Application of the Demonstration Method to Improve Concept Understanding and Learning Activities of Students in Physics Subjects

Using the demonstration technique in conjunction with physics instruction, the purpose of this research is to improve students' comprehension of their ideas. Classroom action research is used in this study, and it is divided into two cycles, with each cycle consisting of six sessions each cycle. It is necessary to prepare ahead, take activities, observe and reflect as part of the research process. Based on the findings, students' comprehension of physics topics improved when they were taught using the demonstrative approach. Cycle I students' understanding score averaged 67 points with a standard deviation of 14.92, while the second cycle students' understanding score averaged 79 points with a standard deviation of 9.84. Students' understanding score increased in both cycles I and II, with the average value of 67 points and the standard deviation of 14.92. On the basis of the study's findings, it is possible to infer that the use of physics learning using the demonstration technique has improved students' comprehension of topics in physic

Engagement in physical computing for the primary classroom : the BBC Micro:bit experience

Computational thinking is an essential skill for 21st century learners. Despite the fact that many efforts have been made to support and enhance computer science instruction in formal and informal educational settings, it remains a challenge to engage students in algorithmic design and computer programming. Physical computing, that links computer programming with the physical world, promises to increase student motivation and engagement. However, the nature of student engagement in physical computing activities has not been adequately studied. The main aim of this study is to investigate the nature of primary school students engagement in physical computing activities with a popular single-board physical computing device, the BBC Micro:bit. The study uses the constructionism as its theoretical framework and implements a series of project-based physical computing activities with primary school students. Mixed methods design have been employed. Study findings highlight the cognitive, behavioural, emotional and social dimensions of student engagement in physical computing activities using the BBC Micro:bit. High engagement levels in all four dimensions were revealed with the emotional dimension to prevail. The study findings can inform future physical coding activities and pedagogical approaches that foster pupils’ engagement

Coding Activities for Children with Autism: A Sample Application

Purpose The research was conducted to test the effects of coding activities on the development of children with autism Method Five children aged 6-8 who received education from a special education application center in Erzincan city center participated in the research In the study coding activities consisting of four sessions two sessions a week were made for two weeks Coding activities consist of shadow finding mate finding pattern creation and completion activities Dunn Sensory Profile for mothers in order to determine the effect of coding activities Interview Form and Questionnaire for teachers Concept Evaluation Form was applied to children Results As a result of the research it was determined that coding activities increased the multi-sensory processing attention visual perception interest and acting in accordance with instructions motor hand-eye coordination imitation ability interest fun memory retention eye contact and conceptual skills of children with autism In addition it was determined that children with autism increased their ability to match and complete objects find the shadow of objects and create patterns in relation to the application Discussion and Recommodation In line with the results it is recommended that coding activities be integrated into the educational environments of children with autis

PENGEMBANGAN BAHAN AJAR IPA BERBASIS GAYA BELAJAR DAN MULTIPLE INTELLIGENCES UNTUK MENINGKATKAN PEMAHAMAN DAN KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK PADA MATERI SUHU, KALOR, DAN PEMUAIAN

Tujuan dari penelitian ini adalah mengembangkan bahan ajar IPA berbasis gaya belajar dan multiple intelligences, menganalisis peningkatan pemahaman dan keterampilan berpikir kritis peserta didik, serta menganalisis efektivitas penggunaan bahan ajar yang dikembangkan terhadap pemahaman dan keterampilan berpikir kritis peserta didik. Penelitian ini merupakan penelitian berbasis desain, dimana model pengembangan yang digunakan adalah model ADDIE (analysis, design, development, implementation, dan evaluation). Sampel dalam penelitian ini sebanyak 65 peserta didik kelas VII (32 peserta didik dalam kelompok eksperimen dan 33 peserta didik dalam kelompok kontrol). Bahan ajar yang dikembangkan berisi fitur-fitur yang disusun sedemikian rupa agar dapat memfasilitasi peserta didik dengan gaya belajar dan tipe kecerdasan dominan yang berbeda, serta melatihkan pemahaman dan keterampilan berpikir kritis peserta didik. Bahan ajar ini telah memenuhi kriteria kelayakan pada aspek isi, kebahasaan, penyajian, dan grafis. Peningkatan pemahaman peserta didik tergolong sedang dan peningkatan keterampilan berpikir kritis peserta didik tergolong rendah. Selain itu, efektivitas bahan ajar IPA berbasis gaya belajar dan multiple intelligences terhadap pemahaman peserta didik termasuk dalam kategori sedang, sedangkan efektivitas bahan ajar terhadap keterampilan berpikir kritis peserta didik termasuk dalam kategori rendah dilihat dari nilai effect size yang diperoleh. Kesimpulannya, karakteristik bahan ajar IPA berbasis gaya belajar dan multiple intelligences yang dikembangkan dengan model ADDIE ini memiliki fitur-fitur yang memfasilitasi peserta didik dengan gaya belajar dan multiple intelligences yang berbeda, telah memenuhi kriteria kelayakan, dapat meningkatkan pemahaman dan keterampilan berpikir kritis peserta didik, serta telah diuji efektivitasnya terhadap pemahaman dan keterampilan berpikir kritis peserta didik

El design thinking como metodología para desarrollar el aprendizaje autónomo en estudiantes de escuelas peruanas

La realidad cambiante en la que nos movemos exige que innovemos los instrumentos, metodologías en el proceso de enseñanza aprendizaje, en la medida que emergen más demandas que los educandos deben ser capaces de resolver. En ese sentido, el desing thinking  surge como una metodología transformadora de los espacios y contenidos educativos, debido al enfoque multidisciplinario, el desplazamiento de la atención hacia los alumnos y la relación  priori que guarda con el pensamiento complejo. El objetivo del presente artículo es evidenciar la estrecha relación entre el desing thinking y el pensamiento complejo, para ello se realizó una revisión rigurosa de los textos científicos e investigaciones dentro de la comunidad académica nacional e internacional. El enfoque es cualitativo, específicamente interpretativo fenomenológico, con base en la metodología de revisión sistemática exploratoria. Gracias al que encontramos una relación intrínseca y directamente proporcional entre pensamiento complejo y, en general, las metodología ágiles como el pensamiento de diseño. Cabe señalar que la dificultad del estudio estribó en no encontrar fuentes directamente relacionadas a la expresión “El design thinking como metodología para desarrollar el aprendizaje autónomo en estudiantes de escuelas peruanas”, por ello es necesaria una búsqueda más rigurosa que analizara las variables por separado

Contribución de un juego educativo de ordenador al desarrollo de habilidades de pensamiento computacional en estudiantes de 4to grado de secundaria en la ciudad de Lima

En un mundo cada vez más digitalizado desarrollar habilidades de pensamiento computacional (PC) en los estudiantes es un reto para los educadores. Los pedagogos utilizan los juegos educativos como herramienta de motivación y enseñanza para los educandos. En este contexto surge la pregunta de investigación: ¿Cuáles son las habilidades de PC que un juego educativo de ordenador (JEO) contribuye a desarrollar en estudiantes de 4to grado de secundaria de la ciudad de Lima? El objetivo general fue establecer si el juego educativo de ordenador “Mariquita” contribuye a desarrollar las habilidades de pensamiento computacional de los estudiantes de 4to grado de secundaria de la ciudad de Lima; y como objetivos específicos identificar si el JEO contribuye a desarrollar las siguientes habilidades: abstracción, pensamiento lógico, pensamiento iterativo, diseñar algoritmos y depuración de errores en estudiantes de 4to grado de secundaria de la ciudad de Lima. La investigación es de enfoque cualitativo, su diseño es no experimental, de nivel descriptivo simple y por su finalidad es de tipo aplicada. Para la recolección de datos relacionados a las categorías se administró la técnica de la observación y como instrumento una guía de observación, el cual fue aplicado a ocho estudiantes de 4to grado de secundaria con el propósito de conocer cuáles son las habilidades de PC que contribuye a desarrollar un JEO en ellos. Se concluye que el JEO motiva a los estudiantes y favorece el desarrollo de las habilidades de PC planteadas.In an increasingly digitized world, developing computational thinking (CT) skills in students is a challenge for educators. Pedagogues use educational games as a motivational and teaching tool for learners. In this context, the research question arises: What are the CT skills that an educational computer game (ECG) helps to develop in 4th grade high school students in the city of Lima? The general objective was to establish whether the educational computer game "Mariquita" contributes to the development of computational thinking skills in 4th grade secondary school students in the city of Lima; and as specific objectives, to identify if the ECG contributes to the development of the following skills: abstraction, logical thinking, iterative thinking, designing algorithms and debugging in 4th grade high school students in the city of Lima. The research has a qualitative approach, its design is non-experimental, of a simple descriptive level and, due to its purpose, it is of an applied type. For the collection of data related to the categories, the observation technique was administered and an observation guide was used as an instrument, which was applied to eight 4th grade high school students with the purpose of knowing what CT skills contribute. to develop a ECG in them. It is concluded that the ECG motivates students and favors the development of PC skills raised

A UX model for the evaluation of learners' experience on lms platforms over time

Although user experience (UX) is dynamic and evolves over time, prior research reported that the learners' experience models developed so far were only for the static evaluation of learners' experiences. So far, no model has been developed for the dynamic summative evaluation of the UX of LMS platforms over time. The objective of this study is to build a UX model that will be used to evaluate learners' experience on LMS over time. The study reviewed relevant literature with the goal of conceptualizing a theoretical model. The Stimuli-Organism-Response (SOR) framework was deployed to model the experience engineering process. To verify the model, 6 UX experts were involved. The model was also validated using a quasi-experimental design involving 900 students. The evaluation was conducted in four time points, once a week for four weeks. From the review, a conceptual UX model was developed for the evaluation of learners' experience with LMS design over time. The outcome of the model verification shows that the experts agreed that the model is adequate for the evaluation of learners' experience on LMS. The results of the model validation indicate that the model was highly statistically significant over time (Week 1: x2(276) = 273 I 9.339, Week2: x2(276) = 23419.626, Week3: x2(276) =18941.900, Week4: x2(276) = 27580.397, p=000<0.01). Each design quality had strong positive effects on the learners' cognitive, sensorimotor and affective states respectively. Furthermore, each of the three organismic states: cognitive, sensorimotor, and affective, had strong positive influence on learners' overall learning experience. These results imply that the experience engineering process was successful. The study fills a significant gap in knowledge by contributing a novel UX model for the evaluation of learners' experience on LMS platforms over time. UX quality assurance practitioners can also utilize the model in the verification and validation of learner experience over tim

Σχεδιασμός, ανάπτυξη και αξιολόγηση παιχνιδιού Επαυξημένης Πραγματικότητας για την υποστήριξη της διδασκαλίας κατά τη διάρκεια εκπαιδευτικών επισκέψεων σε αρχαιολογικούς χώρους

Η αξιοποίηση της τεχνολογίας της Επαυξημένης Πραγματικότητας (Ε.Π.) για φορητές συσκευές σε συνδυασμό με προσεγγίσεις μάθησης βασισμένης στο παιχνίδι, αποτελεί μια από τις τάσεις που καταγράφονται τα τελευταία χρόνια, αναφορικά με τη διδασκαλία της Ιστορίας σε αρχαιολογικούς χώρους. Η συνάφεια τέτοιων εφαρμογών με τον εποικοδομισμό και την πλαισιοθετημένη μάθηση ευθυγραμμίζεται με την ανάγκη για στροφή προς πιο μαθητοκεντρικές προσεγγίσεις. Ταυτόχρονα, αναδεικνύεται ο κρίσιμος ρόλος της ιστορικής ενσυναίσθησης στην αποτελεσματική διδασκαλία της Ιστορίας και ως εκ τούτου συνιστά πρόκληση η εμπλοκή των μαθητών σε αυτού του είδους τις διαδικασίες με τη βοήθεια των φορητών συσκευών. Στην παρούσα έρευνα παρατίθεται η μεθοδολογία σχεδιασμού, ανάπτυξης και διαμορφωτικής αξιολόγησης του παιχνιδιού Ε.Π. «PlatoAR» για φορητές συσκευές. Ο αρχαιολογικός χώρος της Ακαδημίας Πλάτωνος αποτελεί τον χώρο διεξαγωγής του παιχνιδιού και σκοπός του είναι η υποστήριξη της διδασκαλίας της Ιστορίας των κλασικών χρόνων σε μαθητές Δ΄ Δημοτικού μέσω της εμπλοκής τους σε διαδικασίες ιστορικής ενσυναίσθησης. Για την ανάπτυξη του παιχνιδιού αξιοποιήθηκαν τα τρία πρώτα στάδια της μεθοδολογίας της «έρευνας που βασίζεται στο σχεδιασμό». Στο πρώτο πραγματοποιήθηκε «Αναγνώριση και ανάλυση του προβλήματος» της διδασκαλίας της Ιστορίας, στο δεύτερο ο «Σχεδιασμός και η ανάπτυξη του πρωτοτύπου» της εφαρμογής και στο τρίτο η χρήση της εφαρμογής στον αρχαιολογικό χώρο και η αξιολόγησή της ως προς την ευχρηστία, την κατάσταση «Ροής», το περιεχόμενο και τους παράγοντες που επηρεάζουν τη χρήση της. Τα εργαλεία συλλογής δεδομένων ήταν τόσο ποσοτικά, όσο και ποιοτικά και περιλάμβαναν συμμετοχική παρατήρηση, συνεντεύξεις, καθώς και ερωτηματολόγια. Η ανάλυση των δεδομένων φανέρωσε θετικά αποτελέσματα ως προς την ευχρηστία της εφαρμογής, την κατάσταση «Ροής» που βίωσαν οι παίκτες και την παιδαγωγική αξία του περιεχομένου. Σε ότι έχει να κάνει με τους παράγοντες που επηρεάζουν τη χρήση της εφαρμογής, αυτοί σχετίζονται με το περιβάλλον, τα τεχνικά ζητήματα και την προετοιμασία του εκπαιδευτικού αναφορικά με την επίσκεψη στον χώρο. Τέλος, τα αποτελέσματα της αξιολόγησης έδειξαν ότι οι εκπαιδευτικοί είναι δυνατό να εμπλακούν ενεργά στον σχεδιασμό και την ανάπτυξη εφαρμογών Ε.Π., ικανών να επιφέρουν προστιθέμενη αξία στη διδασκαλία της Ιστορίας σε αρχαιολογικούς χώρους που έχουν απωλέσει την αρχική τους μορφή.One of the recent trends in history teaching in archaeological sites is the use of Augmented Reality (A.R.) technologies for mobile devices in combination with game-based learning approaches. The relevance of such approaches with the theories of constructivism and situated learning is well aligned with the need for student-centered approaches. At the same time, historical empathy stands out as a crucial factor and thus student’s engagement with these kind of procedures when they interact with mobile apps, constitutes a challenge. This research addresses the design, development and formative evaluation of the A.R. mobile game “PlatoAR”, concerning history teaching and learning, taking place at the archaeological site of Plato’s Academy. The aim of the game is to support history teaching in primary education by engaging students in the process of historical empathy. “PlatoAR” was developed using a design-based research (DBR) methodology which consists of three phases of design and research. The first phase addressed the “Analysis of practical problems by researcher and practitioners in collaboration” concerning history teaching, the second the “Prototype design and development” of the application and the third one, the use and evaluation of the app concerning its usability, the concept of Flow, its content and the factors that influence its effective use (Sample: 31 teachers and 16 students). Questionnaires, observations and interviews were used to collect both qualitative and quantitative data. Data analysis indicated good usability, Flow and content value results. When it comes to the factors that influence the use of the app, it’s worth mentioning that they are related to the environment, the technical issues and teacher’s preparation concerning field trip planning. Finally, the results showed that it’s possible for teachers to be actively engaged in the design and development of A.R. mobile apps, capable of bringing added value to history teaching and learning, taking place at archaeological sites that through the ages have “lost” their original appearance

Understanding the effect of Robotics as an intervention strategy in a Technical Sciences class

In this study, the use of robotics was explored in a Grade 12 Technical Sciences class, to further understand it as an emerging pedagogy that allows learners to apply creative thinking and produce innovative solutions to problems in Newton’s Second law of motion. The study's conceptual framework was underpinned by constructivism, constructionism and the Cognitive Refinement Instructional Approach (CRIA), which supports the notion that through assimilation and accommodation, Lego Mindstorms robotics tools can be used as manipulatives to develop new knowledge. The learners participating in this mixed-method procedure of enquiry were randomly assigned to an experimental group (n = 21) that took part in the robotics intervention and a control group (n = 21) that continued with conventional extra classes. It was evident in the qualitative results that learner’s knowledge improved regarding the concepts of acceleration and net force, but misconceptions persisted in the concepts of frictional force and tension force. In the analysis of the quantitative results, the independent-samples t-test showed that there was a significant difference in the post-test scores between the control group (M= 3.19, SD= 1.16) and experimental group (M=4.57, SD= 1.43); t(40)= 3.42, p = 0.001. The study found that robotics does have a significant effect on the academic test scores of Technical Sciences learners than the traditional intervention in Newton’s Second Law. The scientific merit and significance of this study will contribute to teaching methods and learning of science in the technical-academic schooling stream.Dissertation (MEd)--University of Pretoria, 2021.Science, Mathematics and Technology EducationMEdUnrestricte