2022

IJEC

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show abstract

“…However, in the SOLO taxonomy, little differences can be seen in some cases. The SOLO taxonomy is divided into two main divisions, namely surface learning and deep learning [15,16]. According to [6], surface-level learning consists of facts, information and scope components and coverage.…”

Section: Anderson and Krathwohl Wilson Taxonomiesmentioning

confidence: 99%

Unveiling a new taxonomy in education field

Aripin

Hamzah

Setya³

et al. 2020

IJERE

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Taxonomy is a set of hierarchical models that is applied to classify educational learning goals or objectives into a certain level of complexity. Many models have been developed and implemented to suit the educational settings of schools or educational institutions around the world. Realising the importance of educational taxonomy, the purpose of this paper is to explore the function and role of the taxonomy framework used in education, especially through the lens of Bloom, Anderson and SOLO’s (Structure of the Observed Learning Outcome) framework. In addition, this concept paper also aims to formulate a more holistic alternative taxonomy based on the concept of Syed Muhammad Naquib Al-Attas. Research on Bloom, Anderson and SOLO’s taxonomies is not intended to deny the role and contribution of existing taxonomies, but to provide an alternative and space in creating a balanced system of cognitive classification of students through teaching and learning as well as in the evaluation system.

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“…Günhan, (2014) claimed that successful geometry teaching, aside from the ability to teach also depends on the geometry knowledge the teacher has. Hence, mathematics teacher preparation must provide activities that promote the habits of the mind that includes but not limited to reasoning and explaining, discourse, and thinking (Caniglia & Meadows, 2018).…”

Section:  Introductionmentioning

confidence: 99%

Assessing Pre-service Mathematics Education Teachers Deductive Reasoning via Proof Writing in Basic Geometry: The Power of SOLO Taxonomy

Medallo Gagani

2023

JPP

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Assessing Pre-service Mathematics Education Teachers Deductive Reasoning via Proof Writing in Basic Geometry: The Power of SOLO Taxonomy. Objectives: This study characterizes the developmental patterns of deductive reasoning via proof-writing of pre-service mathematics education teachers using the Structure of the Observed Learning Outcome (SOLO) taxonomy. Methods: One hundred three pre-service teachers were given twelve items involving basic concepts of plane geometry to assess. An in-depth analysis of their proof was done and they were grouped through a two-step clustering technique. Findings: Four compatible levels of developmental pattern to the SOLO level were detected. At level 0, students do not know how to establish proof. At level 1, students provided a single or few valid idea/s. Students demonstrating level 2 thinking provided many true ideas. However, the proofs are unclear and illogical. Level 3 students' proof is precisely logical. Conclusion: The research concluded that the SOLO taxonomy is a precise framework for conceptual knowledge assessment and that knowledge indeed has structure.

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An Application of The Solo Taxonomy to Classify Strategies Used by Pre-Service Teachers to Solve “One Question Problems”

Cited by 22 publications

References 6 publications

Unmasking Sustainability in Early Childhood Education: Teachers' Voices from Bosnia and Herzegovina, Croatia, and Slovenia

Unmasking Sustainability in Early Childhood Education: Teachers' Voices from Bosnia and Herzegovina, Croatia, and Slovenia

Unveiling a new taxonomy in education field

Assessing Pre-service Mathematics Education Teachers Deductive Reasoning via Proof Writing in Basic Geometry: The Power of SOLO Taxonomy

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