Investigative Primary Science: A Problem-based Learning Approach

Etherington, Matthew

doi:10.14221/ajte.2011v36n9.2

Cited by 93 publications

(65 citation statements)

References 20 publications

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“…Students' attitude was the most potent contributor while teachers' workload was the least contributor to the prediction. Whereas the result of research according to Etherington (2011) with the title of "Investigative Primary Science": A Problem-based learning Approach who stated that the PBL course had a positive impact on the pre-service teachers' motivation to teach science ideas within a real world context.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Teacher’s Ability and Student’s Attitude on the Subject of Craft and Entrepreneurship to the Development of Entrepreneurship Spirit in the Implementation of Authentic Problem Based Learning

Munawaroh¹

2017

IES

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Vocational high school must change student's mind set in order to be sure that they become entrepreneurs who will be better and nobler than become employees. This research aimed to determine the effect of teacher's ability in practicing the method of Authentic Problem Based Learning (APBL) and student's attitude to the development of entrepreneurship spirit based on the result of data processing that was obtained that teacher's ability in practicing the method of APBL significantly influenced the development of student's entrepreneurship spirit with coefficient as big as 0.366. Student's attitude influenced to the development of entrepreneurship spirit, with the coefficient as big as 0.179. R 2 as big as 0.208 it meant that the development of student's entrepreneurship spirit could be explained by teacher's ability variable in practicing the method of APBL and student's attitude as big as 20.8% whereas the rest was influenced by another variable which was not entered in this research.

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Section: Discussionmentioning

confidence: 99%

The Effect of Teacher’s Ability and Student’s Attitude on the Subject of Craft and Entrepreneurship to the Development of Entrepreneurship Spirit in the Implementation of Authentic Problem Based Learning

Munawaroh¹

2017

IES

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“…The results of the study showed that students who learned with problem based learning model in the learning process had an increased literacy than those students who learned with direct instruction model. This is reinforced by the opinions of Etherington (2011), who revealed that the problem based learning deserves a more prominent place in science undergraduate primary education for teachers because the process empowers students and educators to direct the study, define and analyze problems and develop solutions. Limitations found in research are very acceptable, because there is no perfect thing.…”

Section: Discussionmentioning

confidence: 99%

Improving primary students mathematical literacy through problem based learning and direct instruction

Firdaus¹,

Wahyudin²,

Herman³

2017

Educ. Res. Rev.

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This research was done on primary school students who are able to understand mathematical concepts, but unable to apply them in solving real life problems. Therefore, this study aims to improve primary school students' mathematical literacy through problem-based learning and direct instruction. In addition, the research was conducted to determine whether there are differences in the increase in literacy mathematical among students who received problem-based learning and direct instruction in primary schools located in urban areas, transition, and villages, as well as whether there is an interaction effect between the model of learning by location category of the school toward mathematical literacy skills of primary school students. The study was conducted in the academic year 2015 to 2016 in the fifth grade public primary schools in Bandung with three categories of school location (rural, city and county transition). During the research, one experimental group was treated by problem based learning, while the second experimental group was treated by direct instruction. The research approach used was a quantitative approach with quasi experimental method nonequivalent groups design pretest-posttests. The results showed that: there was a significant difference between the increase in mathematical literacy of students who received a model of problem-based learning (PBL) and direct instruction (DI) model; PBL model was more effective in improving students' mathematical literacy model than the DI; There were no significant differences regarding an increase in students' mathematical literacy by category location of the school; there is no interaction effect between the model of learning by school location factors to the increase in students' mathematical literacy.

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“…Problembased learning is a teaching method that involves a student-centered learning through solving real problems [4]. This is a constructivist learning approach that focuses on students' skills in communicating and collaborating.…”

Section: Problem-based Learning (Pbl)mentioning

confidence: 99%

Scientific Approach Based for Problem-Based Learning of Marketing Subject to Improve Vocational Students' Critical Thinking Skill

Sari¹,

Joyoatmojo²,

Wardani³

2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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Students' learning effectiveness is influenced by learning environment consisting of learning model and approach. Vocational school learning in Surakarta is problematic since it is teacher-centered. The teachers teach the students by using conventional method so that the students tend to be passive especially in teaching retailing subject. Vocational schools learning should be focused on nurturing students to be active so that they have good problem-solving skill beneficial for their future career. Problem-based learning is a model that fosters students to find the solutions by doing reasoning based on the approach used in 2013 curriculum that is scientific approach. Scientific approach covers five stages as observing, questioning, gathering information, associating, and communicating. Problem-based learning can be developed and implemented as a 21st century learning model that encourages students to think critically by formulating, asking, analyzing, and providing solutions to the problems. By reviewing relevant literature, this article proposes recommendation that scientific approach-based problembased learning can be used to improve vocational school students' critical thinking skill in learning retailing subject.

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Investigative Primary Science: A Problem-based Learning Approach

Abstract: This study reports on the success of using a problem-based learning approach (PBL)

Cited by 93 publications

References 20 publications

The Effect of Teacher’s Ability and Student’s Attitude on the Subject of Craft and Entrepreneurship to the Development of Entrepreneurship Spirit in the Implementation of Authentic Problem Based Learning

The Effect of Teacher’s Ability and Student’s Attitude on the Subject of Craft and Entrepreneurship to the Development of Entrepreneurship Spirit in the Implementation of Authentic Problem Based Learning

Improving primary students mathematical literacy through problem based learning and direct instruction

Scientific Approach Based for Problem-Based Learning of Marketing Subject to Improve Vocational Students' Critical Thinking Skill

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