Real Engagement in Active Problem Solving (REAPS): An
evidence-based model that meets content, process, product, and
learning environment principles recommended for gifted students

Maker, June; Zimmerman, R. H.; Alhusaini, Abdulnasser A.; Pease, Randal

doi:10.21307/apex-2015-006

Cited by 17 publications

(13 citation statements)

References 10 publications

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“…It even has put forward a model about it. The effectiveness of teaching based on real life problems for high-ability students was found to be high (Maker et al 2015).…”

Section: Connection Ability Of High-ability Students In Solving Mathematical Problemsmentioning

confidence: 99%

Analysis of students’ mathematical connection abilities in solving problem of circle material: transposition study

Diana

Suryadi

Dahlan

2020

Journal for the Education of Gifted Young Scientists

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This study aims to describe the ability of students' mathematical connections in solving problems in the circle equation material through transposition studies. The method in this research is a descriptive qualitative approach, the techniques used in the study are tests, interviews, and documentation to explore data in research. Test and interview techniques were carried out in order to find out more about the ability of connections and generate knowledge about the transposition in making mathematical problem solving designs. The test is given to 3 students who have high ability, medium ability and low ability. Analysis of the data in this study is through the provision of problem solving tests and interviews using time triangulation, which provides tests and interviews for each student with a different time. The results in this study indicate that highly capable subjects have excellent mathematical connections and didactic knowledge is well utilized and able to provide alternative answers that differ from researchers so that a didactic transposition is formed, that is knowledge to be taught with knowledge, subjects of mathematical ability are able understand the problem well but are not careful enough in solving problem so that previous knowledge is underutilized, the subject of low mathematical ability is not able to understand the problem well and is unable to solve problems in the form of algebra so that the initial knowledge possessed is not well connected.

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“…It even has put forward a model about it. The effectiveness of teaching based on real life problems for high-ability students was found to be high (Maker et al 2015).…”

Section: Connection Ability Of High-ability Students In Solving Mathematical Problemsmentioning

confidence: 99%

Analysis of students’ mathematical connection abilities in solving problem of circle material: transposition study

Diana

Suryadi

Dahlan

2020

Journal for the Education of Gifted Young Scientists

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“…Establishing an appropriate learning environment is necessary for the effective delivery of appropriate instruction for gifted learners (Thomson, 2010; Van-Tassel-Baska and Hubbard, 2016). Specifically, the following implementations are recommended (Maker et al, 2015): be learner-centered; encourage student independence; be open and flexible to new ideas, processes, and new information; accept varied perspectives; include varied and complex resources and multiple tools; employ varied grouping, which allows students to choose with whom to work and how; and enable freedom of movement whereby students are allowed in, out, and within the classroom at will.…”

Section: Learning Environment and Curriculum For The Giftedmentioning

confidence: 99%

Learning environment for the gifted—What do outstanding teachers of the gifted think?

Miedijensky

2018

Gifted Education International

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This study aims to assess the views of outstanding teachers of the gifted regarding their students’ learning environment. Thirty teachers were interviewed and an interpretive approach was used to analyze their views. The teachers’ comments were divided according to the following themes: (a) characteristics of gifted students, (b) characteristics of teachers of the gifted, (c) physical characteristics and population, (d) learning atmosphere, (e) emotional and social aspects, and (f) suitable curriculum and teaching strategies to meet the academic needs of the gifted. The study highlights the significance of exploring teachers’ perceptions regarding the learning environment for the gifted in order to understand in depth what characterizes these particular teachers and to suggest an appropriate pedagogy that will enhance the students’ giftedness. This study can contribute to teachers’ education programs and curriculum design for gifted students, and ultimately benefit all students.

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“…Constructivism is a learning theory based on Piaget's, Vygotsky's, and Bruner's theories. Constructivism is an active effort of independent knowledge building, influenced by the students' experiences, backgrounds, skills, and knowledge, and enables them to understand the problems in their way (Hung, 2016;Maker et al, 2015;Schcolnik et al, 2016;Smith, 2015). The efforts to build knowledge independently mean that students should not just imitate and follow the ideas spoken by the teacher while the students remain passive during the learning process.…”

Section: Resultsmentioning

confidence: 99%

Improving Students’ Thinking Skill Based on Class Interaction in Discovery Instructional: A Case of Lesson Study

Widoretno

Dwiastuti

2019

JPII

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Lesson Study (LS) activity aims to improve teachers' professionalism using discovery-based instructional design. Teachers' professionalism was measured based on communication during the learning process, especially questions and statements from the teachers and students on various topics. Thirty-two high school biology teachers and twelve model teachers involved in this research. The procedures of the LS activity included curriculum review (up to constructing learning objectives); lesson plan making; implementation of lesson plans; communication of the results; and workshop. The research showed that LS activity changed the questioning skills of the teachers and students. Changes in the quality of teachers' questions and statements were proportionate with the changes in students' answers quality. The quality of questions and statements affected the teachers' competencies; also, improved the quality of learning as it facilitated students' thinking of learning as thinking categories.

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Real Engagement in Active Problem Solving (REAPS): An evidence-based model that meets content, process, product, and learning environment principles recommended for gifted students

Cited by 17 publications

References 10 publications

Analysis of students’ mathematical connection abilities in solving problem of circle material: transposition study

Analysis of students’ mathematical connection abilities in solving problem of circle material: transposition study

Learning environment for the gifted—What do outstanding teachers of the gifted think?

Improving Students’ Thinking Skill Based on Class Interaction in Discovery Instructional: A Case of Lesson Study

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