The Influence of Higher Order Thinking and Metacognitive Skills towards Hands-On Teaching among Primary School Science Teachers

Sulaiman, Tajularipin; Subramaniam, Punnithann; Kamarudin, Nurzatulshima

doi:10.6007/ijarped/v8-i4/6497

Cited by 9 publications

(11 citation statements)

References 3 publications

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“…Hands-on activities such as manipulating GP enables students to gain and develop constructive knowledge conception pertaining to graph sketching using the derivatives (Rohaenah et al, 2019). This finding is supported by many researchers inclusively by Sulaiman et al (2019) and Ekwueme et al (2015) which revealed that hands-on approach has significantly and positively impacted student's academic performance in mathematics, including calculus. The ability to visualize abstract concepts such as the graphic representation of a function could be developed as manipulating GP enables active cognitive engagement (Borji et al, 2018;Mendezabal & Tindowen, 2018;Orhun, 2012).…”

Section: Comparison Of Calculus Performance On Rational Function Betwmentioning

confidence: 69%

“…The main principle of hands-on approach is "learning by doing" by Dewey (1938). It is supported by a famous ancient Chinese proverb of "I hear and I forget, I see and I remember, I do then I understand" (Leal-Rodriguez & Albort-Morant, 2019), which encourage students to learn through experimentation and observation (Thuneberg et al, 2018) and to build new ideas by creative and critical thinking (Sulaiman et al, 2019;Mehmood, Anwer & Tatlah, 2017;Dhanapal & Wan Zi Shan, 2013). Researchers reported that hands-on approach has significantly and positively impacted student's academic performance in mathematics (Sulaiman et al, 2019;Ekwueme et al, 2015) and science (Ekwueme et al, 2015).…”

Section: Learner-centred Interventions With Visualization and Hands-omentioning

confidence: 99%

“…Apart from technological tools and intervention plans or programs, mathematics educators always come out with creative and innovative tools to be used as the teaching and learning aids, especially for topics with abstract concepts. They are created mainly as a manipulative during the instruction sessions for students to have hands-on activities physically, reporting improved mathematics performance of the students (Sulaiman, Subramaniam, & Kamarudin, 2019;Thuneberg, Salmi & Bogner, 2018;Ekwueme, Ekon & Ezenwa-Nebife, 2015). Many of these efforts have been designed for a game-based learning approach that integrates the game elements into a non-game context (Zimmerling, Höllig, Sandner, & Welpe, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Bridging the Gap Between the Derivatives And Graph Sketching in Calculus

Bakri

Liew

Chen

et al. 2021

AJUE

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Sketching the graph of mathematical functions using derivatives is a challenging task for undergraduate students who enrol for the first level of calculus course. Before graph plotting, students are required to perform a thorough function analysis using the concepts learned in differentiation. They are then expected to solicit the results obtained to sketch the graph. Nevertheless, the students face great difficulties in achieving this goal; and fail to relate the results obtained in the analysis and their representation in a graph. Their performance is thus negatively affected eventually. To overcome this cognitive gap, an innovative board game named Graph Puzzle (GP) is developed. It is intended to function as a manipulator to facilitate students in comprehending the inter-related algebraic, symbolic, and graphic representation of a function under the applications of derivatives, forming the corresponding procedural and conceptual knowledge. To measure the effectiveness of this board game, 84 undergraduate students who took this calculus course were given pre- and post-test before and after the learning session. An ANCOVA test conducted reveals a significant difference (F (1, 81) = 12.182, p = 0.001) between pre and post-test score in solving polynomial functions, whereas students’ performance in solving rational functions indicates no meaningful difference (F (1, 81) = 0.04, p = 0.841) of post-scores between control and treatment groups. From this standpoint, it is shown that GP has the potential to serve as a solution to the difficulties faced on graph sketching in calculus, particularly when dealing with polynomial functions. Keywords: Visualization, Calculus, Embodied learning, Game-Based Learning, Graph Sketching

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Section: Comparison Of Calculus Performance On Rational Function Betwmentioning

confidence: 69%

Section: Learner-centred Interventions With Visualization and Hands-omentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Bridging the Gap Between the Derivatives And Graph Sketching in Calculus

Bakri

Liew

Chen

et al. 2021

AJUE

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“…HOTS merupakan keterampilan yang harus ada dalam pembelajaran sains (Sulaiman et al, 2017). Penting mengembangkan HOTS pada siswa (Hugerat & Kortam, 2014); dan melatihkan sejak dini (Zubaidah et al, 2017), HOTS dapat digunakan untuk memprediksi keberhasilan siswa (Tanujaya et al, 2017).…”

Section: Pendahuluanunclassified

Peningkatan Kapasitas Guru Biologi Madrasah Aliyah dalam Menyusun Tes Berbasis <i>Higher-Order Thinking Skills</i> (HOTS) Di kabupaten Lombok Tengah

Suhirman

2024

al-hayat

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Increasing the Capacity of Madrasah Aliyah Biology Teachers in Developing Higher-Order Thinking Skills (HOTS) Based Tests is carried out to increase the capacity of biology teachers and provide knowledge on aspects related to HOTS and its measurement aspects and train teachers, especially at the Madrasah Aliyah and High School levels. to be skilled at preparing HOTS-based questions. The method for implementing service activities is in the form of a workshop held at State High School (SMAN) 2, Jonggat District, Central Lombok Regency, which was attended by 25 biology teacher participants, who came from 12 State Madrasah Aliyah. The methods and techniques of service carried out in this activity through six (6) stages are: socialization, Focus Group Discussion (FGD, conducting a higher-order thinking skills (HOTS) based test preparation workshop for 25 Madrasah Aliyah biology teachers, Central Lombok Regency, conducting assistance in testing HOTS test questions developed in each madrasah, conducting workshops analyzing the results of testing HOTS test questions and making decisions, evaluating and reflecting on the implementation of workshop activities and mentoring. From the results of observations of workshop participants and documents that have been used to carry out assessments among students, it was identified that they were still measuring students' abilities on the LOTS (low order thinking skill) dimension, namely level C1 (knowing), level C2 (understanding), and level C3 (applying). Besides that, the use of KKO (operational verb) was generally still leaning at a low level.

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“…Furthermore, primary school teachers' self-e cacy in teaching science is of great importance and can signi cantly impact students' interest and success in science-related subjects at higher education levels (Kazeni, 2021;Yildiz, 2022). The in uence of higher-order thinking and metacognitive skills on hands-on teaching in science among primary school teachers is also a critical aspect to consider (Sulaiman et al, 2019). Moreover, the hesitance of primary school teachers to teach science can be discouraging and may contribute to gaps in science education in the foundation phase (Arthur et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Using 3-dimensional Models as Teaching Tools in Science Education for Elementary School Students

Aslan,

Avcı,

Gökçü

2024

Preprint

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This research aims to identify the concepts that elementary school students struggle to understand in their science classes and to overcome these difficulties by utilizing a design thinking model. Specifically, the impact of instructional methods based on the use of 3D models on students' academic achievements has been examined. Additionally, students' opinions on the use of solid 3D models in the classroom were collected. The study adopted a mixed method approach. The sample of the research consists of 3rd grade (N=31) and 4th grade (N=29) students attending an elementary school in the Akçaabat district of Trabzon province. This study used a mixed-method research design. Accordingly, in the "Empathy" phase based on the design thinking model, the concepts in the science course units that elementary school students found difficult to understand were identified through the "Teacher Opinion Form" prepared by the researchers, collecting views from 20 classroom teachers. Subsequently, statistical, and descriptive analyses of the teachers' responses were conducted, determining that the leading concepts students struggled with were "The Structure of the Earth" for the 3rd grade level and "The Structure of the Earth's Crust" for the 4th grade level. In the "Define the Problem" and "Ideation" phases of the Design Thinking Model (DTM) model, the researchers decided which three-dimensional models could be designed for teaching these topics. Initial two-dimensional drawings were made, and designs were developed using 3D pens in the "Prototype Development" phase. The computer-based drawings of the pre-designed models were completed, and prints were obtained from 3D printers. Before using the final models in the lessons, a "Concept Achievement Test" consisting of 10 questions each was administered as a pre-test to the students. One week after the pre-test application, the teaching process using the final models was conducted by the researchers. Three days after the interactive use of the 3D models in the classroom, the post-tests were administered. In the post-test, students were also asked two open-ended questions about their opinions on the use of 3D models in science classes. The research findings indicate that the lessons conducted using the design thinking model and 3D modeling had a significant effect on the students' understanding of science topics. A comparison of pre-test and post-test results revealed a statistically significant improvement favoring the post-test for both 3rd grade (t=-5.005; p<.05) and 4th grade (t=-2.813; p<.05) students. The use of models facilitated the students' learning processes and helped them better understand the concepts at both grade levels. Moreover, by making the lessons more fun and interactive, they increased students' interest in science. The results of the research demonstrate that the design thinking approach and three-dimensional models enhance understanding and comprehension levels in elementary school science classes. These findings can serve as an important resource for educators and policymakers in developing teaching methods that support active learning processes and encourage conceptual understanding. It is also suggested that the applicability of such innovative teaching strategies in other subjects should be explored.

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The Influence of Higher Order Thinking and Metacognitive Skills towards Hands-On Teaching among Primary School Science Teachers

Cited by 9 publications

References 3 publications

Bridging the Gap Between the Derivatives And Graph Sketching in Calculus

Bridging the Gap Between the Derivatives And Graph Sketching in Calculus

Peningkatan Kapasitas Guru Biologi Madrasah Aliyah dalam Menyusun Tes Berbasis <i>Higher-Order Thinking Skills</i> (HOTS) Di kabupaten Lombok Tengah

Using 3-dimensional Models as Teaching Tools in Science Education for Elementary School Students

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