From a systematic investigation of faculty-produced Think-Pair-Share questions to frameworks for characterizing and developing fluency-inspiring activities

French, R. S.; Prather, E. E.

doi:10.1103/physrevphyseducres.16.020138

Cited by 3 publications

(4 citation statements)

References 44 publications

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“…20 Tahun 2003 "pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta ketrampilan yang diperlukan dirinya, masyarakat, bangsa dan Negara". Lebih lanjut, pendidikan merupakan suatu usaha yang telah dirancang untuk mencapai tujuan yang diinginkan (Boleng, 2021;French, 2020). Tujuan dari pendidikan yaitu untuk mendewasakan diri, mengembangkan potensi diri dan ketrampilan yang dibutuhkan dalam kehidupan bermasyarakat (Choirudin et al, 2021;Sekaryanti et al, 2023) Salah satu cara untuk mencapai tujuan pendidikan yaitu perlu adanya pembelajaran yang berkualitas dapat memicu tercapainya tujuan atau arah pendidikan.…”

Section: Pendahuluanunclassified

Eksperimentasi Model Pembelajaran Stay Two Stray (TS-TS) dan Think Pair Share (TPS) Terhadap Hasil Belajar

Astuti,

Ningsih,

Choirudin

et al. 2023

JPTK

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Tujuan dari penelitian ini adalah untuk membandingkan efisiensi dua pendekatan pembelajaran matematika yang berbeda dengan menggunakan teorema Pythagoras: model Two Stay Two Stray (TSTS) dan model Think Pair Share (TPS). Penelitian ini lakukan di kelas VIII MTs Nurul ‘Ulum Kotagajah. Model TSTS diterapkan pada kelas VIII B sedangkan model TPS diterapkan pada kelas VIIIC. Data hasil belajar matematika didapatkan menggunakan instrumen tes. Sebelum digunakan instrumen telah diuji validitas (indeks aiken antara v= < 0,80 hingga v= >0,80) dan reliabilitas (r = 0.737). Uji t digunakan untuk analisis data, setelah dilakukan uji Normalitas dan uji Homogenitas. Uji hipotesis pertama diperolah hasil thit = 61,787 > ttabel = 1,61 sehingga H0 ditolak. Hasil ini menunjukkan model Two Stay Two Stray efektif kepada hasil belajar matematika peserta didik. Hipotesis kedua diperoleh hasil thit = 5,25 > ttabel = 1,73 sehingga H0 ditolak. Hasil ini menunjukan model Think Pair Share efektif efektif kepada hasil belajar matematika peserta didik. Hipotesis ketiga diperoleh hasil thit = -1,69 < ttabel = 1,67 sehingga H0 diterima. Hal ini menunjukan bahwa model TSTS sama efektifnya dengan model TPS.

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Section: Pendahuluanunclassified

Eksperimentasi Model Pembelajaran Stay Two Stray (TS-TS) dan Think Pair Share (TPS) Terhadap Hasil Belajar

Astuti,

Ningsih,

Choirudin

et al. 2023

JPTK

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“…This necessitates that we develop new representations that present information in ways not typically found in the discipline. These representations are invaluable pedagogically because they feature highly stylized physical scenarios that depict distinct and unique discipline relationships (French and Prather, 2020). For this reason, these new representations are referred to as pedagogical discipline representations, or PDRs (Wallace et al, 2016).…”

Section: Theoretical Framework Overviewmentioning

confidence: 99%

“…Prior research efforts investigated how novice learners struggle with recognizing important information and relationships afforded by disciplinary representations and how learners engage in meaning-making for particular science contexts (e.g., Prather et al, 2004;Hudgins et al, 2006;Wallace et al, 2016). The findings from these efforts echo the assertions of French & Prather (2020) regarding novice learners, "they cannot yet critically discern the disciplinary affordances of multiple representations and coordinate them to make sense of disciplinary knowledge" (p.8). Each representation provides students with partial disciplinary understanding, but no individual representation can capture every aspect that the topic is intended to communicate (Fredlund et al, 2014).…”

Section: Theoretical Framework Overviewmentioning

confidence: 99%

“…Each representation provides students with partial disciplinary understanding, but no individual representation can capture every aspect that the topic is intended to communicate (Fredlund et al, 2014). Multiple representations, however, may work in harmony to create a collective disciplinary affordance, offering a more complete understanding of the topic being investigated (Linder, 2013;French and Prather, 2020). Providing students with a variety of representations increases the probability that one or more of these representations will help students increase their representational competence.…”

Section: Theoretical Framework Overviewmentioning

confidence: 99%

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New Curriculum Development Model for Improving Undergraduate Students’ Data Literacy and Self-Efficacy in Online Astronomy Classrooms

Simón¹,

Prather²,

Rosenthal³

et al. 2022

AEJ

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There is a critical need for research-based active learning instructional materials for the teaching and learning of STEM in online courses. Every year, hundreds of thousands of undergraduate non-science majors enroll in general education astronomy courses to fulfill their institution’s liberal arts requirements. When designing instructional materials for this population of learners, a central focus must be to help learners become more scientifically and data literate. As such, we developed a new, three-part, curricular model that was used to inform the creation of active-learning instructional materials designed for use in online courses to help introductory astronomy students improve their ability to make evidence-based conclusions when presented with a variety of data representations, while increasing their self-efficacy with respect to engaging meaningfully in science. We conducted a pilot study of these instructional materials at nine different colleges and universities to better understand whether students’ engagement with these materials lead to increases in self-efficacy, and whether faculty who implemented the materials were able to easily incorporate our active learning materials into their existing online astronomy courses. Overall, we found a statistically significant improvement in students' self-efficacy after engaging with our instructional materials in their online courses. The results of the item-by-item analysis indicated that students’ beliefs improved most on the questions that assessed their ability to make meaningful contributions to scientific research, and their confidence using data representations to interpret an array of scientific questions. The instructor feedback emphasized that our curriculum development model could successfully inform the creation of instructional materials that were easy to implement in existing online astronomy classes, and supported course learning objectives, creating the potential for widespread dissemination and use at the undergraduate level.

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Unpacking the Universe

Herrold,

Prather,

Schaen

2023

The Science Teacher

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From a systematic investigation of faculty-produced Think-Pair-Share questions to frameworks for characterizing and developing fluency-inspiring activities

Cited by 3 publications

References 44 publications

Eksperimentasi Model Pembelajaran Stay Two Stray (TS-TS) dan Think Pair Share (TPS) Terhadap Hasil Belajar

Eksperimentasi Model Pembelajaran Stay Two Stray (TS-TS) dan Think Pair Share (TPS) Terhadap Hasil Belajar

New Curriculum Development Model for Improving Undergraduate Students’ Data Literacy and Self-Efficacy in Online Astronomy Classrooms

Unpacking the Universe

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