scholarly journals The Effectiveness of a Brain-Based Learning Program in Teaching Psychology for the Acquisition of its Concepts and for the Development of Problem Solving Skills for a Sample of Secondary School Female Students in Egypt

2017 ◽  
Vol 18 (04) ◽  
pp. 135-164
Author(s):  
Hanaa A. Mohamed
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Female Students ◽  
Learning Program ◽  
Problem Solving Skills ◽  
Teaching Psychology ◽  
Brain Based Learning

EXAMINATION OF SECONDARY SCHOOL 7TH GRADE STUDENTS' MATHEMATICAL THINKING AND PROBLEM SOLVING SKILLS ON RATIONAL NUMBERS

2021 ◽  
Vol 6 (15) ◽  
pp. 552-562
Author(s):  
Fatma Berna BENLİ ◽  
Kübra GÜRTAŞ
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Reading Time ◽  
Mathematical Thinking ◽  
Rational Numbers ◽  
Female Students ◽  
School Education ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
New Knowledge

In our new education curriculum, it has been seen that it is no longer sufficient for students to learn only the achievements, unlike these gains, solution strategies that the student visualizes in his mind and designed by himself are also needed. Mathematical thinking, which is the process of obtaining new information completely different from the student's old knowledge and new knowledge, using it in the solution of the problem, and transforming that knowledge into new knowledge, has become extremely important. MEB asks students for deep mathematical thinking and problem solving skills in all questions they ask in the skill-based tests and student selection exam LGS. In this study, mathematical thinking and problem solving skills of middle school 7th grade students while solving problems will be examined. The research was applied to 241 students in 7 different secondary schools in the province of Bingöl in the Eastern Anatolia Region in the 2020-2021 academic year. In the study, it was investigated by quantitative and qualitative methods whether the mathematical thinking and problem solving skills of the students on rational numbers are related to gender, whether they had pre-school education and daily reading time. In the research, the SPSS 25 package program was used in the analysis of quantitative data, and in the analysis of qualitative data by examining the process steps in the answers from the students. As a result of the research, a statistically significant difference was found between male and female students, and this difference is in favor of female students. According to the findings obtained from the research, no statistically significant difference was found between the students who had and did not have pre-school education. Secondary school 7th grade students’ mathematical thinking and problem solving skills are related to their daily reading time. According to the results, students who read for an hour a day are more successful than students who read for fifteen minutes a day.

scholarly journals The Impact of a Teaching-Learning Program Based on a Brain-Based Learning on the Achievement of the Female Students of 9th Grade in Chemistry

2016 ◽  
Vol 6 (2) ◽  
pp. 162 ◽  
Author(s):  
Kawthar Shabatat ◽  
Mohammed Al-Tarawneh
Keyword(s):  
Secondary School ◽  
Female Students ◽  
Validity And Reliability ◽  
Learning Program ◽  
9Th Grade ◽  
Brain Based Learning ◽  
Instructional Plans ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

<p>This study aimed at recognizing the impact of teaching-learning program based on a brain-based learning on the achievement of female students of 9th grade in chemistry, to accomplish the goal of this study the researchers designed instruments of: instructional plans, pre achievement and past achievement exams to use them for the study-validity and reliability of these instruments were tested and found appropriate for the study purpose. The instruments were applied on a sample of 64 female students in the 9th grade at the EIN ALBEDAH secondary school in TAFILAH. The researchers applied T-test for independent sample means, standard deviations and ANOVA. The results indicated statitistically significant differences at the level (α≤0.05) in contemporary and instructional achievement or the experimental group. The researchers recommended applying the approaches of instructional methods which are based on brain-based learning in chemistry and science.</p>

scholarly journals Pembelajaran Berdasarkan Senario dalam Mengajar Model Penyelesaian Masalah

2018 ◽  
Vol 10 (3-2) ◽  
Author(s):  
Shanthi Tamilselvam ◽  
Johari Surif
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Secondary School Teachers ◽  
Thinking Skills ◽  
Problem Solving Skills ◽  
Transcription Process ◽  
Education Levels ◽  
University Lecturers

This study aims to evaluate the suitability of the Scenario Based Learning Module (SBL), which has been designed in the topic of Problem Solving Models. The study also aims to examine the advantages of SBL in universities and secondary education levels.  In addition, this study was conducted to find out the barriers and constraints in the designated SBL.  Lecturers from a university and a secondary school participated in this study which is conducted as an interview.  The interview is aimed to gather information on the suitability and features of the module, as well as the advantages and obstacles in the SBL module.  The data obtained from the interviews are qualitatively analyzed through the transcription process.  The findings show that the modules are designed to be practiced at university level among students. The findings also show that the module has many advantages in terms of understanding the learning content, thinking skills and problem solving skills, social and collaborative skills and intrinsic motivation of students.  Additionally, obstacles and constraints that exist in SBL are also discussed. This study benefits from the perspective of providing information on the suitability, advantages and obstacles of SBL for the Problem Solving course in Chemistry Education.  In fact, university lecturers and secondary school teachers can take this study as a reference for SBL applications in teaching and learning.  University students can also benefit from the SBL module designed and the results of this study.

Mathematical Physics Problem Solving Skills for Secondary School physics Teachers

2021 ◽  
Vol 29 ◽  
Author(s):  
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Mathematical Physics ◽  
Physical Problem ◽  
Ministry Of Education ◽  
Problem Solving Skills ◽  
Physics Teachers ◽  
Physical Problems ◽  
Academic Year ◽  
Secondary School Physics

The aim of the current research is to identify the extent to which secondary school physics teachers possess the skills to solve physical problems and to identify the differences in their physical problem solving skills according to the gender variables. The research identified physics teachers in secondary schools affiliated with the Directorate of Education in Al-Diwaniyah, for the academic year 2020-2021, and the sample size was (160) teachers who were randomly selected, and by reviewing some studies that dealt with physical problem solving skills, such as the study of (Islami et al., 2018). and study (Prasetyo, 2020). It was found that these studies share a number of points with the current research, but they did not provide a tool for measuring physical problem solving skills. Therefore, the researcher designed a scale of physical problem solving skills, which consisted of (32) items. After the exploratory application, the validity and stability of the study tool was confirmed by appropriate methods, and the correlation of the item’s degree with the total score was calculated, and after applying the test to the sample, the data was processed statistically, as the researcher used the equation of the t-test for one sample to verify that physics teachers possess the skills of solving Physical problems, and the results showed that teachers of physics possess the skills to solve physical problems, and the statistical method was used to verify the differences in the skills of solving physical problems according to gender variables (male and female), and the results showed that there are differences in favor of (male) and the researcher recommended in the light of Results Preparing special training programs by the Ministry of Education to develop physical problem solving skills among physics teachers, and suggested the need to focus on the diversity of solving processes based on physical problem solving skills.

scholarly journals Comparison of E-Learning, M-Learning and Game-based Learning in Programming Education – A Gendered Analysis

2020 ◽  
Vol 15 (15) ◽  
pp. 133
Author(s):  
Sohail Iqbal Malik ◽  
Mostafa Al-Emran ◽  
Roy Mathew ◽  
Ragad M Tawafak ◽  
Ghaliya Alfarsi
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Female Students ◽  
Male Students ◽  
Game Based Learning ◽  
Introductory Programming ◽  
Problem Solving Skills ◽  
Programming Education ◽  
E Learning

Learning to code is considered as a difficult and challenging task for a significant number of novice programmers in programming education. Novice programmers have to acquire different skills such as problem solving, program design, comprehension, and debugging at the same time. On the other hand, most introductory programming courses focus more on syntax of the programming language. In this study, we developed and introduced a ‘PROBSOL’ application in three different learning systems (E-learning, M-learning and Game-based learning) to enhance the problem solving skills of novice programmers in an introductory programming (IP) course. A survey was conducted with the IP students to determine their perception about all the three applications in the IP course. Gender differences were determined by comparing both female and male students’ responses for each question in the survey. The results of comparison show that male students were more satisfied with all the three applications compared to female students. Both female and male students perceived that all the three applications are user-friendly, enabled them to accomplish tasks more quickly, and enhanced their learning productivity. Overall, both male and female students appreciated all the three applications in the teaching and learning process of the IP course. This study implies that instructors can also use all the three applications as an additional teaching tool in the teaching and learning process of programming education.

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