SOLO Taxonomy Research Articles

The Strategy in Developing International Baccalaureate (IB) High Level Thinking Abilities in Primary School Mathematics Learning (PYP)

This study aims to improve the learning process and develop high-level thinking skills of students through the learning process using the International baccalaureate curriculum in 5 th grade students at Siti Hajar Islamic Elementary School. This research is classroom action research (PTK) and carried out in three cycles, where each cycle consists of planning, action, observation and reflection. The aspects observed in each cycle are the activities of students and teachers, as well as the process of learning mathematics in class. The research subjects were 48 students consisting of 24 male students and 24 female students. The analysis of research on students' high-level thinking skills in mathematics learning using the Solo Taxonomy assessment which consists of 4 levels of high-level thinking, namely: (Unstructured, Multi-structural, Relational, and Extended Abstract). From the results of cycle 1, the percentage of students who reached the extended abstract level was 13.33%, in the second cycle, the level of thinking of students at the extended abstract level was 67.53% and in the third cycle the percentage of students who reached the level of extended abstract thinking was 77.33. Based on the indicators of success in the third cycle, the learning process of using the International baccalaureate curriculum in 5 th grade students at Siti Hajar Islamic Elementary School has proven to improve students' high-level thinking skills in mathematics learning. Keywords: International Baccalaureate Curriculum, HOTS, Solo Taxonomy DOI : 10.7176/JEP/10-33-07 Publication date: November 30 th 2019

Collaborative case-based learning process in research ethics

The increasing concern about ethics and integrity in research communities has brought attention to how students and junior academics can be trained on this regard. Moreover, it is known that ethical behaviour and integrity not only involve individual but also group norms and considerations. Thus, through action research and participant observation, this research investigates the learning processes through which 64 students collaboratively develop research ethics and integrity competencies. The aim was to understand how bachelor, master and PhD students approach ethical dilemma cases through a collaborative process. The data consisted of recorded group work on ethics cases, student group reports, and post-training questionnaires. Later, the analyses considered groups as the unit of analysis. These data were analysed through content analysis utilizing the SOLO taxonomy to identify levels of understanding and assess evolvement of ethical sensitivity during a case-based training session. The results show that all groups reached the level of understanding where the groups demonstrated that concepts had been understood appropriately, but occasionally struggled to make connections between them. Students perceived working collaboratively as beneficial. The results help teachers of research ethics and integrity to make pedagogically justified choices in their teaching. Drawing on the results of this study, we propose a tool for the formative assessment of student learning of research ethics and integrity.

Students’ Ability Of Mathematical Problem-Solving Based On SOLO Taxonomy

One of the critical purposes of learning mathematics is to improve the problem-solving ability. To figure out the level of students’ ability in mathematical problem-solving, this study employed SOLO taxonomy. 32 students of VIII grade in SMP Muhammadiyah Bantul were involved. Their level of mathematical problem-solving ability was categorized based on SOLO taxonomy that consists of pre-structural, uni-structural, multi-structural, relational, and extended abstract. Using a qualitative descriptive method, data were collected by problem-solving test in a pattern of number material and interviews. The results revealed that most students are in the uni-structural level, both of upper and lower group students. This finding shows that the students need to be supported and well facilitated in order to reach higher levels, such as relational and extended abstract levels.

Investigation of Students’ Holistic and Analytical Thinking Styles in Learning Environments assisted with Dynamic Geometry Software

The purpose of this study was to investigate the analytical and holistic thinking styles of 7 th grade students who were taught polygons in a learning environment assisted with a dynamic geometry software (DGS) by using the Structure of the Observed Learning Outcome (SOLO) taxonomy. The study employed a qualitative action research design. The study group was composed of 16 seventh grade students. “The Problem-Solving Holistic and Analytical Thinking Scale” was administrated to determine whether students were analytical or holistic thinkers. In addition, the Level Assessment Examination was administrated to reveal students’ levels of comprehension of polygons. A three-week implementation was put into practice with the activities developed for the computer environment created by using the Geogebra software for the sub-learning domain of polygons. Following the applications, the Level Assessment Examination was administrated. In addition, the diaries were collected to determine students’ opinions on this learning environment. Students’ diaries were analyzed by performing content analysis. The data obtained from the Preliminary and Final Level Assessment Examinations were analyzed based on the the SOLO taxonomy. The results of the study revealed that the learning environment assisted with DGS had a positive effect on the learning processes of both analytical and holistic thinkers. Although the learning environment assisted with DGS demonstrated that students of either thinking style had upper-level responses in the solo taxonomy analysis, it has been determined that this dynamic environment did not account for any variation among students’ thinking styles. It is recommended that such well-structured learning environments should be designed to provide students with different thinking styles and the ability to act in accordance with their own strategies.

Summer School versus Term-time for Fundamental Mathematics at the Tertiary Level

In a study from 2008 to 2009, academics at the University of Sydney initiated the gathering and preliminary analysis of qualitative and quantitative evidence, supporting the claim that students undertaking first year mathematics units of study achieve superior learning outcomes, and experience higher overall course satisfaction, by completing units at summer school rather than during term-time. This article includes a follow-up study, focusing on two fundamental mathematics units of study taken by students at the University of Sydney over the period 2007 to 2014. We consider the relative performance of students who failed one or both of these units in term-time and then attempted the unit or units again at the Sydney Summer School. The median increase in numerical grades, in the order of ten to fifteen percentage points, appears to be significant, and often translates, in individual cases, to one or more qualitative leaps upwards, from superficial towards deep learning, in terms of phases in the SOLO taxonomy, or in terms of successful navigation through liminal space, in the theory of threshold concepts.

What is integration of learning?

ABSTRACT Integration of learning has emerged as a central concept in research about learning and curriculum in higher education. While the term is frequently used, integration of learning is taken up in a variety of ways in higher education contexts, disciplinary and professional fields. This qualitative synthesis asks: what deeper insights and new understandings may be gained from a collection of studies about integration of learning in higher education? The synthesis of twenty-one journal articles spans six key synthetic interpretations: insertions, arrangements, connectivity, widening the lens, purposeful action, and personal transformation. The synthesis is presented as a textual expression and a mosaic since each synthetic interpretation is distinctive and contributes to a meaningful and inter-related composition. The findings aim to expand our understanding of integration in reference to widely used learning models, such as the SOLO taxonomy, by bringing into view the complex relational ways that learners engage in knowledge making.

Students’ Epistemic Game according to SOLO Taxonomy in Completing Fluid Mechanics Problem

The purpose of this study is to describe the students’ epistemic game of high physics-capable. This study is qualitative. The participants are students taking fluid mechanics courses. The collect data of this study use fluid mechanics test, physics understanding test, and interview. The understanding test determines the students’ understanding level, while the determining students’ epistemic game by SOLO taxonomy uses the fluid mechanic's test. The students complete the first test by using mapping mathematics to meaning at a relational level and transliteration to mathematics at a multi structural level. Pictorial analysis in level extended abstract and transliteration to mathematics in level relational are used by the students in completing the problem of the second test. Meanwhile, this study result showed that mapping mathematics to the meaning and recursive plug and chug at a relational level is used by the students for completing the third test. Furthermore, the students completing the fourth test used transliteration to mathematics and recursive plug and chug at a relational level The students’ epistemic game by SOLO taxonomy of this study can be used to develop physics learning. Keywords: epistemic game, SOLO taxonomy, fluid mechanics

A The Description Of The Ninth Grade Junior High School Students’ Cognitive Ability In Completing The Two Linear Variables Equation Viewed From Solo Taxonomy

This research is qualitative descriptive research which aims to describe ninth grade students' cognitive abilities in solving the problem of two-variable linear equations (PLDV) through Solo Taxonomy. The techniques of data collection were tests, interviews, and documentation. The credibility of the data in this research is guaranteed using the triangulation method. The results of this research, based on five levels of Solo Taxonomy, show the students' understanding and problem-solving abilities based on their cognitive abilities. In this case, the subject of high cognitive ability (DW) was able to reach five levels of the Solo Taxonomy and the subject of moderate cognitive ability (RN) was able to reach three levels of the Solo Taxonomy. So that it can be said that the two subjects were able to understand and solve the problem of two-variable linear equations (PLDV). The subject of low cognitive ability (AB) was able to reach one level of Solo Taxonomy so that it can be said that the subject has not been able to understand and solve PLDV problems.

A Review of Solo Taxonomy on Students’ Errors in High Mathematical Abilities in Calculating Definite Integral of Trigonometric Functions

The aim of this research is to review students’ error in calculating the definite integral of trigonometric functions using Solo Taxonomy. This research is descriptive qualitative research. The results of the study show that the most errors done by the students are at the multi-structural level caused by the addition errors and the lack of subjects’ accuracy. Errors at the pre-structural level are the errors done by the subjectswho do not understand the purpose of the problems given. At the uni-structural level, the subjects make mistakes by applying the concept from the beginning of the problem. At the relational level, the subject uses a concept that is not common to solve problems but it has passed through several steps of completion. The results of this study can be a reference to anticipate and reduce students’ errors in calculating the definite integral of trigonometric functions.

FACILITATING MATHEMATICAL UNDERSTANDING IN THREE-DIMENSIONAL GEOMETRY USING THE SOLO TAXONOMY

This study aims to examine: (1) an increase in mathematical understanding of students whose learning with SOLO taxonomy of Superitem techniques compared to conventional learning, (2) completeness of mathematical understanding of students using SOLO taxonomy of Superitem techniques, (3) student attitudes toward learning using the SOLO taxonomy of Superitem techniques. The study was a quasi-experimental study in one of the high schools in Bandung with a research design control group design posttest. The population is all class X high school students. The sample was taken by the Purposive Random Sampling technique as much as two classes. Data collection is done by giving tests and non-tests. The written test is mathematical understanding in the concept of three dimensional geometry. Non tests are attitude questionnaires with a Likert scale. The results showed (1) an increase in mathematical of students whose learning using SOLO taxonomy with Superitem techniques was higher than that of students with conventional learning methods, (2) classical mastery learning in experimental classes was achieved, and (3) positive student attitudes in all indicator.

Analysis of Items Using the Assessment Instrument Based on the Structure of Observed Learning Outcome

The purpose of this study was to analyze items that will be used in taxonomies based on the observed learning outcomes structure (SOLO) to categorize student responses so that items can be used in future studies. The research is descriptive research. Data were collected using a non-test method of a questionnaire consisting of 10 questions. Subjects in this study consisted of 3 lecturers and 5 teachers. The results showed that the items analyzed were grouped into SOLO taxonomy based assessment instruments with 14.2% unistructural, 29.6% multistructural, 29.6% relational and 29.6% abstracts expanded. The results also showed that the instrument the SOLO taxonomy-based assessment used included a very valid category with a score of more than 35. In conclusion, all of these items have met the category of SOLO-based taxonomy assessment instruments with very valid categories, so that it can further be used to measure students’ ability based on SOLO taxonomy on buffer.

Using Constructive Alignment to Foster Teaching Learning Processes

This paper delineates the process of constructively aligning course intended learning outcomes, teaching learning activities, and assessment tasks to boost students’ accomplishments of intended learning outcomes. It, also highlights, how the usage of two teaching tools, well-regarded by educators, emerged propitious in analyzing students’ progression in learning and in augmenting their academic skills. Biggs’ model of constructive alignment, Biggs’ SOLO taxonomy and Bloom’s taxonomy of educational objectives were used for this purpose. Four factors emerged pivotal for efficacy and effectiveness of the process - creating positive learning environments, linking academic content to real life situations, selecting appropriate teaching learning activities and developing learning outcomes that are measurable and attainable, to facilitate the teaching and learning processes.

Teaching for Quality Learning at Changing Universities. A tour de force of modern education history – an interview with Professor John Biggs

Professor John Biggs is a world-famous psychologist and educationist who in 2017, was invested as a Member of the Order of Australia (AM) for “significant service to tertiary education, particularly in the fields of curriculum development and assessment”. John Biggs has been actively involved in education for six decades and has been a Professor of both Education and Psychology. Professor Biggs’ most ground-breaking and innovative contributions – such as SOLO taxonomy, constructively aligned OBTL (Outcome-based Teaching & Learning), criterion-referenced assessment and students’ surface and deep approaches to learning – are all discussed in this wide-ranging interview. Moreover, Biggs discusses his illustrious academic career, his concerns about the corporatisation of universities and his alternative vision of higher education, and also what he refers to, tongue-firmly-in-cheek, as his “constructive but misaligned retirement”.

Back to the chalkboard: Lessons in scaffolding using SOLO taxonomy from school teachers for university educators

This paper has been developed from a practical oral presentation given by the author as a bursary winner at the second annual DART-P Conference which took place at the University of Cardiff in June 2019.Objectives:The aim of this paper is to share practical strategies for teaching techniques, that are common to the school classroom, adapted to the context of university education. Specifically, this paper will examine how lecture-based teaching can be differentiated for university students at different stages in their learning journeys in the same lecture hall.Background:There is a truism in educational circles that the older the individuals who teachers hope to educate, the less the availability of evidence-based pedagogical research to guide their teaching practice. It is widely accepted that despite the similarity in age between university students in the same cohort there are often stark differences in learner profiles. However, there is precious little training or research to inform university lecturers on how to differentiate their teaching to suit the level of a wide range of students.Methods:Four strategies for scaffolding and differentiation, originating from school-based pedagogy but adapted for the lecture theatre environment, will be presented with examples and modelling. Each strategy will be linked to the Structure of Observed Learning Outcome (Biggs & Collins, 1982) model.Conclusions:This paper will provide practical strategies for university lecturers and educators to test in their own practice to assist in ensuring that no student is left behind in their teaching.

Assessment of content and language by discussion boards: incorporating biggs and collis SOLO taxonomy principles into the discussion boards assessment framework to define content and language proficiency of the advanced learners of business Russian at regents university London

The following chapter discusses conceptualisation of the Discussion Boards as a formative assessment with reference to content and language integration and analyses how pedagogy used in teaching and assessment of the Advanced Business Russian course at Regent rsquo s University London defines assessment methods and criteria Focusing on the dual task of assessing both the content and the language elements the chapter evaluates assessment criteria and objectives with reference to the module intended learning outcomes ILO in relation to both elements It further suggests a conceptual framework of reference based on the principles of J Biggs and Collis rsquo SOLO Taxonomy and integrating Coyle rsquo s principles of Cs content communication cognition and culture This framework explicates the way cognitive skills at different levels can be expressed through language appropriate for a level of cognition

Real vs virtual physics experiments: comparison of learning outcomes among fifth grade primary school students. A case on the concept of frictional force

ABSTRACTThis paper compares students’ conceptual understanding of a standard physics law, i.e. frictional force, following the execution of real vs virtual experiments. The research sample was made up of 110 fifth grade students attending a primary school in the city of Ioannina, Northwestern Greece who were randomly assigned to either the control group (55 students) or the experimental group (55 students). The control group carried out experiments with real world objects, while the experimental group used Interactive Physics simulation software. Data was collected by administering to both groups identical pre and post tests, before and after the experiments respectively and which contained six questions each. The SOLO taxonomy model was used to evaluate student answers and the findings reveal that both experimentation methods are equally effective in the conceptual understanding of frictional force.

An evidence-based approach to learning clinical anatomy: A guide for medical students, educators, and administrators.

The amount of information that medical students learn is voluminous and those who do not use evidence‐based learning strategies may struggle. Research from cognitive and educational psychology provides a blueprint on how best to learn science subjects, including clinical anatomy. Students should aim for high‐cognitive learning levels as defined in the SOLO taxonomy. Using a real‐world example from a modern clinical anatomy textbook, we describe how to learn information using strategies that have been experimentally validated as effective. Students should avoid highlighting and rereading text because they do not result in robust learning as defined in the SOLO taxonomy. We recommend that students use (1) practice testing, (2) distributed practice, and (3) successive relearning. Practice testing refers to nonsummative assessments that contain questions used to facilitate retrieval (e.g., flashcards and practice questions). Practice questions can be fill‐in, short‐answer, and multiple‐choice types, and students should receive explanatory feedback. Distributed practice, the technique of distributing learning of the same content within a single study session or across sessions, has been found to facilitate long‐term retention. Finally, successive relearning combines both practice testing and distributed practice. For this strategy, students use practice questions to continue learning until they can answer all of the practice questions correctly. Students who continuously use practice testing, distributed practice, and successive relearning will become more efficient and effective learners. Our hope is that the real‐world clinical anatomy example presented in this article makes it easier for students to implement these evidence‐based strategies and ultimately improve their learning. Clin. Anat., 2018. © 2018 The Authors. Clinical Anatomy published by Wiley Periodicals, Inc. on behalf of American Association of Clinical Anatomists.

Compute mindlessly. Not! Map consciously

This paper utilizes concept mapping as a tool for conscious and deliberate knowledge building in mathematics and its extension to algorithms. Currently, alleged defects in mathematics education are obvious: instead of conceptual elaboration, everyday praxis relies on routine computations that are likely to lead into alienated concepts with weak connections to prior knowledge. A concept map visualizes the existing conceptual structure, and whenever new information is brought in, it will be placed in the map by clearly explicating its linkage to the previous concepts. In the Finnish mathematics education, such new knowledge is programming content that is integrated into elementary school mathematics in 2014 Finnish National Curriculum. This content is crystallized as the requirements of computational and algorithmic thinking, the utilization of respective data structures, and adequate amount of hands-on practice to internalize good coding conventions. This study examines secondary (N = 19) and higher education students (N = 10) and their conceptual knowledge of mathematics concentrating on the domain of algorithms in particular. The concept maps drawn by the students are evaluated using the SOLO taxonomy. To conclude, a consensus map of algorithms is represented and linked to the elementary mathematics syllabus.

Enhancing Mental Rotation Skills through Google SketchUp

Spatial skills include the creation of objects in the mind and visualization them from different angles. This study examines the impact of Google SketchUp program on the development of mental rotation skills from spatial skills of eleven-year-old students. The study was conducted as a mixed method research. The quantitative research method of the study is descriptive and survey method was used. The qualitative research method used in the study is case study. In the study MGMP, MRST and interview form were used as data collection tools. A total of 170 eleven-year-old students completed MGMP test. Five students from them with low, middle and high spatial skill levels were selected for the qualitative study via purposeful sampling. Before Google SketchUp training, the mental rotation skill levels of five students were determined by applying MRST. Students were then given training on mental rotation with Google SketchUp. Then, their mental rotation levels were evaluated again. The mental rotation levels of the students were assessed according to the SOLO taxonomy. As a result of the study, it was concluded that Google SketchUp is an effective program for the development of students' mental rotation skills.

Characteristics of Students’ Mathematical Understanding in Solving Multiple Representation Task based on Solo Taxonomy

This articles discusses the characteristics of students’ mathematical understanding in solving multiple representation tasks. Qualitative explorative methods were used to clarify the characteristics of mathematical understanding. Data were obtained by assigning multiple representation tasks to and interviewing 25 students. It is concluded that there are two characteristics of mathematical understanding in solving multiple representation tasks: flexibility and compartmentalization. Flexible understanding consists of complete and incomplete flexibility. SOLO taxonomy level for students who have flexible understanding is relational. Multi-structural level refers to students whose comprehension is incomplete flexible, while uni-structural level refers to students whose understanding is compartmentalized. The findings of this study can be used as a guide to assess the depth of students’ mathematical understanding and a foothold in developing learning mathematics based multiple representations.