The Design and Development of Bijak Seni, a Teaching and Learning Module that Incorporates Computational Thinking Skills in Visual Art Education for Secondary School

2021 ◽  
Author(s):  
Harrinni Md Noor ◽  
Irma Rahayu Ibrahim
Keyword(s):  
Secondary School ◽  
Art Education ◽  
Visual Art ◽  
Teaching And Learning ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Design And Development ◽  
Learning Module

scholarly journals Learning by Nature: The Implementation and Evaluation of Culturally Responsive Pictorial Module of Nature Tie-Dye Batik Craft

2019 ◽  
Vol 16 (2) ◽  
pp. 117
Author(s):  
Siti Zuraida Maaruf ◽  
Ahmed Waliyuddin Basri
Keyword(s):  
Art Education ◽  
Visual Art ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
School Teacher ◽  
School Level ◽  
Proximal Development ◽  
Design Development ◽  
Senior Lecturer ◽  
Positive Feedbacks

The aim of this study is to determine the usefulness of Culturally Responsive Pictorial Module of Nature Tie-Dye Batik Craft for teaching and learning the topic ‘Batik Pelangi’ in Visual Art Education (VAE). The pictorial module was developed using the ADDIE Model that was supported by Zone of Proximal Development (ZPD) – Scaffolding by Lev Vygotsky (1978). This study uses the Design Development Research (DDR) approach. The Pictorial Module was evaluated by two expert panels which is one experienced VAE school teacher and one Visual Art senior lecturer at a local university. A purposive sampling consisting of 29 VAE students and one VAE teacher were used in this research to measure their acceptance using the module. Both the responding groups of students and VAE teacher provided positive feedbacks toward learning and teaching using the module. Based on the findings, the Pictorial Module is relevant and appropriate to be implemented at secondary school level for art education in Malaysia.

scholarly journals Improving Novice Students’ Computational Thinking Skills by Problem-Solving and Metacognitive Techniques

2021 ◽  
Vol 20 (6) ◽  
pp. 88-108
Author(s):  
Nor Hasbiah Ubaidullah ◽  
Zulkifley Mohamed ◽  
Jamilah Hamid ◽  
Suliana Sulaiman ◽  
Rahmah Lob Yussof
Keyword(s):  
Problem Solving ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Intervention Program ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Metacognitive Skills ◽  
Thinking Skill ◽  
Novice Students ◽  
Programming Courses

Admittedly, the teaching and learning of programming courses in the computer science and information technology programs have been extremely challenging. Currently, most instructors depend on either the problem-solving technique or the metacognitive technique to help students develop a range of cognitive skills, including metacognitive skills, which are important in the development of a strong computational thinking skill required for 21st-century learning. Studies focusing on the practices of instructors in using both techniques are scarce, thus motivating the researchers to carry out this study. This study was based on a qualitative approach involving a case-study design in which five (5) male and five (5) female instructors were selected from 10 pre-university centers in Malaysia as the respondents and participants in an intervention program. The research instruments used were an interview checklist and intervention guidelines. As anticipated, the findings showed that the activities of each technique could only help students develop certain sub-skills of the computational thinking skill, thus underscoring the need for instructors to integrate both techniques in their teaching practices. Thus, it could be reasoned that using either the metacognitive technique or the problem-solving technique alone would not be sufficient to help students develop strong computational thinking skills, as each technique has its strengths and weaknesses. Therefore, it becomes imperative for instructors to leverage the strengths of both techniques by integrating both of them in the teaching and learning of programming courses.

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.

scholarly journals Discovering the Role of Problem-Solving and Discussion Techniques in the Teaching Programming Environment to Improve Students' Computational Thinking Skills

2021 ◽  
Vol 11 (12) ◽  
pp. 615-623
Author(s):  
Nor Hasbiah Ubaidullah ◽  
◽  
Zulkifley Mohamed ◽  
Jamilah Hamid ◽  
Suliana Sulaiman
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Computational Thinking ◽  
Structured Interview ◽  
Thinking Skills ◽  
Survey Method ◽  
Teaching Techniques ◽  
University Lecturers ◽  
Programming Courses

Computational thinking skill is one of the essential abilities to be learned and perfected by students of this century. Studies have shown that in the teaching and learning of programming courses, discussion and problem-solving techniques have been widely used. However, studies based on the suitability of such teaching techniques for the development of the computational thinking skills of students are, however, lacking. In this context, this research was conducted to define the teaching techniques used by university lecturers when teaching a computer programming subject and to explore how the techniques can influence the development of the computational thinking skills of students. This research was based on a combination of qualitative and quantitative approaches involving a semi-structured interview and a survey method, respectively. The research sample consisted of eight (8) university lecturers recruited from several Malaysian public universities, who had been teaching computer science to undergraduates. The results showed that in teaching computer programming, a majority of the respondents used discussion and problem-solving methods, with each assisting students to gain computer programming skills and learn certain components of computational thinking. As such, it is recommended that teaching practitioners incorporate the discussion and problem-solving techniques in the teaching and learning of programming courses. The incorporation of such strategies will help students develop good computer programming and computational thinking skills encompassing all the fundamental elements. The results also revealed that the respondents had no experience in using the metacognitive technique. As such, it is also proposed that future research should focus on this technique to investigate any possible effects that it may have on the growth of the computer programming and computational thinking skills of undergraduates.

scholarly journals Epistemological, Psychological, Neurosciences, and Cognitive Essence of Computational Thinking

2016 ◽  
Vol 2 (1) ◽  
pp. 19-38
Author(s):  
Osman Yasar
Keyword(s):  
Conceptual Change ◽  
Cognitive Processes ◽  
Empirical Data ◽  
Teaching And Learning ◽  
Inductive Reasoning ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Information Storage ◽  
K 12

The construct of computational thinking (CT) was popularized a decade ago as an “attitude and skillset” for everyone. However, since it is equated with thinking by computer scientists, the teaching of these skills poses many challenges at K-12 because of their reliance on the use of electronic computers and programming concepts that are often found too abstract and difficult by young students. This article links CT – i.e., thinking generated and facilitated by a computational device – to our typical fundamental cognitive processes by using a model of mind that is aligned with research in cognitive psychology and neuroscience and supported by a decade of empirical data on teaching and learning. Our model indicates that associative and distributive aspects of information storage, retrieval, and processing by a computational mind is the very essence of thinking, particularly deductive and inductive reasoning. We all employ these cognitive processes but not everyone uses them as iteratively, consistently, frequently, and methodologically as scientists. Some scientists have even employed electronic computing tools to boost deductive and inductive uses of their computational minds to expedite the cycle of conceptual change in their work. In this article, we offer a theoretical framework that not only describes the essence of computational thinking but also links it to scientific thinking. We recommend teaching students cognitive habits of conceptual change and reasoning prior to teaching them skills of using electronic devices. Empirical data from a five-year study involving 300 teachers and thousands of students suggests that such an approach helps improve students’ critical thinking skills as well as their motivation and readiness to learn electronic CT skills.

scholarly journals USING CHEMICAL MODELS FOR DEVELOPING NATURAL SCIENCE COMPETENCES IN TEACHING CHEMISTRY: FROM PUPILS AS MODEL ASSEMBLERS TO PUPILS AS CREATORS OF SELF-MADE MODELS

2013 ◽  
Vol 53 (1) ◽  
pp. 89-98
Author(s):  
Darinka Sikošek ◽  
Mateja Žuželj
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Low Cost ◽  
Statistical Processing ◽  
Thinking Skills ◽  
Control Group ◽  
Chemical Models ◽  
The Impact ◽  
Secondary School Pupils

Chemical models are indispensable tool in chemistry class and enable secondary school pupils to develop complex thought processes and spatial concepts, both of which are necessary to improve their understanding of chemical concepts. In this research, special emphasis is given to complex competencies not only their acquisition, but rather how pupils develop them. For this purpose, a learning strategy has been developed, called learning by self-generating chemical models. Pupils learn individually on their own models, which are made from easily accessible, low-cost materials. The impact of workable models was investigated (assembly of commercial models and production of self-made models) on the (1) learning success using simple molecule shapes and (2) the degree of competence development which realized through the implemented activities. The study involved first-year secondary school-pupils, defined as self-creators of paper- and -wire models (experimental group) and assemblers of commercial models (called the control group). The appearance of the molecules being studied took the form of geometric shapes and structures, which pupils present by making of ball-, called wire-models from plasticine and wire or paper created, called paper models. Based on the results of statistical processing of the data, we found that self-creation of models (as an innovative approach) leads to better understanding and to subsequently sustained knowledge for the pupil. It should also be noted that pupils who were self-generators in comparisons to those who merely assembled the models, generally developed many complex skills in the areas of problem solving, practical competence, mathematical competence and critical thinking skills. The knowledge so acquired was also better understood. Key words: chemical models, competencies, self-made models, teaching and learning by models.

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