THE INFLUENCE OF PROBLEM-BASED LEARNING COMMUNITIES ON RESEARCH LITERACY AND ...ijejournal
The current study investigates two Problem-Based Learning (PBL) processes that were carried out in two different Online Learning Communities of 62 pre-service teachers who took a Research Literacy course as a part of their academic obligation. The first one was combined with the moderator based learning
scaffoldings (OLC+M), and the other one with the social based learning scaffoldings (OLC+S). The study seeks to map the differences between these two OLCs in terms of Achievement Goal Motivation and Research Literacy skills as a result of the PBL intervention, and the correlation between these aspects as is expressed in each group. The findings indicated that PBL had a significant positive effect on AGM in both groups, while only the OLC+S showed the significant outperforming in some of the Research Literacy skills, as well as the positive correlation between them and the Mastery Approach component of AGM. The discussion raises possible interpretations of theoretical and practical relationships between Research Literacy skills in the educational field and motivational factors among adult students, as they are expressed in online communication environments.
Impact of Academic and Social Factors on Education Performance of StudentsSubmissionResearchpa
Counseling makes perfect any human being for living life smoothly. According to phycology people required someone near to him/her with whom he/she can share their thoughts, happiness, emotions etc. and this is required in education also, In education we need to give support to our students for knowing their problems and feeling regarding education, life, career, friends, family etc. in this paper researcher tried to find out the importance of the counseling in the mind of students of the effect of the same in students mind because in the recent time importance of the education is more and the use of technology is also more so its big problem for the students for connecting consciously with the learning, and without consciousness people cannot understand many thinks for life long time it’s just for examination. By using the qualitative research study research has tried to find out solution for the same with the sample of 60 students of undergraduate of Parul University. During the research researcher identified major two internal and external factors in which there are six other factors, with the help of the qualitative research technique. by Rahul Chauhan and Bhoomi R. Chauhan 2020. Impact of Academic and Social Factors on Education Performance of Students. International Journal on Integrated Education. 2, 5 (Mar. 2020), 34-43. DOI:https://doi.org/10.31149/ijie.v2i5.140. https://journals.researchparks.org/index.php/IJIE/article/view/140/137 https://journals.researchparks.org/index.php/IJIE/article/view/140
The Possibilities of Transforming LearningBarry Dyck
Thesis defense slides for "The Possibilities of Transforming Learning: A Practitioner Research Study of a Pilot Alternative Learning Environment."
In this study, I examine the pilot year of an alternative learning environment in which I, as a practitioner, explored the possibilities for transforming learning for a small class of Grade 11 and 12 students. Drawing on a pedagogy of care, a constructivist model of learning and a student-centered approach to learning, the students and I negotiated new curriculum, combining regular classroom courses with courses constructed by their own learning interests. In this case study, a rhizomatic analysis of student and practitioner data, collected both during and after students’ graduation from high school, showed that students were highly engaged with learning when guided by their personal interests. In the study, I also found, however, that students struggled to fully embrace the potential of their own interests, held back by the ambiguity of self study and the clear metrics of the regular school system to which they were accustomed. As practitioner, I struggled to meet the demands of the prescribed curriculum and those of the curriculum that constantly evolved and changed according to students’ interests. The study also speaks to the tensions in defining the role of a teacher in this alternative learning environment. In conclusion, I suggest we seek to make possible an alternative high school learning environment that more closely resembles free schooling (i.e., learn what you want, where and when you want) within a public school that would, combined with a traditional course of study, meet the provincial criteria for graduation accreditation.
Thesis available at http://mspace.lib.umanitoba.ca/jspui/handle/1993/21938
THE INFLUENCE OF PROBLEM-BASED LEARNING COMMUNITIES ON RESEARCH LITERACY AND ...ijejournal
The current study investigates two Problem-Based Learning (PBL) processes that were carried out in two different Online Learning Communities of 62 pre-service teachers who took a Research Literacy course as a part of their academic obligation. The first one was combined with the moderator based learning
scaffoldings (OLC+M), and the other one with the social based learning scaffoldings (OLC+S). The study seeks to map the differences between these two OLCs in terms of Achievement Goal Motivation and Research Literacy skills as a result of the PBL intervention, and the correlation between these aspects as is expressed in each group. The findings indicated that PBL had a significant positive effect on AGM in both groups, while only the OLC+S showed the significant outperforming in some of the Research Literacy skills, as well as the positive correlation between them and the Mastery Approach component of AGM. The discussion raises possible interpretations of theoretical and practical relationships between Research Literacy skills in the educational field and motivational factors among adult students, as they are expressed in online communication environments.
Impact of Academic and Social Factors on Education Performance of StudentsSubmissionResearchpa
Counseling makes perfect any human being for living life smoothly. According to phycology people required someone near to him/her with whom he/she can share their thoughts, happiness, emotions etc. and this is required in education also, In education we need to give support to our students for knowing their problems and feeling regarding education, life, career, friends, family etc. in this paper researcher tried to find out the importance of the counseling in the mind of students of the effect of the same in students mind because in the recent time importance of the education is more and the use of technology is also more so its big problem for the students for connecting consciously with the learning, and without consciousness people cannot understand many thinks for life long time it’s just for examination. By using the qualitative research study research has tried to find out solution for the same with the sample of 60 students of undergraduate of Parul University. During the research researcher identified major two internal and external factors in which there are six other factors, with the help of the qualitative research technique. by Rahul Chauhan and Bhoomi R. Chauhan 2020. Impact of Academic and Social Factors on Education Performance of Students. International Journal on Integrated Education. 2, 5 (Mar. 2020), 34-43. DOI:https://doi.org/10.31149/ijie.v2i5.140. https://journals.researchparks.org/index.php/IJIE/article/view/140/137 https://journals.researchparks.org/index.php/IJIE/article/view/140
The Possibilities of Transforming LearningBarry Dyck
Thesis defense slides for "The Possibilities of Transforming Learning: A Practitioner Research Study of a Pilot Alternative Learning Environment."
In this study, I examine the pilot year of an alternative learning environment in which I, as a practitioner, explored the possibilities for transforming learning for a small class of Grade 11 and 12 students. Drawing on a pedagogy of care, a constructivist model of learning and a student-centered approach to learning, the students and I negotiated new curriculum, combining regular classroom courses with courses constructed by their own learning interests. In this case study, a rhizomatic analysis of student and practitioner data, collected both during and after students’ graduation from high school, showed that students were highly engaged with learning when guided by their personal interests. In the study, I also found, however, that students struggled to fully embrace the potential of their own interests, held back by the ambiguity of self study and the clear metrics of the regular school system to which they were accustomed. As practitioner, I struggled to meet the demands of the prescribed curriculum and those of the curriculum that constantly evolved and changed according to students’ interests. The study also speaks to the tensions in defining the role of a teacher in this alternative learning environment. In conclusion, I suggest we seek to make possible an alternative high school learning environment that more closely resembles free schooling (i.e., learn what you want, where and when you want) within a public school that would, combined with a traditional course of study, meet the provincial criteria for graduation accreditation.
Thesis available at http://mspace.lib.umanitoba.ca/jspui/handle/1993/21938
5.effect of gender on problem solving skills through integrated teaching prog...EditorJST
Integration of teaching has an important purpose of assisting the teacher to have a wide range of
approaches for creating a proper interactive environment for learning. The aim of this study. effectiveness of
integrated teaching programme(ITP), Gender and their interaction on problem solving skills amongst teacher
trainees. The study was conducted on forty male and female teacher trainees. The study was intervention study
where pre post experimental control group design was carried out. The data were analyzed through factorial
ANCOVA. The finding revealed that there was a significant effect of interaction between ITP, gender and
problem solving skills when pre problem solving scores as co variate.
Researcher Positionality - A Consideration of Its Influence and
Place in Qualitative Research - A New Researcher Guide.
Masters and PhD student researchers in the social sciences are often required to explore and
explain their positionality, as, in the social world, it is recognized that their ontological and epistemological beliefs influence their research. Yet novice researchers often struggle with identifying their positionality. This paper explores researcher positionality and its influence on and place in the research process. Its purpose is to help new postgraduate researchers better understand positionality so that they may incorporate a reflexive approach to their research and start to clarify their positionality.
Collaborative Learning for Educational Achievementiosrjce
Collaboration is a way of interaction and personal attitude where individuals are responsible for
their actions, learning , their abilities and contributions of their peers as well. This paper clarifies the concept
of collaborative learning by presenting and analyzing the educational benefits of Collaborative learning
techniques. Collaborative learning is more students centered. The collaborative tradition takes a more
qualitative approach, analyzing student talk in response to a piece of literature. This paper clarifies the
differences between collaborative and individual learning. . The paper also highlights teacher’s perspective for
individual and collaborative learning. The paper concludes with a discussion about the implications of these
issues with respect to achievement of undergraduate students in English. T-test is used to study the difference in
means in achievement in English by using collaborative learning and individual learning. The sample comprises
of 40 students (males 30, females 10) of undergraduate program. Purposive sampling has been used .The final
achievement scores in English have been used for the purpose of the study.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
This research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasiexperimental research. The population of research was the 12th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12th Science 4 grade as the first experiment class using Concept Attainment Model and the 12th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students’ cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.
The Effect of Problem-Solving Instructional Strategies on Students’ Learning ...iosrjce
This study investigated the use of problems-solving and its effect on student achievement in the mole
concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary
School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test
(CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two
hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the
research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The
results revealed that student taught using problem-solving performed significantly better than those taught
through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on
problem -solving in order to facilitate the teaching and learning of chemistry in schools.
An Experimental Study of Collaborative Instructional Strategy (CIS) for Teac...Dr.Nasir Ahmad
: Modern concept of education is based on students’ centered learning approaches
where collaborative instructional strategy is an emerging approach. It has been tested in
different subjects and its effectiveness has been proved. Therefore, this experimental study
investigated the effects of Collaborative Instructional Strategy (CIS) on mathematics
achievement of fifth grade students. The experiment was conducted at a Government school
in District Swat, Pakistan using pre-test post-test comparative group design on 64 students
in two groups (control and experimental). Mathematics Attainments Test (MAT) was
developed to measure students' academic achievement. Collaborative mathematics
instructional lesson plans (CMIL) were also developed to teach mathematics. The collected
data were analyzed though mean, standard deviation, pair sample t test and independent
sample t test. The results of the experiment showed that Collaborative Instructional Strategy
(CIS) has a significant positive effect on the academic achievement of Primary school
students in the subject of mathematics. It was recommended that Collaborative Instructional
Strategy (CIS) may be use to teach mathematics at primary level.
The Effect of STEM Project Based Learning on Self-Efficacy among High-School ...Nader Ale Ebrahim
Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.
INTERPRETING PHYSICS TEACHERS’ FEEDBACK COMMENTS ON STUDENTS’ SOLUTIOijejournal
This paper investigates teachers’ intentions, when providing their feedback comments to hypothetical
students’ written solutions to linear motion tasks. To obtain an in-depth understanding of the teachers’
thinking when responding to student written solutions, a qualitative case study approach was employed
using two different data sources: a Problem Centred Questionnaire (PCQ) and a Problem Centred
Interview (PCI). Data processing was conducted in two main phases: Initial and Comparative. In both
phases we explored patterns about teachers’ foci across student strategies and motion tasks. A main finding
of this research is to categorising teachers’ interpretations and feedback on student solutions, based on the
extent of teachers’ attentions to Student Thinking and Disciplinary Thinking. This analysis approach
refines the previously held view that a high level of teacher content knowledge, and a concurrent focus to
both ‘student thinking’ and ‘disciplinary thinking’ are required to provide meaningful feedback on student
solutions. The findings indicated that their level of teachers’ propositional
This study aims to determine the effectiveness of the use of cognitive moral based on civics education teaching material in improving the moral judgement competence of the fifth grade elementary school students. This study is a quasi experiment using pretest-postest control group design. The subjects were 59 students of the fifth grade elementary school consisting of 31 students of experimental class and 28 students of control class. The treatment of the experimental class used cognitive moral based on civics education teaching material for about 8 weeks. Learning process in the control class is on the same material and time intensity, but they were not given a treatment. Technique of collecting data used is test. The test instrument consists of 25 multiple choice questions dominated by a moral dilemma. The result of independent sample t test shows that t value is higher than t table (2.161> 1.671). The results show that cognitive based civics education teaching material is effective in improving the moral judgement competence of the fifth grade elementary school students. The increasing moral judgement competence in the experimental class based on the acquisition score N-Gain 0.36 is the medium category.
5.effect of gender on problem solving skills through integrated teaching prog...EditorJST
Integration of teaching has an important purpose of assisting the teacher to have a wide range of
approaches for creating a proper interactive environment for learning. The aim of this study. effectiveness of
integrated teaching programme(ITP), Gender and their interaction on problem solving skills amongst teacher
trainees. The study was conducted on forty male and female teacher trainees. The study was intervention study
where pre post experimental control group design was carried out. The data were analyzed through factorial
ANCOVA. The finding revealed that there was a significant effect of interaction between ITP, gender and
problem solving skills when pre problem solving scores as co variate.
Researcher Positionality - A Consideration of Its Influence and
Place in Qualitative Research - A New Researcher Guide.
Masters and PhD student researchers in the social sciences are often required to explore and
explain their positionality, as, in the social world, it is recognized that their ontological and epistemological beliefs influence their research. Yet novice researchers often struggle with identifying their positionality. This paper explores researcher positionality and its influence on and place in the research process. Its purpose is to help new postgraduate researchers better understand positionality so that they may incorporate a reflexive approach to their research and start to clarify their positionality.
Collaborative Learning for Educational Achievementiosrjce
Collaboration is a way of interaction and personal attitude where individuals are responsible for
their actions, learning , their abilities and contributions of their peers as well. This paper clarifies the concept
of collaborative learning by presenting and analyzing the educational benefits of Collaborative learning
techniques. Collaborative learning is more students centered. The collaborative tradition takes a more
qualitative approach, analyzing student talk in response to a piece of literature. This paper clarifies the
differences between collaborative and individual learning. . The paper also highlights teacher’s perspective for
individual and collaborative learning. The paper concludes with a discussion about the implications of these
issues with respect to achievement of undergraduate students in English. T-test is used to study the difference in
means in achievement in English by using collaborative learning and individual learning. The sample comprises
of 40 students (males 30, females 10) of undergraduate program. Purposive sampling has been used .The final
achievement scores in English have been used for the purpose of the study.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
This research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasiexperimental research. The population of research was the 12th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12th Science 4 grade as the first experiment class using Concept Attainment Model and the 12th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students’ cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.
The Effect of Problem-Solving Instructional Strategies on Students’ Learning ...iosrjce
This study investigated the use of problems-solving and its effect on student achievement in the mole
concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary
School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test
(CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two
hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the
research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The
results revealed that student taught using problem-solving performed significantly better than those taught
through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on
problem -solving in order to facilitate the teaching and learning of chemistry in schools.
An Experimental Study of Collaborative Instructional Strategy (CIS) for Teac...Dr.Nasir Ahmad
: Modern concept of education is based on students’ centered learning approaches
where collaborative instructional strategy is an emerging approach. It has been tested in
different subjects and its effectiveness has been proved. Therefore, this experimental study
investigated the effects of Collaborative Instructional Strategy (CIS) on mathematics
achievement of fifth grade students. The experiment was conducted at a Government school
in District Swat, Pakistan using pre-test post-test comparative group design on 64 students
in two groups (control and experimental). Mathematics Attainments Test (MAT) was
developed to measure students' academic achievement. Collaborative mathematics
instructional lesson plans (CMIL) were also developed to teach mathematics. The collected
data were analyzed though mean, standard deviation, pair sample t test and independent
sample t test. The results of the experiment showed that Collaborative Instructional Strategy
(CIS) has a significant positive effect on the academic achievement of Primary school
students in the subject of mathematics. It was recommended that Collaborative Instructional
Strategy (CIS) may be use to teach mathematics at primary level.
The Effect of STEM Project Based Learning on Self-Efficacy among High-School ...Nader Ale Ebrahim
Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.
INTERPRETING PHYSICS TEACHERS’ FEEDBACK COMMENTS ON STUDENTS’ SOLUTIOijejournal
This paper investigates teachers’ intentions, when providing their feedback comments to hypothetical
students’ written solutions to linear motion tasks. To obtain an in-depth understanding of the teachers’
thinking when responding to student written solutions, a qualitative case study approach was employed
using two different data sources: a Problem Centred Questionnaire (PCQ) and a Problem Centred
Interview (PCI). Data processing was conducted in two main phases: Initial and Comparative. In both
phases we explored patterns about teachers’ foci across student strategies and motion tasks. A main finding
of this research is to categorising teachers’ interpretations and feedback on student solutions, based on the
extent of teachers’ attentions to Student Thinking and Disciplinary Thinking. This analysis approach
refines the previously held view that a high level of teacher content knowledge, and a concurrent focus to
both ‘student thinking’ and ‘disciplinary thinking’ are required to provide meaningful feedback on student
solutions. The findings indicated that their level of teachers’ propositional
This study aims to determine the effectiveness of the use of cognitive moral based on civics education teaching material in improving the moral judgement competence of the fifth grade elementary school students. This study is a quasi experiment using pretest-postest control group design. The subjects were 59 students of the fifth grade elementary school consisting of 31 students of experimental class and 28 students of control class. The treatment of the experimental class used cognitive moral based on civics education teaching material for about 8 weeks. Learning process in the control class is on the same material and time intensity, but they were not given a treatment. Technique of collecting data used is test. The test instrument consists of 25 multiple choice questions dominated by a moral dilemma. The result of independent sample t test shows that t value is higher than t table (2.161> 1.671). The results show that cognitive based civics education teaching material is effective in improving the moral judgement competence of the fifth grade elementary school students. The increasing moral judgement competence in the experimental class based on the acquisition score N-Gain 0.36 is the medium category.
EFFECTIVENESS OF COOPERATIVE LEARNING IN SECONDARY SOCIAL STUDIES OF DEPARTME...AJHSSR Journal
ABSTRACT: This study assessed the effectiveness of the utilization of Cooperative Learning (CL) in
Secondary Social Studies instruction, in Zone 2, Department of Education, Division of Zambalesduring the 3rd
quarter of the school year 2018-2019. A descriptive research design and survey questionnaire were the main
data-gathering instruments.The researcher concluded that the teacher-respondents are female, in their early
adulthood, specializing in Social Studies, Teacher I, holders of Bachelor Degrees with Master’s units, quite new
in the teaching profession and have attended few seminars.The level of performance of high school students in
Social Studies using Cooperative Learning Methods and Activities improved from Pre-Test which is
Approaching Proficiency to Proficient in the Post Test, increased chances for students’ conflict, noise and
limited techniques in maintaining students’ motivation were the challenges sometimes encountered when
cooperative learning was utilized in teaching Social Studies lesson and contents.There is a significant difference
in the perceived effectiveness of cooperative learning to students of the elements of Individual Accountability,
Small Group and Interpersonal Skills, and Group Processing when attributed to teachers’ age. There are no
significant differences in the perceived effectiveness of cooperative learning to students for Face to Face
Interaction when attributed to teachers’ profile and the perception of the extent of occurrence of
problems/challenges in the utilization of cooperative learning when grouped according to teachers’ profile
variables, and there is a highly significant difference on the result of pre-test and a post-test score of the high
school students in Social Studies using cooperative learning method and learning activities was established.
Teachers may plan ahead cooperative learning activities and tasks in which students work together on specific
roles and materials (Positive Interdependence); learn how to strengthen communication skills (Individual
Accountability); encourage each other to learn and perform the task (Face to Face Interaction); develop more
sensitivity and appreciate with others (Small Group and Interpersonal Skills), and reflect on the feedback they
receive (Group Processing).
KEYWORDS: Cooperative Learning, Positive Interdependence, Individual Accountability, Promotive
Interaction, Small Group, and Interpersonal Skills, Group Processing
An Analysis of Competency of Management Teachers in Using Different Teaching ...iosrjce
Teaching methods can be categorised into two broad categories namely teacher – centered approach
and a responsive, collaborative learner – centered approach. The purpose of this study was to understand the
competence of management teachers in using different teaching methods in affiliated colleges in urban
Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members
in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty
members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv)
To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent
factors that comprises the different teaching methods. A structured self administered survey questionnaire was
developed for data collection. The sampling frame for the study included permanent faculty members working in
University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case
study methods were the frequently used teaching methods by the faculty methods; group discussion,
individual/group project, and role play were frequently but not adequately used teaching methods while
simulations, field studies and workshop were the least frequently used teaching methods.
High vs. Low Collaboration Courses: Impact on Learning Presence, Community...David Wicks
Researchers demonstrated a relationship between learning presence and social engagement; however, research in this area is limited. For example, no distinctions are made as to what role faculty, students, or technology might play in facilitating social engagement. In general, researchers revealed that students' ability to self-regulate leads to more focused attention, time on-task, and in turn, these skills could lead to better learning. Given the need for more theoretical work in the area, as well as the potential practical benefits from the use of these pedagogical strategies, we sought to compare the difference between high versus low-collaboration groups on assignments, as well as courses in general. Differences in groups were measured using student grades, peer evaluation, pre and post test, and the community of inquiry framework. In addition, learning presence and social network analysis were used to assess a high-collaboration assignment.
In the current study, the researchers explored how collaborative technologies, specifically Google Docs and Google Hangouts, may be used to impact the level of learning presence (forethought and planning, performance, and reflection) students demonstrate while participating in a small group project. Participants were graduate education students in two randomly assigned sections of the same online course. The course content focused on basic educational psychology for students seeking initial teaching certification. The experimental section utilized a high-collaboration project (e.g., small group, Google Hangouts and Docs) to enhance understanding of course content while the comparison, control section employed a low-collaboration project (e.g., partner activity, Word documents) to enhance understanding of course content. Participants completed the Community of Inquiry (CoI) Survey at the end of the term which measured their perceived level of teaching, social, and cognitive presence during the course. Quantitative content analysis was used to explore occurrences of learning presence in the high-collaboration group. *Finally, we employed social network analysis (SNA) as a method of inquiry to analyze student interaction data with the high-collaboration group. SNA is used to explain relationships depicted by information flow and its influence from participants' interactions. Scholars have used SNA in the online learning context to understand individual and group dimensions of interactions.
*Social Network Analysis (SNA) will not be addressed in this presentation but will be included in the manuscript.
Teacher educators reflecting about their pedagogical integration of ICT pract...Ann Davidson
In the present conjecture, many researchers have hypothesized that innovation with technology should lead to improved teaching approaches. Even though there is a lack of evidence and a lack of explanation to prove this hypothesis, in the field of education many have accepted the idea that technology will improve teaching and therefore, technology will make the learning experience better for students. Hence, the initial hypothesis has become a generally accepted premise.
Summary
It is unquestionable that we have a process of change and innovation in the Spanish University system. The new European Framework of Education at Universities (EEES), will have important changes. Not only changes in the formative itinerary of university degrees, but also in the establishment of teaching-learning methodologies with the purpose to develop key competences in future Spanish professionals.
From that perspective, the introduction of participative methodologies in classrooms is going to deal with relevant learnings; basic abilities for the learning are going to be developed. It allows new possibilities to develop teaching, as well as overcome the traditional concept of classroom. This report gets the opinions and aspects of the students in the case of teachers’ degrees: Speciality of Childhood Education, related to the application of innovative teaching-learning strategies in their formation, facing the incorporation of the EEES
Examining Reflective Teaching Practices in the Digital AgeAJHSSR Journal
ABSTRACT:Reflective teaching is the process of critically evaluating one’s own practices to improve
effectiveness. This paper examines reflective teaching concepts from seminal thinkers like Dewey, Schön, and
Zeichner and Liston, emphasizing questioning assumptions and willingness to change. It summarizes aspects
teachers can reflect on using Richards and Lockhart’s framework spanning beliefs, decision-making, roles,
lesson structure, classroom interaction, activities, and language use. Research reviewed explores practices in
technology-rich contexts, using blogs, integrating technology in training programs, links between attitudes about
technology and reflective practices, critical thinking on technology integration resulting from course tasks, and
guided reflections on cultural competence. Key findings show that technology-oriented tasks elicit more
transformative thinking about integration compared to traditional applications. However, positive attitudes
toward technology do not necessarily translate to usage for reflection. There are also gaps between leaders and
teachers in sustaining practices, so developing reflective skills is recommended. The paper offers practical
suggestions for teachers to leverage video analysis, collaborative documentation, blogging, journaling,
annotating plans and student work, surveying students, and analyzing performance data to make reflection a
consistent habit focused on improvement.
KEYWORDS: reflective practice, teaching, EFL, ICT, teacher development, educational technology
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
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2. J. Social Sci., 8 (3): 343-349, 2012
344
(Brown et al., 1989; Woo and Reeves, 2007; Jaworski,
1994). According to this approach, meaningful learning
occurs when there are real-world-related authentic tasks
and by means of interaction and collaboration between
experts and peers. Authentic tasks are described as
“Anything students are expected to do, beyond getting
input through reading or listening, in order to learn,
practice, apply, evaluate, or in any other way respond to
curricular content” (Brophy and Alleman, 1991). With
these tasks, learners learn to solve the problems that are
similar to real world problems (Steffe and Nesher,
1996; Glatthorn, 1994; Murphy, 1997).
Learners take the responsibility of their own
learning when performing an authentic task. Also,
they have to improve their top-level skills in order to
monitor and manage their own learning and
performances. When they work collaboratively on
authentic tasks, people can improve their point of
view, deal with a problem by approaching it from
different angles and create meanings or solutions
regarding to the shared meanings (Barr and Tagg,
1995; Gruba and Sondergaard, 2001). Records say that
students who have been given this kind of education
are more successful in the real world, they are not
daunted by difficulties and they contribute to recreate
the values that determine life (Moallem, 2001; Reeves
et al., 2002; Savaş, 2007; Savery and Duffy, 1995;
Terhart, 2003).
According to the social constructivist approach, it
is significant for learners possess top-level knowledge
and skills such as problem solving, analysis, synthesis,
critical thinking and deep understanding (Steffe and
Nesher, 1996; Koc and Demirel, 2007; Murphy, 1997;
Terhart, 2003; Tynjala, 1999). Therefore, in a social
constructivist learning environment, teachers take on
roles helping learners to acquire and improve top-level
skills like research, problem solving. However, teacher-
centered approach is said to direct students to memorize
and fail in producing critical thinkers and problem
solvers (Trigwell and Prosser, 1996; Driel et al., 1997;
citers: Koc and Demirel, 2007).
Metacognition is an intermediate unit and has an
important role of self-insight which is a key to
success in learning (Cornoldi, 1997). Metacognition
is not a quality that brings success by itself, but it is
a path to learning (Bruning et al., 1998). Individuals
with high levels of metacognitive skills are better at
planning, information management, monitoring,
debugging and evaluation (Schraw and Dennison,
1994). Metacognitive awareness is important for
learning (Anderson and Walker, 1990; Gourgey,
1998; Pintrich and Groot, 1990; Schraw and Moshman,
1995) it affects a lot of components such as acquiring the
knowledge, comprehension, recalling and applying
(Hartman, 1998).
As mentioned above, it is observed that the social
constructivist approach has positive effects on learners.
Thus, the purpose of this study is to investigate the
effects of the social constructivist approach to the
teacher candidates’ problem solving skills and
metacognitive awareness levels. There are some studies
in the literature investigating the effects of a
constructivist approach to learners’ problem solving
and metacognitive skills. In these studies, constructivist
approach-based learning environments for experimental
groups and traditional approach-based learning
environments for control groups were created. At the
end of the processes; problem solving skills, attitudes
towards lessons and the change in metacognitive levels
of the learners in the experimental group were
determined to be higher and more significant than of
the ones in the control group (Koc and Demirel, 2007;
Kaya, 2010; Yurdakul, 2004). In another study carried
out by Genc (2007) the effects of the social
collaborative learning process on problem solving and
skills were investigated. The change in the experimental
group students’ problem solving skill points was found
to be more significant than the control group. Again,
literature proves that the social constructivist theory is
effective in training teacher candidates (Akar, 2003; Holt-
Reynolds, 2000; Jadallah, 1996; Kroll and Laboskey,
1996).
Questions: In this study, it is aimed to investigate the
effects of authentic task-based social constructivist
learning environments on learners’ problem solving
skills and metacognitive levels. In this context, answers
to the following questions are searched.
Of the learners in the experimental group who are
applying authentic task-based social constructivist
approach and the learners in the control group who are
applying traditional approach:
• Is the amount of change in problem solving skill
levels statistically significant?
• Is the amount of change in metacognitive skill
levels statistically a significant?
MATERIALS AND METHODS
In the research, semi experimental design with
pretest-posttest control groups was used. The research
was applied to the teacher candidates who attended to
the “Principles and Methods of Instruction” subject in
faculty of education in Turkey. 89 teacher candidates
were included in the experimental group and 48
teacher candidates were included in the control group.
3. J. Social Sci., 8 (3): 343-349, 2012
344
(Brown et al., 1989; Woo and Reeves, 2007; Jaworski,
1994). According to this approach, meaningful learning
occurs when there are real-world-related authentic tasks
and by means of interaction and collaboration between
experts and peers. Authentic tasks are described as
“Anything students are expected to do, beyond getting
input through reading or listening, in order to learn,
practice, apply, evaluate, or in any other way respond to
curricular content” (Brophy and Alleman, 1991). With
these tasks, learners learn to solve the problems that are
similar to real world problems (Steffe and Nesher,
1996; Glatthorn, 1994; Murphy, 1997).
Learners take the responsibility of their own
learning when performing an authentic task. Also,
they have to improve their top-level skills in order to
monitor and manage their own learning and
performances. When they work collaboratively on
authentic tasks, people can improve their point of
view, deal with a problem by approaching it from
different angles and create meanings or solutions
regarding to the shared meanings (Barr and Tagg,
1995; Gruba and Sondergaard, 2001). Records say that
students who have been given this kind of education
are more successful in the real world, they are not
daunted by difficulties and they contribute to recreate
the values that determine life (Moallem, 2001; Reeves
et al., 2002; Savaş, 2007; Savery and Duffy, 1995;
Terhart, 2003).
According to the social constructivist approach, it
is significant for learners possess top-level knowledge
and skills such as problem solving, analysis, synthesis,
critical thinking and deep understanding (Steffe and
Nesher, 1996; Koc and Demirel, 2007; Murphy, 1997;
Terhart, 2003; Tynjala, 1999). Therefore, in a social
constructivist learning environment, teachers take on
roles helping learners to acquire and improve top-level
skills like research, problem solving. However, teacher-
centered approach is said to direct students to memorize
and fail in producing critical thinkers and problem
solvers (Trigwell and Prosser, 1996; Driel et al., 1997;
citers: Koc and Demirel, 2007).
Metacognition is an intermediate unit and has an
important role of self-insight which is a key to
success in learning (Cornoldi, 1997). Metacognition
is not a quality that brings success by itself, but it is
a path to learning (Bruning et al., 1998). Individuals
with high levels of metacognitive skills are better at
planning, information management, monitoring,
debugging and evaluation (Schraw and Dennison,
1994). Metacognitive awareness is important for
learning (Anderson and Walker, 1990; Gourgey,
1998; Pintrich and Groot, 1990; Schraw and Moshman,
1995) it affects a lot of components such as acquiring the
knowledge, comprehension, recalling and applying
(Hartman, 1998).
As mentioned above, it is observed that the social
constructivist approach has positive effects on learners.
Thus, the purpose of this study is to investigate the
effects of the social constructivist approach to the
teacher candidates’ problem solving skills and
metacognitive awareness levels. There are some studies
in the literature investigating the effects of a
constructivist approach to learners’ problem solving
and metacognitive skills. In these studies, constructivist
approach-based learning environments for experimental
groups and traditional approach-based learning
environments for control groups were created. At the
end of the processes; problem solving skills, attitudes
towards lessons and the change in metacognitive levels
of the learners in the experimental group were
determined to be higher and more significant than of
the ones in the control group (Koc and Demirel, 2007;
Kaya, 2010; Yurdakul, 2004). In another study carried
out by Genc (2007) the effects of the social
collaborative learning process on problem solving and
skills were investigated. The change in the experimental
group students’ problem solving skill points was found
to be more significant than the control group. Again,
literature proves that the social constructivist theory is
effective in training teacher candidates (Akar, 2003; Holt-
Reynolds, 2000; Jadallah, 1996; Kroll and Laboskey,
1996).
Questions: In this study, it is aimed to investigate the
effects of authentic task-based social constructivist
learning environments on learners’ problem solving
skills and metacognitive levels. In this context, answers
to the following questions are searched.
Of the learners in the experimental group who are
applying authentic task-based social constructivist
approach and the learners in the control group who are
applying traditional approach:
• Is the amount of change in problem solving skill
levels statistically significant?
• Is the amount of change in metacognitive skill
levels statistically a significant?
MATERIALS AND METHODS
In the research, semi experimental design with
pretest-posttest control groups was used. The research
was applied to the teacher candidates who attended to
the “Principles and Methods of Instruction” subject in
faculty of education in Turkey. 89 teacher candidates
were included in the experimental group and 48
teacher candidates were included in the control group.
4. J. Social Sci., 8 (3): 343-349, 2012
345
Table 1: Research design used in the research
Post-
Application Pre-application During application process
Experimental *PSS (Pretest) -Authentic task PSS (Posttest)
Group **MAS -Social constructivist MAS
Control group PSS (Pretest) Traditional PSS (Posttest)
MAS (learning approach MAS
*PSS. Problem solving scale**MAS: Metacognitive awareness scale
Table 2: Research Context of Experimental and Control Group
Experimental Control
Approach -Social constructivist *Traditional
Teacher role Scaffold *Leader
-Planning *Information transferor
-Procedural
-Motivation
-Acquiring
higher order skills
Role of learner - Autonomous learner *does what is said
- Social learner *takes the passive
- Active learner
(Reflector, creative,
critical)
Learning -Authentic task *individual study,
Environment -Collaborative *teacher-centered activity
-Democratic * discussion
-Constructivist
-having a goal
Evaluation -Authentic, *Traditional
-Alternative *Goal-directed
-Formative *Summative
-Portfolio
-Peer and self-evaluation
Different researchers carried out the activities in
both groups. Social constructivist approach-based
learning environments with more intense authentic
tasks were created for the experimental group. In the
learning environments created for the control group,
subject-centered curriculum approach and
meaningful learning approach were used effectively.
This can be seen in the Table 1.
As you see in the Table 2, based on the social
constructivist approach, learning environments were
created for the experimental group where teachers
perform their mediator roles, learners are active, social
and autonomous, the authentic tasks are performed and
democratic and authentic evaluation styles are used. On
the other h and, for the control group, learning
environments where the learners are passive, traditional,
the teacher gives the information as a leader and goal-
oriented evaluation is used as a technique are created.
Data gathering tool: In the research, in order to get the
data about problem solving, the ‘’Problem Solving
Scale‘’, which was developed by Heppner and Peterson
and modified by Taylan (1990), was used. The scale
consists of 35 items that describe how people react to
their personal and daily-life problems and how they
behave. The items of the scale are graded with 6
different alternatives as: (1) strongly disagree (2) partly
disagree (3) slightly disagree (4) slightly agree (5)
partly agree (6) strongly agree. Alternatives aren’t
calculated in scoring. That is, the scoring is
performed just for 32 alternatives. These alternatives
(1, 2, 3, 4, 11, 13, 14, 15, 17, 21, 25, 26, 30 and 34)
are calculated reversely. These are assumed as they
represent enough problem solving skills. The lowest
score of this scale is 32 and the highest one is 192.
Low scores show the effectiveness at problem
solving; and high scores show the inability of finding
effective solutions to the problems.
Meta Cognitive Awareness Scale (MAS): The
inventory which was developed by Schraw and
Dennison (1994) and adapted to Turkish by Akin et al.
(2007), has a scale of 5-liker type. The original form of
MAS consists of eight sub-factors that lay under two
main dimensions. Under the first dimension, ‘Knowing
about knowing‘’, three factors take part: explanatory
information, procedural information and situational
information. The second main dimension ‘’The Order
of Knowing‘’ has 5 factors such as planning, observing,
evaluating, debugging and directing the information.
The modification of MAS was applied to 164 students
from different departments of Faculty of Education,
University of Sakarya. In this study, the inner-
consistency has been found as; for the whole inventory
0.95, for explanatory information 0.87, for procedural
information 0.83, for situational information 0.80, for
planning 0.78, for observing 0.75, for evaluating 0.73,
for debugging 0.70 and for directing the information
0.66. High grades of the scale show how high the levels
of the related strategies are. and MAS ‘s test-retest
reliability consistencies are like this: for the whole scale
0.95, for explanatory information 0.95, for procedural
information 0.94, for situational information 0.96, for
planning 0.98, for observing 0.94, for evaluating 0.95,
for debugging 0.93, for directing the information 0.98.
The analysis of data: The data obtained from problem
solving scale have been analyzed with SPSS 16.00
program. The two-factor ANOVA technique has been
used to analyze the data for mixed measurement.
RESULTS
According to the results of pretest-posttest of
learners in learning environments based on authentic
task-based social constructivist approach and traditional
approach, the findings of learners’ problem solving skill
levels are given below.
5. J. Social Sci., 8 (3): 343-349, 2012
346
In findings in the Table 3, according to the results
of pretest, it is shown that the average score of problem
solving skills of the experimental group is 129, 22
while it is 136, 87 for the control group. As it is clear
from these values, the average score of the control
group is higher than the experimental group’s.
According to the average scores of posttest, it is shown
that the average of experimental group is 134, 88 while
it is 133, 31 for the control group. Taking into
consideration the inequalities in pretests, the two-factor
ANOVA test is used to analyze the relevance of change
in the problem solving skill scores of the experimental
and control groups. The results of two-factor ANOVA
technique for mixed measurement are shown in Table 4.
When the findings in the Table 4 were analyzed it
was found that there is not a significant difference between
the results of pretest and posttest of experimental and
control group before and after the application (F (1, 135) = 1,
190, p<0.01). This finding shows that the average grades
of learners in experimental and control groups don’t
differentiate before and after application. In respect to the
basic effect of measurement in the Table 4, it is observed
that there is not a significant difference between the
average grades of the students who participated in the
research without discriminating between the groups
(experimental-control) (F (1, 135) =,392, p<0.01).
Table 3:Problem solving skill of experimental and control group
average and standard deviation values
Pretest Posttest
N means SD means SD
Experimental group 89 129, 22 18, 58 134, 88 17, 74
Control group 48 136, 87 19, 08 133, 31 17, 10
Total 137 131, 90 19, 04 134, 33 17, 47
Table 4: The results of ANOVA for experimental and control group
Source of Sum of Mean
The variation squares df square F Sig.
Between 65828,53 136 484, 0333 1,190 277
test subjects
group 575,431.00 1 575,431.0000
Error 65253,094.00 135 483,356.0000
Within subjects 25104, 58 137 183, 2451
Measurement 68,785.00 1 68,785.0000 392 532
Group
*measurement 1326,946.00 1 1326,946.0000 7,556 007
Error 23708,850.00 135 175,621.0000
Total 90933,11.00 273
Table 5:Pretest-posttest average and standard deviation values of
experimental and control groups’ met cognitive levels
Pretest Posttest
N Mean SD mean SD
Experimental group 89 172, 44 26, 62 185, 14 23, 40
Control group 48 188, 20 21, 45 189, 39 22, 61
Total 137 177, 96 25, 98 186, 63 23, 13
The effects of being in different groups and
factors showing the measurement in different times on
students’ average points were also found meaningful
in the Table 4. (F (1,135) = 7, 556, p<0.01). This finding
shows that the changes in the average points of the
learners in experimental group where authentic task
oriented social constructivist approach is used is
different from the changes in average points of the
learners in the control group where traditional
approach is used. That is, there is a significant
difference in the average points of learners in
experimental and control groups according to
application. In other words, it can be said that the
approach that is applied to the experimental group is
more effective. As it can be seen from the graph
below, it is seen that there is a change in points of
problem solving skill based on the approach applied to
the experimental group.
The findings on the meta cognitive levels according to
the pretest-posttest results of the learners in an
authentic task-based social constructivist approach-based
environment and in a traditional approach-based
environment are given below.
While the average of meta cognitive level scores of
the learners in experimental group was 172, 44
according to the pretest results, it was calculated as 185,
14 in posttest as shown in the Table 5. Also, the meta
cognitive points of the control group increased to 189, 39
in the posttest while it was 188, 20 in the pretest. It can
be seen from both the pretest and posttest points that the
control group has higher points than the experimental
group. According to these findings, there is an increase in
the average points of both the experimental and the
control group students. As related to whether the changes
observed in experimental and control group students’
points indicate a significant difference, two-way
ANOVA results given in the Table 6 below.
When the findings in the Table 6 are examined, it
can be seen that there is a significant difference (F
(1,135) = 6,976, p<0.01) between the pretest and posttest
results of the experimental and control group before
and after application. This finding shows that the
average points of the students in experimental and
control groups differentiated regardless of
measurement difference (before and after
application).It can also be seen from the Table 6 that,
in relation to the main effect of measurement, there is
a significant difference between the average points of
the students involved in the research before and after
the test regardless of group difference (experimental-
control) (F (1,135) = 11,494, p<0.01)
6. J. Social Sci., 8 (3): 343-349, 2012
347
Table 6: ANOVA results of the experimental and control groups
Source of Sum of Mean
the variation Squares df Square F Sig.
Between test 127176,5 136 935,1213 6,976 009
subjects
group 6248,911 1 6248,911
Error 120927,549 135 895,760
Within subjects 40436,48 137 295,1568
Measurement 3010,375 1 3010,375 11,494 001
Group 2069,251 1 2069,251 7,901 006
*measurement
Error 35356,858 135 261,903
Total 167613 273
It has also been found significant that being within
different groups in the Table 6 and the factors that show
measurement in different times also had a common
effect on the students’ average points (F (1,135) =
7,901, p<0.01). This finding shows that the change in
learners’ average points in the experimental group, in
which authentic task-based social constructivist
approach is used, is different from the change in
learners’ average points in the control group where
traditional approach is used. That means, average
points of the students in experimental and control
groups indicate a significant difference with regard
to the applications carried out. In other words, it can
be said that the approach applied to the experimental
group is more effective.
DISCUSSION
In this study, the effect of social constructivist
approach, which is effective in teacher training, on the
learners’ problem-solving and metacognitive awareness
levels are analyzed. Social constructivist approach
mainly of authentic tasks is applied to the experimental
group where experimental design is used, whereas
traditional approach is applied to the control group.
Problem solving, which enables individuals to
generate their own knowledge in order to create
solutions when they come across a problem, is an
important thinking skill (Kaya, 2010). Problem solving
is also defined as high-level cognitive skills that create
alternative solutions through mental filters when
encountered by problems or obscurity (Kaya, 2010).
Problem solving paves the way for students’
discovering and improving their own competencies and
meeting their needs. For the acquisition of problem
solving skills, it is necessary that methods applied in
learning environments are based on improvement of
these skills and the teacher, the operator of learning
activities, has these skills along with involving the
learners with real-world problems. The findings obtained
in this study indicate that learning environments based on
social constructivist approach can contribute to the
development of problem solving skills.
When the fact that metacognitive awareness is an
intermediate feature for learning (Cornoldi, 1997;
Bruning et al., 1998) is taken into account, based on
this finding it can be considered that authentic task-
based social constructivist approach may have an
indirect effect on increasing success.
Besides, the finding directed to significant effect of
authentic task-based social constructivist learning
environments upon metacognitive awareness levels of
teacher candidates is consistent with the findings in
Yurdakul (2004) study. In the above mentioned study, it
has been found that whereas there is no differentiation
in metacognitive awareness levels of the students in the
control group where traditional approach was used,
metacognitive awareness levels of the students in the
experimental group, in which constructivist approach
was used, has significantly increased. Parallel findings
obtained in this study as well strengthen the finding
directed to the effect of constructivist approach on
metacognitive awareness levels.
CONCLUSION
The data obtained from the first research question
about whether social constructivist approach affects
learners’ levels of problem solving skills has shown that
the change in problem solving levels of the
experimental group is higher and more significant than
the control group.
In this research, the effect of authentic task-based
social constructivist learning environments on
metacognitive levels of teacher candidates has also
been studied. It has been signified that authentic task-
based social constructivist approach is effective in
increasing metacognitive awareness levels.
As a consequence, it can be said that in improving
problem solving and metacognitive awareness skills,
which are amongst basic skills every individual should
possess today, authentic task-based social constructivist
learning environments are effective.
ACKNOWLEDGMENT
It was presented as the oral presentation in 7th Annual
International Conference on Education in Samos/Greece.
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