Promotion of High-Order Analytical Thinking Skills using NCOM Simulator through STEAM Education

Ruangsiri, Kanokwan; Nuangpirom, Pinit; Akatimagool, Somsak

doi:10.1109/icteched749582.2020.9101305

Cited by 2 publications

(5 citation statements)

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“…The CLM Model assessment results on student-teacher CPSS used the Meguigan formula, which has a criterion of 1.00 as a standard validity value. After measurement was conducted, student-teacher effectiveness was calculated to be 1.86, showing a high effectiveness correlation consistent with other studies using the Meguigan formula as a measurement tool (Klinbumrung, 2020;Ruangsiri, 2020).…”

Section: Student-teacher Learning Effectivenesssupporting

confidence: 85%

“…Table 3 compares the students' learning achievement and each lesson's effectiveness results. Meguigans's formula and the learning results with t-test dependent were analyzed (Klinbumrung, 2020;Ruangsiri, 2020). Results revealed that average academic achievement scores before and after school were significantly higher than before at the .05 level.…”

Section: Cpss Achievement Quizmentioning

confidence: 99%

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Thai Computer Studies Student Teacher Complex Problem-Solving Skills Development: A Cooperative Learning Management Model

2022

JHETP

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The research aim was to develop cooperative learning management (CLM) model using computational thinking (CT) and mind mapping techniques to promote Thai computer studies student-teacher (CSST) complex problem-solving skills (CPSS). The sample was 15 first-year CSSTs in the Faculty of Education's Computer Studies Department of Thailand's Thonburi Rajabhat University. The pre-study achievement test classified students into three levels (weak, moderate, or strong). Five experts were involved in the assessment of the CLM plan, which was determined to have a content validity index (CVI) at the highest level (mean = 4.00). They also evaluated the 21 indicator rubric scoring-type test tool for complex problemsolving skills (CPSS) and determined its CVI mean = 3.99. After a pilot test of 30 student teachers, a 42item questionnaire was finalized. The final CPSS course involved five primary components within an eightstep process. The CSST used six sessions of four hours each. Results showed that the final course post-test score was 90.40 for all 15 student-teachers, significantly higher than the 70% achievement level setting.

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Section: Student-teacher Learning Effectivenesssupporting

confidence: 85%

Section: Cpss Achievement Quizmentioning

confidence: 99%

Thai Computer Studies Student Teacher Complex Problem-Solving Skills Development: A Cooperative Learning Management Model

2022

JHETP

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“…Reasoning is part of analytical thinking (Stein, Grover, & Henningsen, 1996). The learning activities have been designed according to STEAM for promoting analytical thinking skill in engineering and mathematics with the focus on learners ability to apply knowledge for creating work or innovation by problem solving appropriate for various situations (Kelley & Knowles, 2016;Ruangsiri, Nuangpirom & Akatimagool, 2020a). High order analytical skills, thinking competencies are divided essential components:…”

Section: Reasoning Ability and Steam Project Integrated Mobile Techno...mentioning

confidence: 99%

“…(1) Component analysis, which includes the ability to identify, differentiate, and record information, (2) Relationship analysis, which includes the ability to find and relate them logically and appropriately, (3) Principles analysis, including the ability to mark goals or steps, and synthesize conceptual principles, and (4) Possibility or result analysis is the ability to develop knowledge applicable for work as we as to create innovation (Standar Nasional Pendidikan, 2005;Ruangsiri, Nuangpirom & Akatimagool, 2020b).…”

Section: Reasoning Ability and Steam Project Integrated Mobile Techno...mentioning

confidence: 99%

“…Each stage of STEAM Project encourages students to be active learners and complete a project by starting with important questions, then developing project plans, preparing schedules, monitoring students and project progress, testing and evaluating results, and evaluating experiences. (Arnellis, Fauzan, Arnawa, & Yerizon, 2021;Rohaeti, 2016;Ruangsiri et al, 2020b).…”

Section: Reasoning Ability and Steam Project Integrated Mobile Techno...mentioning

confidence: 99%

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The impact of an integrated STEAM project delivered via mobile technology on the reasoning ability of elementary school students

Siregar

Rahmawati

Suyono

2023

J. Technol. Sci. Educ.

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The aim of this research is to describe the impact of implementing an integrated STEAM Project via mobile technology on the Mathematical Reasoning ability of elementary school students and to describe the process of designing an integrated STEAM Project and mobile application. A quantitative descriptive and quasi-experimental research design was used, with data collected by observation. A pre-test, and post-test was administered to determine the impact of the STEAM Project on students' reasoning abilities. A sample of 130 fifth grade students, 70 female students, and 60 male students from different elementary schools in Meuraxa District, Aceh Province, Indonesia participated in the research. Results show that an empirical analysis of mobile technology is valid and feasible for use with fifth grade elementary school students. Prior to implementing the STEAM Project, the average pretest of reasoning ability was 40.44 with a standard deviation of 10.27. After implementation, the average score improved to 84.01 with a standard deviation of 7.31. The results of a Paired Sample Correlation obtained a mathematical reasoning ability score before and after implementation of the STEAM Project of 0.452. The calculations in the N-GAIN test table for the implementation of the STEAM Project on Reasoning Ability found 76 students, or 58.46 %, in the high category, and 54 students, or 41.54%, in the medium category. The results of this study provide information, and recommendations for the development of learning models that could improve reasoning abilities. The project could be used as a reference template to accelerate the recovery of quality education during challenging times such as a pandemic.

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Promotion of High-Order Analytical Thinking Skills using NCOM Simulator through STEAM Education

Cited by 2 publications

References 0 publications

Thai Computer Studies Student Teacher Complex Problem-Solving Skills Development: A Cooperative Learning Management Model

Thai Computer Studies Student Teacher Complex Problem-Solving Skills Development: A Cooperative Learning Management Model

The impact of an integrated STEAM project delivered via mobile technology on the reasoning ability of elementary school students

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