The effects of simulation technique and worksheets on formal operational stage in science and technology lessons

Bakırcı, Hasan; Bilgin, Arzu Kirman; Şimşek, Ahmet

doi:10.1016/j.sbspro.2011.03.311

Cited by 23 publications

(20 citation statements)

References 10 publications

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“…Knowledge of students is also good with an average value of 81.95 and a post test worksheet contribution in improving the knowledge of learners in the medium category (gain score = 0.67). This indicates that the worksheet can develop learning experiences of students, increase the activity of learning and thinking skills (Bakirci et al, 2011;Cilkler et al, 2012;Crammond et al, 1990;Ulas et al, 2012). The response of students to use the worksheet is very good because they are more active and interesting.…”

Section: Journal Of Education and Learningmentioning

confidence: 99%

“…Student worksheet can improve the learning success and make students more active and efficient in learning (Trewet et al, 2013;Kibar et al, 2010;Beauchamp et al, 1998). Student worksheet can develop creative thinking skills (Susantini et al, 2016;Bakirci et al, 2011). While Crespo et al (2010) confirmed that the use of the worksheets in learning can enhance the learning experience of students.…”

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of Geography Student Worksheet to Develop Learning Experiences for High School Students

Utami¹,

Sumarmi²,

Ruja³

et al. 2016

JEL

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The purpose of this study is to examine the effectiveness of geography student worksheet in developing high school students' learning experiences. The student worksheet was planned to gain opportunity to develop creative and geography skills. The effectiveness is assessed from the contribution of the worksheets in improving the skills of geography, geography learning outcomes, and students' responses in learning geography worksheet. The students' geography skills are considered good, learning outcomes also increased. Worksheet is able to increase the knowledge of learners. The response of student is very good towards geography worksheet, learning becomes active, interesting and not boring.

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Section: Journal Of Education and Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Geography Student Worksheet to Develop Learning Experiences for High School Students

Utami¹,

Sumarmi²,

Ruja³

et al. 2016

JEL

View full text Add to dashboard Cite

show abstract

“…Kepler's System Model, Geostationary Satellite around Earth Model, and One Dimensional Gravitational Model have all been used in the physics inquiry classroom (Goh et al, 2013; L. K. Wee et al, 2013; L. K. Wee et al, 2012) and have aimed to improve concept learning that the traditional pen-and-paper instructional approach cannot do. In addition, Bakirci et al (2011) found that the simulation-supported 5E worksheet positively scaffolds students' hypothetical, correlation and combinational thinking skills in the simulation-supported environment.…”

Section: Problem Statementmentioning

confidence: 93%

“…Besides simulations, Bakirci et al (2011) found that the simulation-supported 5E worksheet positively scaffolded students' hypothetical, correlation and combinational thinking skills in the simulation-supported environment.…”

Section: Linking Together: Conceptual Learning Inquiry-based Learninmentioning

confidence: 97%

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

Fan¹

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Two mixed-methods studies (a pilot study and a main study) were carried out to investigate the effectiveness of a novel inquiry-based learning method (named the Inquiry-based learning with Interactive Simulation -ILIS approach). The studies focused on 10 th grade students' conceptual understandings about force and motion in physics. In each of the studies, an explanatory mixed methods design was adapted to combine a quantitative phase with a qualitative phase. The initial quantitative phase employed a quasi-experimental method. Participants were randomly assigned to the ILIS approach (experimental group) and conventional instruction (control group) as learning methods. All participants were asked to respond to a test (modified Force Concept Inventory) and surveys (confidence in learning and inquiry process skills of hypothesising, operation, communication, and evaluation). The quantitative phase addresses the first research question: What is the effectiveness of the ILIS approach and conventional instruction respectively on student conceptual learning? The subsequent qualitative phase of each study involving interviewing participants to explore the way in which the students and teachers understood the conceptual learning in relation to potential performance achieved with the ILIS approach. The results showed significant gains in conceptual understanding about forces and motion and inquiry process skills by the experimental groups in comparison to the control groups. The students' inquiry process skills showed the same trend as conceptual learning. Confidence in learning also correlated with students' conceptual understanding. In contrast, the results showed that the conventional instruction has the same positive effect on improving students' confidence in learning as the ILIS approach. Qualitative findings induced that students in the experimental group reported individual perceptions and viewpoints. The qualitative phase involved interviews with three teachers and six students. It revealed that the ILIS approach offers meaningful benefits for students' conceptual understanding, which complements the findings from the quantitative phase. The findings suggested that the ILIS approach may have implications as a practical and effective teaching and learning method in enhancing students to develop their conceptual understanding in physics.ii Declaration by authorThis thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis.I have clearly stated the contribution of others to my thesis as a whole, including statistical assistance, survey design, data analysis, significant technical procedures, professional editorial advice, and any other original research work used or reported in my thesis. The content of my thesis is the result of work I have carried out since the commencement of my research ...

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“…Research related to the use of worksheets in learning has been widely carried out and proven to be able to improve creative thinking skills (Luthfiana, Ambarita, & Suwarjo, 2018;Nurisalfah, Fadiawati, & Jalmo, 2018), hypothetical thinking abilities, correlations and combinational students (Bakırcı, Bilgin, & Simsek, 2011), improve reading skills, scientific understanding and analysis (Ayva, 2012), learning success (Ulaş, Sevim, & Tan, 2012), creating meaningful learning (Celikler & Aksan, 2012), making it easier for students to understand the content of science lessons (Sharma, 2014), students' scientific achievement (Lee, 2014).…”

Section: Introductionmentioning

confidence: 99%

The Comparison of Student Creative Thinking Skill using CBL Implemented in STEM Education and Combined with PSL Worksheet in Indonesian School

2019

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The main goal of this study is to present the effectiveness improvement of student’s creative thinking skills using CBL implemented in STEM education and CBL combined with worksheet PSL. The STEM education perspective used in this study is a separate science discipline (Physics) that incorporates other disciplines. The research method used in this study is a quantitative method with a quasi-experimental research design. The research includes a pre-test-post test control group design. The subjects of the research consist of forty-five students in 10th grade of one of the vocational schools. The instrument used in this study is an essay test consisting of four questions with indicators of fluency, flexibility, and originality. The enhancement of students’ creative thinking skills is known by analyzing normalized gain (g) on the experimental group and control group. A non-parametric test and Cohen’s Kappa test were used to examine differences improvement of student’s creative thinking skills with the IBM Statistics SPSS 20.00 program at .05 significant levels. As a result of the research, it was found that CBL implemented in STEM education has a higher improvement for students of creative thinking skills than CBL combined with worksheet PSL. CBL implemented in STEM education also has a major impact on improvement of students’ creative thinking skills.

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The effects of simulation technique and worksheets on formal operational stage in science and technology lessons

Cited by 23 publications

References 10 publications

The Effectiveness of Geography Student Worksheet to Develop Learning Experiences for High School Students

The Effectiveness of Geography Student Worksheet to Develop Learning Experiences for High School Students

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

The Comparison of Student Creative Thinking Skill using CBL Implemented in STEM Education and Combined with PSL Worksheet in Indonesian School

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