Student Conceptual Knowledge Research Articles

Using Concept Inventory for Assessing Conceptual Knowledge in the Signals and Systems Course

Abstract: The engineering schools usually target problem-solving skills in students instead of conceptual development, which is an essential skill for transformation from novice to professional engineer as per the program objective. Improving a student's conceptual knowledge can help students understand a problem better and develop a better solution. Conceptual understanding also assists students in identifying gaps in their problem-solving techniques. This paper attempts to administer a Signal and System Concept Inventory (SSCI) to test the conceptual knowledge of core concepts of signals and systems course and then identify the correlation of post-test scores with the student's performance in the end-term exam. The result shows that the students who scored above 80% in concept inventory also performed outstanding in the end-term examination. The result also indicates that most of the students able solve questions on background mathematics and polezero plots but struggled with convolution and Fourier analysis. Keywords: concept inventory, conceptual understanding, assessment, engineering education

Students' understanding and skills on voltage and current measurements using hands-on laboratory and simulation software.

Skills competency is important especially in vocational and technical education. Thus, the aim of this research was to develop the student conceptual knowledge and skills in electrical measuring device to equip the students the necessary skills to become competent and skilful Technologist/Technician. A mixed method data analysis was employed on the data for thirteen Diploma in Telecommunication and Systems Engineering students who participated in this study. Quantitative instruments such as pre-test and post-test were used to check students’ conceptual knowledge on electrical measurement after the exposure of the hands-on or simulation laboratories. Video recordings were used to capture students’ processes on conducting the electrical measurement for both interventions. Observation form and laboratory rubric were used to analyse the skills of the students. The observer comments were then classified according to thematic analysis. The findings indicated that the students demonstrated an improvement in their conceptual understanding and their skills competency in measuring current and voltage in electrical circuits.

Dynamic Google SketchUp Software and Conventional Teaching Strategy of Students’ Conceptual Knowledge and Procedural Knowledge in Learning Geometry

The purpose of this study is to identify the effect of using dynamic software Google SketchUp (GSU), without software on van Hiele’s theory and conventional teaching strategy of students’ conceptual and procedural knowledge in learning geometry among primary school students. The study was conducted using pre and post-test true experimental methods. This true experimental research involved 96 students from Year Five primary schools in Malaysia. The selection of site or school take into account as convenience and voluntary participation. The study's findings showed significant differences in student's conceptual knowledge and procedural knowledge based on the different types of the strategy group. The post hoc test indicated that using software showed better conceptual and procedural knowledge when compared to without using software on van Hiele’s theory and conventional teaching strategy.

How to teach students conceptual knowledge while they prepare for entrance exams

How to teach students conceptual knowledge while they prepare for entrance exams

The Observing Learning Activity Assisted by Concrete Media Improves Student's Conceptual Knowledge

The purpose of this study was to examine the effect of observing learning activities assisted by concrete media in a scientific approach toward the conceptual knowledge of the fifth grade students. This study was a quasi-experiment with a post-test only control group design. The population of this study was all students of the fifth grade of Public Elementary School (SDN) 4 Cempaga and Public Elementary School (SDN) 4 Kawan. The samples were taken by purposive sampling. Conceptual knowledge data were collected by using multiple choice tests. The obtained data were analyzed by using a t-test. Based on the results of the t-test analysis, it was obtained tcount = 11. 36 while the ttable value was 2. 021. Based on tcount = 11. 36> ttable = 2. 021 then H0 was rejected. The results of the analysis prove that there are significant differences between a group of students who are taught by observing learning activities assisted by concrete media and a group of students who are taught by conventional learning. In addition, the average value of the experimental group learning outcomes is X̅ = 22. 30 which is higher than the average learning outcomes of the control group X̅ = 18. 40. From the results of the t-test analysis and the average learning outcomes, it can be concluded that the observing learning activities assisted by concrete media influence the conceptual knowledge of the fifth grade students. Therefore, observing learning activities assisted by concrete media are suitable to be applied to overcome the low conceptual knowledge of students. This finding will have implications, namely, to improve conceptual knowledge can be done by observing activities assisted by concrete media so the learning activities will be more meaningful and interesting.

Comparing How Different Inquiry-based Approaches Impact Learning Outcomes

To date, there are currently many variations of inquiry-based instruction including problem-based learning (PBL), lecture prior to problem solving, and case-based learning (CBL). While each claim to support problem-solving, they also include different levels of student- centeredness and instructor support. From an educational perspective, further clarity is needed to determine which model best supports learning outcomes such as conceptual knowledge, causal reasoning, and self-efficacy. While various meta-analyses have been conducted to ascertain how inquiry-based instruction compares with lecture-based approaches, there are few studies that directly compare these methods. To address this gap, this study looked at the effects of PBL, lecture prior to problem-solving, and CBL on students conceptual knowledge, causal reasoning, and self-efficacy (N = 91). While no significant difference was found on self-efficacy, the results found that learners in the PBL group performed highest on conceptual knowledge. In terms of causal reasoning, the PBL group outperformed other conditions on correctly identified connections. However, the PBL condition also had the highest number of incorrectly identified concepts. Implications for theory and practice are also discussed.

Collaboration and Student Motivation Achievement In Physics Learning

Teaching and learning activities that tend to be monotonous and passive lead to low student interest and student achievement. Therefore, this study aims to determine fellow collaboration and achievement of student motivation in learning physics. This research is applied with a learning model in six phases that can increase collaboration, motivation and student achievement, namely choosing topics, cooperative planning, implementation, analysis and synthesis, presentation, evaluation. This type of research is a quasi experiment. The instrument used was a student's conceptual knowledge test in the form of a description of 8 items and student activity sheets namely experimental activities. The results showed that collaboration with good students will affect the achievement of student motivation in learning physics.

THE EFFECT OF GROUP TYPE COOPERATIVE LEARNING MODELS INVESTIGATION OF CONCEPTUAL KNOWLEDGE STUDENTS ON BUSINESS AND ENERGY MATERIALS

This study aims to determine the effect of cooperative learning model type of group investigation on student’s conceptual knowledge and activities in the subject work and energy. This research is a quasi-experiment using two-group pretest-posttest design. The study sample consisted of two classes, namely the XI MIA-1 class as the experimental class and the XI MIA-3 class as the control of which amounted to 32 students, the sampling be done with random sampling technique. The instrument used was a test of learning outcomes in the form of students conceptual knowledge in the form of 8 essay test. In the experimental class the average activity of students in the three meetings, are 60%, 72% and 87%. From the data obtained, there is evidence of the effect of group investigation models in improving learning activity on work and energy topic in XI Senior High School 10 Medan. The hypothesis with t-test shows the result there was a significant influence of cooperative learning model type group investigation to conceptual knowledge student subject of work and energy in class XI SMA Negeri 10 Medan T.P 2018/2019. Keywords: cooperative learning type group investigation, activities, conceptual knowledge

Discovery Learning: Development of a Unique Active Learning Environment for Introductory Chemistry

It is well established that active learning results in greater gains in student conceptual knowledge and retention compared to traditional modes of learning. However, active learning can be very difficult to implement in a large-enrollment course due to various course and institutional barriers. Herein, we describe the development and implementation of Discovery Learning, a novel active learning discussion/recitation for a large enrollment general chemistry course. Drawing on the very successful cooperative learning pedagogies Process-Oriented Guided Inquiry Learning (POGIL) and Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE_UP), Discovery Learning involves students working in self-managed teams on inquiry problems in a unique learning environment, the Chemistry Discovery Center. In this case study, we will describe the design and implementation of Discovery Learning and report data on its successes, which include increased student performance and retention.

PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAP HASIL BELAJAR PENGETAHUAN KONSEPTUAL SISWA PADA MATERI POKOK FLUIDA STATIS

The purpose of reseach to investigate the effect of guided inquiry learning model on students conceptual knowledge in fluid static topic at XI class semester II SMA Negeri 1 Salapian A.y.2015/2016. This reseach was quasi experiment. The population was all student of class XI semester II consided 3 class. Sampling was done by cluster random sampling XI IPA 2 selected as experiment class while XI IPA 1 as control class. The instruments used in the essay test form and observation sheet to measure activity learning student. Result of research obtained average pretest value of experiment class 25.82 while the average pretest value of control class 22.38. The average postest value of experiment class 79.05 while the average postest value of control 72.08. During the learning process the activity average value of student in experiment class 72.29 included active criterion. Proved hypothesis on result student learn to effect of guided inquiry model was better than conventional learning in fluid static topic.

SECONDARY SCHOOL STUDENTS� CONSTRUCTION OF KNOWLEDGE: THE CASE OF FRACTIONS DIVISION

Fractions are well known to be difficult to learn, but it is should not be surprising considering the complexity of the concepts involved. In working with fractions, children learn new rules that often conflict with well-established ideas about whole numbers. Many studies have revealed that fractions division has been thought to be the most complex of the mathematical operations in elementary mathematics. However, fractions and the operations have been recognized as an important foundation for the understanding of our number system. Therefore teachers should provide meaningful learning experiences that relate to division of fractions. This present study aimed to analyze secondary school students construction of knowledge in fractions division. This descriptive study was conducted with 44 seventh grade students in Pangudi Luhur Junior High School in Yogyakarta, Indonesia. During a one-week unit of lesson on division of fractions, students were given a task-based activity specifically designed to promote students understanding. Data sources in this study included observation of learning process and a pre and posttest of students conceptual knowledge and procedural computation skills. The result showed a significant improvement in students conceptual knowledge and procedural knowledge.DOI: https://doi.org/10.24071/ijiet.2018.020205

Inquiry-Based Instruction: A Possible Solution to Improving Student Learning of Both Science Concepts and Scientific Practices

The current study, involving 219 teachers and 15,292 students, examined the relationship between teacher participation in a sustained professional development intervention designed to improve the quantity and quality of guided inquiry-based instruction in middle school science classrooms and subsequent student academic growth. Utilizing a quasi-experimental design, the growth scores of students of participating and non-participating teachers were compared to a benchmark measure established by a virtual comparison group (VCG) of similarly matched students. The results indicate that for all three MAP tests (Scientific Practices, Science Concepts, Science Composite) the students of participating teachers had significantly higher than expected growth relative to the VCG when compared to students of non-participants. In addition, students of teachers who participated in the PD intervention consistently exceeded the growth expectations of the benchmark VCG by up to 82 %. This study supports prior research findings that inquiry-based instruction helps improve students’ achievement relative to scientific practices and also provides evidence of increasing student conceptual knowledge.

Studi Normatif Pendidikan Islam Multikultural

This paper basically argues that the many social problems that we are now faced are in fact product of the system of our religious education. The educational system of our Madrasas has not thus far shown its ability to address the spiritual needs of our students. This resulted in students absorbing the physical and at best the intellectual dimension of education by ignoring the moral and behavioral aspects of it. On this ground –the paper argues- the system of our religious education must be revisited and reevaluated. Such system must not only indoctrinate students to learn about heaven, hell, what is lawful and lawful, belief and infidelity and the like, but must also teach them about tolerance, understanding and other social values. Our religious education must teach students conceptual knowledge but also educate them about how to respect others and live in a plural society. It is about these that this paper is concerned with. It is about the scheme of religious education for pluralism or multiculturalism.

The Importance of a Laboratory Section on Student Learning Outcomes in a University Introductory Earth Science Course

ABSTRACTLaboratory sections of university Earth science courses provide hands-on, inquiry-based activities for students in support of lecture and discussion. Here, I compare student conceptual knowledge outcomes of laboratory sections by administering an independent concept inventory at the beginning and end of two courses: one that had a lecture and a laboratory section, and one that had only a lecture. Students in both courses demonstrated a significant increase in inventory scores over the course of the semester. The mean increase in score for the course with a laboratory was 33% greater (43% greater for matched-identification score analysis) than for the lecture-only course. One notable difference between the two courses was that the course without the lab was also a time-shortened course, while the course with a lab spanned a full, traditional-length academic term. Because a great deal of research exists demonstrating that time-shortened, intensive university courses produce the same increase in student concept knowledge as traditional-length courses, the inclusion of the laboratory section most likely led to the greater student learning gains in the full-length course. This study demonstrates the importance of having a laboratory component of an introductory-level, university Earth science course.

Characterizing and representing student's conceptual knowledge of chemical bonding

Chemical bonding knowledge is fundamental and essential to the understanding of almost every topic in chemistry, but it is very difficult to learn. While many studies have characterized some of the central elements of knowledge of this topic, these elements of knowledge have not been systematically organized. We describe the development and testing of a matrix that represents: (A) a systematic organization of the conceptual knowledge on chemical bonding required at high school level and (B) a tool for representing students' conceptual knowledge of this topic. The matrix contains three strands: the structure of matter at the nanoscopic level, electrostatic interactions between charged entities, and energy aspects related to bonding. In each strand there are hierarchically ordered cells that contain fine grain elements of knowledge. Using various instruments, students’ conceptual knowledge of chemical bonding was assessed and mapped onto the matrix, generating graphical representations of their knowledge. New computational and online technologies enable automatic data collection and its analysis. Therefore, we believe that this organization and representation of small grain size elements of knowledge can be a useful for the development of a detailed diagnostic tool of knowledge of chemical bonding.

Cognitive Apprenticeship in Science through Immersion in Laboratory Practices

This study investigates how high school students respond to an environment of authentic science inquiry while participating in an intensive summer institute, the Waksman Student Scholars Programme at Rutgers University. We examined how students apprenticed with expert scientists in a study of contemporary questions in molecular genetics. Students engaged in both laboratory practices and seminars as part of their experience in this program. We assessed student learning about conceptual knowledge of molecular genetics as well as their beliefs about the nature of science. Student conceptual knowledge increased and their beliefs about the nature of science changed to a more tentative perspective. We examined student learning qualitatively through their journals, which showed that some students were developing more sophisticated ways of thinking about the issues that were raised in their seminars and laboratory research. These ways included an increased ability to generate hypotheses, consider alternative hypotheses, implement models and logical argumentation in explanations, connect ideas, extend concepts, and ask questions. These results suggest that meaningfully engaging pre‐college students in the practice of real science can make a difference in their understanding and beliefs.

Students' flexibility in solving two-digit addition and subtraction problems: Instruction effects.

This study examined the effects of conceptually based instruction on the development of students' procedural flexibility. Students from 10 2nd-grade classes (206 students) in 9 primary schools in the Netherlands participated in 1 of 2 different instruction programs: the Realistic Program Design (RPD) or the Gradual Program Design (GPD). The RPD teaches conceptual understanding along with procedural skills. The GPD emphasizes the acquisition of standard procedures. Students' use of and preference for procedures were assessed as well as their ability to solve problems in 2 different ways. The RPD led to a higher level of flexibility than did the GPD on all 3 measures, suggesting that the RPD was better in teaching the students conceptual knowledge. In both programs, conceptual understanding seemed to precede procedural skill. However, skill and understanding were closer related in the RPD than in the GPD group.

TESTAN: An integrated modular system for personality assessment and test development on MS-DOS personal computers

TESTAN (TEST and ANalysis) is an authoring shell and integrated psychometric package for development of computerized multiple-choice questionnaires, tests, and personality scales on personal computers that use MS-DOS. TESTAN allows (1) writing and editing items, interpretation messages, keys, norms, a bank of profiles, and so on, (2) collecting data in on-line or paper-and-pencil modes, (3) selecting the most discriminating items by means of correlation and factor analysis for practical use, (4) validating test scales and items according to external criteria and expert ratings, and (5) making multifactor assessment decisions after testing. TESTAN can be used to test student conceptual knowledge in any area in the form of multiple-choice questions. This report describes essential functional properties and facilities of TESTAN for psychometrists and applied psychologists.

Assessing and extending the scope of children's contexts of meaning: context maps as a methodological perspective

In the present study, a method for uncovering the richness of meanings and understandings that children bring with them to learning situations is examined in terms of its effectiveness to elicit relevant data. Context maps elicit a more holistic view of the connections between various perspectives of understanding rather than a detailed picture of student conceptual knowledge. Two types of context maps were constructed by 24 grade 5 students on the topics of ‘issues facing the world’ and ‘forests’. The results show that the maps do provide useful information on children's semantic knowledge, personal experiences, metaphors, interpretive frameworks and emotions‐values‐aesthetics, as well as on how children organize their understandings. The information gathered from context maps tends to indicate highlights rather than specific details. As such context maps are particularly useful in capturing glimpses of the general areas of children's multiple understandings and associated aspects of contexts of meaning ...

Using propositions from clinical interviews as variables to compare student knowledge

AbstractDuring the past several years interest in using clinical interviews to assess students conceptual knowledge has increased. However, using clinical interviews when research questions require quantitative comparisons has been difficult. The central difficulty is to construct variables that can be used to quantify and statistically compare the results of interviews while maintaining exactly what student conceptions are associated with each variable. The purpose of this article is to present a technique for constructing variables that overcomes this difficulty. The technique involves the representation of each proposition a student uses in terms of a standard set of underlying predicates, concepts, and relationships among concepts. Each proposition represented in these standard terms can be used as a variable to quantitatively compare the knowledge of students as expressed in clinical interviews.