Creativity of gifted students in an integrated math-science instruction

Kim, Min Kyeong; Roh, Il Soon; Cho, Mi Kyung

doi:10.1016/j.tsc.2015.07.004

Cited by 40 publications

(17 citation statements)

References 26 publications

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“…Siinses uurimuses käsitletakse bioloogia-alast kirjaoskust loodusteadusliku kirjaoskuse osana, mille ainealane fookus on bioloogiateadmistel ning mis on oma olemuselt interdistsiplinaarne (bioloogiast kui teadusharust on arenenud välja näiteks rakendusbioloogia, raku-ja embrüotehnoloogia, genoomika, geenitehnoloogia, insenergeneetika, biotehnoloogia). Kitsenduse põhjus on ka asjaolu, et nagu teised ainevaldkondade teadmised, on ka bioloogiateadmised ainespetsiifilised (Furnham, Batey, Booth, Patel, & Lozinskaya, 2011), mis omakorda tingib ka nende teadmiste rakendamise oskuste spetsiifilisuse, eriti probleemide looval lahendamisel ning otsuste vastuvõtmisel ja põhjendamisel, mille puhul on väga suur osakaal juba omandatud aineteadmistel (Kim, Roh, & Cho, 2016). Seega tunneb bioloogia-alase kirjaoskusega inimene ära probleemid (sh igapäevaelulised), mille sisu on seotud bioloogiaga, ning rakendab nende lahendamiseks bioloogiatundides omandatud teadmisi ja oskusi, seejuures mõistab bioloogiateemalisi artikleid, oskab arutleda probleemide sisu üle ja otsida vajalikku infot ning teeb põhjendatud otsuseid nii isiklikus plaanis kui ka ühiskonna tasandil (Demastes & Wandersee, 1992;Uno & Bybee, 1994).…”

Section: Kirjanduse üLevaadeunclassified

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: Kirjanduse üLevaadeunclassified

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

Post¹,

Semilarski²,

Laius³

2017

EHA

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“…Gifted students have a tendency to high curiosity (Webb, Gore, Amend, & DeVries, 2007). The integrated application of STEM based learning will provide opportunities for gifted students to explore and develop their abilities through curiosity (Kim, Roh, & Cho, 2016). Students especially in Indonesia who have low and medium competence (non-talented students) may like STEM as a separate and not integrated dimension to each other, even some of the non-talented students have the potential to have a career in one of the STEM fields.…”

Section: Introductionmentioning

confidence: 99%

Design and Validation of Inquiry-based STEM Learning Strategy as a Powerful Alternative Solution to Facilitate Gift Students Facing 21st Century Challenging

Abdurrahman

Nurulsari

Maulina

et al. 2019

Journal for the Education of Gifted Young Scientists

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Engagement in STEM across the primary-secondary school transition has been widely investigated. However, integrated-STEM implementation had not shown practical packaging and could not reach all the skills that gifted students needed in the 21st century. The main perspective of STEM education refers to the conclusion that the learning approach was student-centered. The concept of this point of view was like an inquiry-based approach, where the inquiry approach was oriented to fostering student inquiry skills through active experiments. The purpose of this study was to design and validated an inquiry-based STEM learning strategy design that could systematically guide instructors or designers in creating an appropriate gifted students learning activities oriented to 21st century skills. Using an established method for model development research, a theoretically constructed initial model was iteratively improved and underwent internal validation through expert review. In a field study of an inquiry-based STEM learning strategy, we examine the design and operational characteristics that were important for the expressive role of the learning strategy. The pilot study indicated that the inquiry-based STEM learning strategy could improve gifted students' abilities in accordance with 21st century learning frameworks.

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“…The implication is that creative ability can be improved through education. In line with Kim & Cho (2016) research results stated that to enhance creativity, integrated instruction should include processes in which learners understand and can solve open and complex problems related to real life.…”

Section: Resultsmentioning

confidence: 56%

Improving Creativity of the Future Physics Teachers Through General Biology Learning Based on CTL with Experimental Method

Mulyono

2018

indonesian.j.of.science.and.education

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The purpose of this research was to increase creativity of the future physicsteachersthrough General Biology learning based on CTL with experimental method. The type of research used in this study was classroom action research (CAR) through 4cycles of activity. Cycle I shown that on the achievement of creativity, the lowest indicator was in formulating question (59.21%), and the highest indicator was in formulating conclusion (76.32%) while the average of indicators’ achievement was 71,71% in which the target of 75% of performance indicator were failed to reach.Cycle II shownthat the lowest achievement indicator wasin applying the principle, that is 63,16% and the highest achievement indicator is in formulating conclusion, that is 78,95% while the average achievement of critical thinking skill of cycle II equal to 71,21%. Physics future teachers creativity were improved into 8.55% from pre-cycle I to cycle I while from cycle I to cycle II improved into 6.14%. The result of cognitive learning shown that of cycle II was obtained the mean value of cycle II which equal to 76,82. The percentage of the learners who had reached the target of learning mastery was 77.14%. The average of cognitive learning achievement of Physics future teachers was improved from pre cycle to cycle I into 10.54 while from cycle I to cycle II was improved into 3.2. The resultsshows that CTL experimental method can improve the creativity of the future physics teacher of IAIN Palangka. Keywords: CTL, creativity, experimental method

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Creativity of gifted students in an integrated math-science instruction

Cited by 40 publications

References 26 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

Design and Validation of Inquiry-based STEM Learning Strategy as a Powerful Alternative Solution to Facilitate Gift Students Facing 21st Century Challenging

Improving Creativity of the Future Physics Teachers Through General Biology Learning Based on CTL with Experimental Method

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