Teacher interactions and effects on group triple problem solving space

Gonzales, Alicia C.; Purington, Stephanie; Robinson, Julie; Nieswandt, Martina

doi:10.1080/09500693.2019.1638982

Cited by 7 publications

(3 citation statements)

References 36 publications

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“…In addition, local wisdom in magazine made the material relevant to life, made it easier for them to understand and solve problems [59]. Sixth, students were given the opportunity to solve problem-solving problems listed in BioPhy magazine in groups that made students interact socially with each other so that they were able to construct their own understanding according to Vygotsky's social constructivist learning approach [62], [63]. Group work facilitated students sharing ways to solve problems [62], [64] and reduced complexity in solving problems [62], [65].…”

Section: Effectiveness Of Biophy Magazinementioning

confidence: 99%

“…Sixth, students were given the opportunity to solve problem-solving problems listed in BioPhy magazine in groups that made students interact socially with each other so that they were able to construct their own understanding according to Vygotsky's social constructivist learning approach [62], [63]. Group work facilitated students sharing ways to solve problems [62], [64] and reduced complexity in solving problems [62], [65]. Seventh, the problem-solving questions in the magazine were contextual in nature which stimulated students to actively explore and connected knowledge with various events in life so that students' solving abilities increase [66].…”

Section: Effectiveness Of Biophy Magazinementioning

confidence: 99%

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BioPhy magazine based on a floating market for problem-solving skills and environmental awareness

Fitriah

Ita²

2022

EduLearn

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This study aimed to describe the validity and effectiveness of the floating market-based BioPhy magazine to improve problem-solving skills and encourage students to conduct environmental awareness campaigns. This research was development research with Tessmer formative evaluation model. The field test subjects were 24 students who studied fluids in the Fundamental Physics Course in the 2021/2022 academic year. Data were obtained through validation sheets and problem-solving questions. Data were analyzed quantitatively and qualitatively. The results showed that the developed magazine was valid and effective in improving students' problem-solving skills with an N-gain score in the field trial of 0.96 with a high category and an effect size of 12.61 with a strong influence category. In addition, based on the different tests, it was known that there is a significant difference between problem-solving abilities before and after learning. The magazine also succeeded in encouraging students to campaign on environmental awareness, as shown in the environmental-themed posters they made and shared on social media. Thus, the developed magazine was valid and effective to improve problem-solving skills and encourage environmental awareness campaigns on fluids in the Fundamental Physics Course.

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Section: Effectiveness Of Biophy Magazinementioning

confidence: 99%

Section: Effectiveness Of Biophy Magazinementioning

confidence: 99%

BioPhy magazine based on a floating market for problem-solving skills and environmental awareness

Fitriah

Ita²

2022

EduLearn

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“…In inquiry-based learning, teachers organize various science activities to include questions, experiments, demonstrations, and group discussions in ways that would enhance students' thinking and skills [41]. Biology teachers in inquiry-based lessons interacted with the student groups in multiple ways but the majority of interactions were teacher-led; teachers were more likely than students to initiate interactions [42]. In general, classroom interaction is affected by teacher's talk and the quality of talk may affect how teacher and students interact in classroom.…”

Section: Interaction Through Questioning In Classroommentioning

confidence: 99%

Identifying Student Teachers’ Inquiry-Related Questions in Biology Lessons

2021

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Prior research has shown that both teacher-led and recitation questions dominate in classrooms; teachers ask closed-ended questions more than open-ended questions. Even though classroom questioning has been studied in many previous studies there has been very limited research addressing the questioning of student teachers during inquiry-based biology lessons focusing on the inquiry stages: introduction, examination, and conclusion. In this study, a total of 21 lessons by twelve student teachers in primary and secondary schools were video- and audio-recorded. The recorded discussions were transcribed and the qualities of the questions were analyzed using content analysis, and the questions of student teachers were categorized into 10 different question categories. The findings revealed that primary school student teachers asked mainly for factual knowledge, concepts, and basic knowledge of species in all inquiry stages. Secondary school student teachers also asked mainly for concepts and basic knowledge of species. They also asked students to generate ideas and explain their answers, especially in the examination and conclusion stages. The present study indicates that student teachers’ questioning needs to be developed more towards higher-order questioning such as analyzing, synthetizing, and evaluating to scaffold students in inquiries and develop future teachers’ questioning skills in teacher education.

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Embodied learning of science concepts through augmented reality technology

Mansour,

Aras,

Staarman

et al. 2024

Educ Inf Technol

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Augmented Reality (AR) revolutionizes educational approaches by providing an immersive experience that superimposes virtual 3D elements onto the physical environment. This integration of virtual and real worlds addresses the challenge of understanding abstract concepts by enabling three-dimensional visualization and interaction. This study aims to assess the role of embodied cognition in science learning through AR technology, analyze its impact on collaborative, inquiry-based learning in primary science, and understand students' perceptions of its influence on their engagement and comprehension in collaborative science tasks. Data collection methods for this study included three focus group interviews and five video observations involving ten grade 5 students, totaling 23 participants, in a primary science classroom. The analysis utilized content, thematic, and multimodal frameworks to evaluate student interactions. The findings indicated that the use of AR significantly enhanced the students' learning experiences. Students' comprehension of complex scientific concepts improved through active engagement with 3D models using the AR application. The AR app's 3D virtual shapes encouraged students to move around more during lessons, likely because these shapes were engaging and offered various perspectives. The use of embodied learning was enhanced with the support of AR technology, as students were constantly in motion around the table, using their fingers to manipulate objects and explore 3D forms from different angles.

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Teacher interactions and effects on group triple problem solving space

Cited by 7 publications

References 36 publications

BioPhy magazine based on a floating market for problem-solving skills and environmental awareness

BioPhy magazine based on a floating market for problem-solving skills and environmental awareness

Identifying Student Teachers’ Inquiry-Related Questions in Biology Lessons

Embodied learning of science concepts through augmented reality technology

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