485,727 research outputs found
CLIP/CETL Professional Report 2006/7 : Thinking Tools for Creative Learning; Connecting the Units
The aim is to enable students to investigate and acquire transferable thinking and reasoning tools to facilitate independent learning, reflective practice and to improve articulation and synchronisation across all course units
Application of Treffinger Learning Model to Improve Creative Reasoning and Mathematical Problem Solving Skills as Well as Student Learning Interests
In the learning process it is very important to try to get students to think creatively in solving problems and engaging actively. This research is an experiment in the form of design pretest postest control group design. The subjects in this study were two classes of 62 grade VIII junior high school students. The instruments used are tests of creative reasoning skills and mathematical problem solving in the form of 5 essay questions and learning interest questionnaires. Analyze data using Gain test, Chi Square test and Contingency Coefficient. The results found that improved creative reasoning skills as well as the mathematical problem-solving abilities of students with Treffinger learning were superior to regular learning. In addition, it was also found that the higher the student's learning interest the higher their creative reasoning skills and mathematical problem solving skills. Other findings include associations between students' learning interests, mathematical creative reasoning skills and students' mathematical problem-solving skills classified as moderate
A Review of Student Difficulties in Upper-Level Quantum Mechanics
Learning advanced physics, in general, is challenging not only due to the
increased mathematical sophistication but also because one must continue to
build on all of the prior knowledge acquired at the introductory and
intermediate levels. In addition, learning quantum mechanics can be especially
challenging because the paradigms of classical mechanics and quantum mechanics
are very different. Here, we review research on student reasoning difficulties
in learning upper-level quantum mechanics and research on students'
problem-solving and metacognitive skills in these courses. Some of these
studies were multi-university investigations. The investigations suggest that
there is large diversity in student performance in upper-level quantum
mechanics regardless of the university, textbook, or instructor and many
students in these courses have not acquired a functional understanding of the
fundamental concepts. The nature of reasoning difficulties in learning quantum
mechanics is analogous to reasoning difficulties found via research in
introductory physics courses. The reasoning difficulties were often due to
over-generalizations of concepts learned in one context to another context
where they are not directly applicable. Reasoning difficulties in
distinguishing between closely related concepts and in making sense of the
formalism of quantum mechanics were common. We conclude with a brief summary of
the research-based approached that take advantage of research on student
difficulties in order to improve teaching and learning of quantum mechanics
Iteratively Learning Embeddings and Rules for Knowledge Graph Reasoning
Reasoning is essential for the development of large knowledge graphs,
especially for completion, which aims to infer new triples based on existing
ones. Both rules and embeddings can be used for knowledge graph reasoning and
they have their own advantages and difficulties. Rule-based reasoning is
accurate and explainable but rule learning with searching over the graph always
suffers from efficiency due to huge search space. Embedding-based reasoning is
more scalable and efficient as the reasoning is conducted via computation
between embeddings, but it has difficulty learning good representations for
sparse entities because a good embedding relies heavily on data richness. Based
on this observation, in this paper we explore how embedding and rule learning
can be combined together and complement each other's difficulties with their
advantages. We propose a novel framework IterE iteratively learning embeddings
and rules, in which rules are learned from embeddings with proper pruning
strategy and embeddings are learned from existing triples and new triples
inferred by rules. Evaluations on embedding qualities of IterE show that rules
help improve the quality of sparse entity embeddings and their link prediction
results. We also evaluate the efficiency of rule learning and quality of rules
from IterE compared with AMIE+, showing that IterE is capable of generating
high quality rules more efficiently. Experiments show that iteratively learning
embeddings and rules benefit each other during learning and prediction.Comment: This paper is accepted by WWW'1
KEMAMPUAN PENALARAN ILMIAH SISWA SMA DALAM PEMBELAJARAN FISIKA MENGGUNAKAN MODEL INKUIRI TERBIMBING DISERTAI DIAGRAM BERPIKIR MULTIDIMENSI
Scientific reasoning is an ability to argue the concept of knowledge using scientific principles to build a deep understanding. Scientific reasoning is one of the essential skills in the 21st century as a provision in facing global challenges. Scientific reasoning is also one of the skills needed in learning physics because, in essence, physics learning requires a deep understanding of concepts. The fact shows that the scientific reasoning skills of students are still low. Students tend to solve problems without recognizing ideas and have a tendency to plug and chug as much as they remember, so learning is needed that can improve scientific reasoning skills. This scientific reasoning skill can be applied by combining guided inquiry learning models with multidimensional thinking diagram aids that are packaged in the form of student worksheets. Implementing the guided inquiry learning model will help students in the reasoning process because each process directs students to follow several methods and practices that are similar to scientists in building knowledge. Multidimensional thinking diagrams can help students in each inquiry process and assist students in analyzing and solving problems. Guided inquiry accompanied by multidimensional thinking diagrams can improve scientific reasoning skills.Scientific reasoning is an ability to argue the concept of knowledge using scientific principles to build a deep understanding. Scientific reasoning is one of the essential skills in the 21st century as a provision in facing global challenges. Scientific reasoning is also one of the skills needed in learning physics because, in essence, physics learning requires a deep understanding of concepts. The fact shows that the scientific reasoning skills of students are still low. Students tend to solve problems without recognizing ideas and have a tendency to plug and chug as much as they remember, so learning is needed that can improve scientific reasoning skills. This scientific reasoning skill can be applied by combining guided inquiry learning models with multidimensional thinking diagram aids that are packaged in the form of student worksheets. Implementing the guided inquiry learning model will help students in the reasoning process because each process directs students to follow several methods and practices that are similar to scientists in building knowledge. Multidimensional thinking diagrams can help students in each inquiry process and assist students in analyzing and solving problems. Guided inquiry accompanied by multidimensional thinking diagrams can improve scientific reasoning skills
Technology-enhanced learning for improving complex problem-solving expertise
Learning through complex problem solving has received increased attention in educational areas. This is particularly the case in challenging domains such as medical education, where problem-based learning (PBL) is widely adopted and found to be effective in helping students to improve their abilities in clinical reasoning, problem solving, and self-directed and cooperative learning. However, there are concerns about PBL’s effects on development of systemic knowledge structures and efficient reasoning processes, which are critical for expertise development. To address the challenge, a technology-enhanced learning environment is proposed in this study, aiming to improve students’ complex problem-solving expertise by scaffolding their problem solving or reasoning processes as well as knowledge construction with support of expert knowledge.published_or_final_versio
Pengembangan Multimedia Pembelajaran “Scraperat” Untuk Meningkatkan Kemampuan Penalaran Matematis Siswa Kelas IX
Technology has a big role in education. Education is required to be able to keep abreast of technological developments. In this case, teachers must be able to apply technology-based learning, one of which is in learning mathematics. The findings from the observations also show that the mathematical reasoning abilities of class IX A students at SMP Negeri 1 Mertoyudan are still in the low category. Therefore, innovation is needed in learning, one of which is using technology in learning. The effort that can be done is to develop a multimedia Scraperat to improve students' mathematical reasoning abilities. This type of research is research and development with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). the conclusion obtained is that multimedia learning scraperat to improve students' mathematical reasoning abilities is stated to be valid, practical, and effective. Advice for readers is to always be motivated to provide products that can improve the quality of learning and education
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