To see the other types of publications on this topic, follow the link: Thinking aloud strategy.
Journal articles on the topic 'Thinking aloud strategy'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Thinking aloud strategy.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Omolu, Fikriani Aminun, and Andi Mappewali. "THINKING ALOUD PROTOCOL FOR SMART TRANSLATION." Premise: Journal of English Education 9, no. 1 (May 5, 2020): 42. http://dx.doi.org/10.24127/pj.v9i1.2664.
Full textAbstract:
A language is an important tool in communication. To produce a smooth relationship between countries that have different languages, the English language functions as Lingua Franca. To understand the information in English, a good understanding is needed. Being able to translate English texts is one of the basic forms of understanding itself. Unfortunately, numerous English language learners; from junior high schools to university levels, are still experiencing problems in this translation. This study aims to uncover the strategies of students in translating English texts into Indonesian by using the Thinking Aloud Protocol method. The subjects of this study were students in semester V (five) who had gone through Structure I to Structure IV subjects. This research was conducted in the scope of the University of Muhammadiyah Palu. From this research, the most widely used translation strategy is done by students as well as the prototype of the translation process to produce good translations
2
Trocki, Aaron, Christine Taylor, Tina Starling, Paola Sztajn, and Daniel Heck. "Launching a Discourse-Rich Mathematics Lesson." Teaching Children Mathematics 21, no. 5 (December 2014): 276–81. http://dx.doi.org/10.5951/teacchilmath.21.5.0276.
Full text
3
Mohd Noor, Siti Salwa. "[The Effect of Using The Thinking out Loud Strategy to Improve Speaking Skills I Have Arabic Language Learners in Malaysia] Athar istikhdam al-tafkir bi sawt ‘al fi tahsin maharat al-tahaddath lada muta‘allimi al-Lughah al-‘Arabiyyah fi Malizyya." Jurnal Islam dan Masyarakat Kontemporari 18, no. 1 (September 26, 2018): 71–93. http://dx.doi.org/10.37231/jimk.2018.18.1.297.
Full textAbstract:
This study aimed to identify the effect of using thinking aloud strategy to improve speaking skill among learners of Arabic language in Malaysia. To achieve the objectives of the study, several Arabic language learners from University Sultan Zainal Abidin (UniSZA) in Malaysia have been chosen to participate in this study. The study sample consists of (30) students, they are then divided into two groups; the first experimental group consists of (15) students studied the Arabic language using the thinking aloud strategy, and the control group consists of (15) students studied using traditional method of teaching. A test has been used in this study; the test speaking skills (pre and post). Results of the study indicate significant differences at (α=0.05) due to the instruction strategy used in favour of those taught through thinking aloud strategy in the speaking test.
Keywords: Thinking Aloud Strategy, Speaking Skills, Arabic Learners.
تركز هذه الدّراسة على معرفة أثر استخدام استراتيجية التفكير بصوت عال في تحسين مهارات التحدث لدى متعلمي اللغة العربية في ماليزيا. ولتحقيق أهداف الدّراسة اختارت الباحثة متعلمي اللغة العربية في جامعة السلطان زين العابدين في ماليزيا ليكونوا ميدانًا لتجربة الدّراسة. وقد تكونت عينة الدّراسة من (30) طالبًا وطالبة، موزعين على مجموعتين؛ تكونت المجموعة الأولى من (15) طالبًا وطالبة درسوا مادة اللغة العربية باستخدام استراتيجية التفكير بصوت عال، وتكونت المجموعة الضابطة من (15) طالبًا وطالبة درسوا المادة بالطريقة الاعتيادية. واستخدمت الدّراسة اختبار مهارات التحدث (القبلي والبعدي). وقد أسفرت النتائج عن وجود فروق ذات دلالة إحصائية عند مستوى (α=0.05) لصالح المجموعة التجريبية التي استخدمت استراتيجية التفكير بصوت عال في اختبار مهارات التحدث.
كلمات مفتاحية: استرتيجية التفكير بصوت عال، مهارات التحدث، متعلمو اللغة العربية
4
Purwo Trapsilo. "A THINK-ALOUD PROTOCOLS AS A COGNITIVE STRATEGY TO INCREASE STUDENTS’ WRITING NARRATIVE SKILL AT EFL CLASSROOM." PREMISE JOURNAL:ISSN online: 2442-482x, ISSN printed: 2089-3345 5, no. 2 (May 8, 2017): 81. http://dx.doi.org/10.24127/pj.v5i2.817.
Full textAbstract:
The purpose of this study was twofold: its first aim was to know whether any differences of think-aloud potocols to develop writing narrative skill; second, to know whether which one is more effective to develop students’ writing narrative skill by using think-aloud protocols and traditional method.Students randomly assigned to an experimental and a control group. Treatment had three stages. In Stage 1, students were asked to write about a topic. InStage 2, students in the experimental group studied a model essay about that writing task and they hadthink-aloud protocol about those aspects of language that they noticed in the model essays. However inthe control group, students studied model essays for themselves and they did not have think-aloud part. InStage 3, students were asked to rewrite the writing task. The students in the experimental group showed that they got higher score in writing narrative by using think-aloud protocols than the control group. Furthermore, in the post test, experimental groupoutperformed the control group. The findings of the study suggest that thinking-aloud could be a goodstrategy for improving writing narrative performance.
5
McRobert, Allistair P., Simon J. Mercer, David Raw, Jeff Goulding, and A. Mark Williams. "Effect of expertise on diagnosis accuracy, non-technical skills and thought processes during simulated high-fidelity anaesthetist scenarios." BMJ Simulation and Technology Enhanced Learning 3, no. 2 (January 11, 2017): 43–47. http://dx.doi.org/10.1136/bmjstel-2016-000129.
Full textAbstract:
BackgroundThe expert performance approach can be used to examine expertise during representative field-based tasks, while collecting process-tracing measures such as think-aloud verbal reports. Collecting think-aloud verbal reports provides an insight into the cognitive mechanisms that support performance during tasks.MethodWe examined the thought processes and performance of anaesthetists during simulated environments. Verbal reports of thinking and the anaesthetists’ non-technical skills (ANTS) were recorded to examine cognitive processes, non-technical behaviours and diagnosis accuracy during fully immersive, high-fidelity medical scenarios. Skilled (n=6) and less skilled (n=9) anaesthetists were instructed to respond to medical scenarios experienced in theatre.ResultsSkilled participants demonstrated higher diagnosis accuracy and ANTS scores compared to less skilled participants. Furthermore, skilled participants engaged in deeper thinking and verbalised more evaluation, prediction and deep planning statements.ConclusionsThe ability to employ an effective cognitive processing strategy, more efficient non-technical behaviours and superior diagnosis is associated with superior performance in skilled participants.
6
Wijayanti, Anita, and Yohanes Bambang Gunawan. "Problems on learning thinking aloud for reading via Zoom app in emergency remote learning class." Journal of English Language and Pedagogy 4, no. 1 (June 10, 2021): 9–21. http://dx.doi.org/10.36597/jelp.v4i1.8687.
Full textAbstract:
This research attempted to obtain information on the problems of learning think-aloud for reading in an emergency remote learning class utilizing Zoom video conference application as the means of communication. While think-aloud is well-known method for improving students' reading strategy usage management, there are still problems encountered during class, especially if it is learnt via Zoom video conference application. The research participants were nine D3 program students of AMIKOM Purwokerto University PSDKU Yogyakarta who took Reading IV class. Data collection procedure included literary research, observation, questionnaire, and group interview. There were seven problems discovered: (1) Students were too shy to talk, (2) Students did not have or know proper vocabulary to verbalize their thoughts. (3). Students understood the text but had nothing to say. (4) Easy text did not invoke observable understanding processes in the students’ minds. (5) Students neither understood the text nor knew what to say. (6) Time-consuming. (7) Internet disconnection. Simple solutions to those problems were also presented.
7
Aras, Irianto, Enditiyas Pratiwi, A. Wilda Indra Nanna, and Mardyanto Barumbun. "ROLE OF SCAFFOLDING FOR REFLECTIVE THINKING ON THE MATHEMATICAL PROBLEM SOLVING." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 11, no. 1 (March 31, 2022): 718. http://dx.doi.org/10.24127/ajpm.v11i1.4757.
Full textAbstract:
Solving mathematical problems require knowledge and experiences to determine the right strategy. One of the efforts that can be used to encourage problem-solving skills is to develop reflective thinking. Reflective thinking can be a strategy to explore mathematical problem-solving abilities by questioning the answers or questioning the problems encountered so that new thoughts can be used to determine appropriate problem-solving strategies. Therefore, this study aims to explain the reflective thinking process carried out by prospective teachers in solving mathematical problems. This study used a qualitative research design with data collection through test and interview process as a triangulation stage. Participants in this study were 2 prospective teachers who carried out a reflective thinking process and were known through think aloud in implementing the test. The results showed that scaffolding was needed to complete the reflective thinking process in problem-solving. Two scaffolding positions appeared in the reflective thinking stage: (1) after the questioning and evaluating stages, scaffolding is needed as a bridge to the reasoning stage; (2) After the questioning stage, scaffolding is needed to bridge the evaluating and reasoning stages. In the reflective thinking process, scaffolding generates new knowledge to find the right problem-solving strategy.
8
Bestwick, Margaret Angel. "Mountain Chef: How One Man Lost His Groceries, Changed His Plans…" Social Studies Research and Practice 13, no. 1 (May 21, 2018): 84–95. http://dx.doi.org/10.1108/ssrp-12-2017-0070.
Full textAbstract:
Purpose The purpose of this paper (i.e. Mountain Chef: How One Man Lost His Groceries, Changed His Plans, and Helped Cook Up the National Park Service; Pimentel, 2016) is to detail a camping trip during which Tie Sing, a Chef, worked with Stephen Mather, a millionaire concerned about conserving national resources, to convince a group of influential Americans to create a National Park Service. Design/methodology/approach This lesson plan, based in the National Council for the Social Studies (NCSS) C3 Framework, encourages third grade students to investigate the geography of the camping area in what is now Sequoia National Park. Students also analyze and determine whether or not the National Park Service is a good idea. Students move through four stages of inquiry in the C3 Framework as guided by their teacher. Findings During Dimension 1, students determine the types of sources that will help them answer the inquiry questions. Next in Dimension 2, students are engaged in a read-aloud of Mountain Chef while learning how to gather information from the text and record evidence in an I-Chart through teacher modeling (Hoffman, 1992). Students use a text set in Dimension 3 to gather evidence in response to inquiry questions. The lesson concludes in Dimension 4 with students using research evidence to create a WPA-like poster of the camping area and students communicating ideas via social media. Practical implications Think-aloud – “Students who are exposed to think-aloud outperform their peers who do not receive the same instruction on measures of reading comprehension” (Ness, 2018). The teacher implements the think-aloud strategy within Dimension 2 of the lesson plan. Think-aloud is a metacognitive strategy that requires a teacher to verbalize thinking processes to scaffold students to perform a learning task on his or her own later. The portions of text that were selected for think-aloud were identified as “juicy stopping points,” points that may pose a challenge for students, or points where there were comprehension opportunities related to inquiry questions. Teachers may adjust this lesson to increase or decrease scaffolding through think-aloud at their professional discretion. Originality/value Mountain Chef was selected as the 2017 winner of the Carter Woodson Book Award in the Elementary category. This lesson plan was presented at the NCSS 2017 annual conference at the Carter Woodson and Notable Tradebooks: Engaging Early Grade Lesson Plans session.
9
Alshahrni, Mohammed Masoud, and Nedhal Mofleh Al-Kawafeha. "Effectiveness of the Strategy of Thinking aloud in Developing the Ability to Solve Mathematical Problems among Gifted Students." International Journal for Talent Development 10, no. 19 (December 26, 2019): 23–40. http://dx.doi.org/10.20428/ijtd.10.19.2.
Full text
10
Sönmez, Yasemin, and Süleyman Erkam Sulak. "The Effect of the Thinking-aloud Strategy on the Reading Comprehension Skills of 4th Grade Primary School Students." Universal Journal of Educational Research 6, no. 1 (January 2018): 168–72. http://dx.doi.org/10.13189/ujer.2018.060116.
Full text
11
Baumann, James F., Nancy Seifert-Kessell, and Leah A. Jones. "Effect of Think-Aloud Instruction on Elementary Students' Comprehension Monitoring Abilities." Journal of Reading Behavior 24, no. 2 (June 1992): 143–72. http://dx.doi.org/10.1080/10862969209547770.
Full textAbstract:
This study investigated the effectiveness of explicit instruction in think aloud as a means to promote elementary students' comprehension monitoring abilities. Sixty-six fourth-grade students were randomly assigned to one of three experimental groups: (a) a Think-Aloud (TA) group, in which students were taught various comprehension monitoring strategies for reading stories (e.g., self-questioning, prediction, retelling, rereading) through the medium of thinking aloud; (b) a Directed Reading-Thinking Activity (DRTA) group, in which students were taught a predict-verify strategy for reading and responding to stories; or (c) a Directed Reading Activity (DRA) group, an instructed control, in which students engaged in a noninteractive, guided reading of stories. The primary quantitative analyses involved two planned orthogonal contrasts—effect of instruction (TA + DRTA vs. 2 x DRA) and intensity of instruction (TA vs. DRTA)—for three whole-sample dependent measures: (a) an error detection test, (b) a comprehension monitoring questionnaire, and (c) a modified cloze test. Results of effect of instruction contrasts revealed that TA and DRTA students were more skillful at comprehension monitoring than DRA students (TA + DRTA>DRA for all three measures). Results of intensity of instruction contrasts indicated that although TA-trained students had greater awareness of comprehension monitoring abilities (TA>DRTA for the questionnaire), DRTA students' performance equaled (TA = DRTA for the cloze test) or exceeded (TA<DRTA for the error detection test) that of the TA students. Qualitative data from student interviews, however, revealed that TA students both reported and demonstrated using a greater depth and breadth of comprehension monitoring abilities than either DRTA or DRA students. It was concluded that both TA and DRTA strategies are effective for enhancing elementary students' comprehension monitoring abilities but that additional research is needed to determine the relative effectiveness of TA and DRTA approaches.
12
Senawati, Jennet, Ni Komang Arie Suwastini, I. Gusti Agung Sri Rwa Jayantini, Ni Luh Putu Sri Adnyani, and Ni Nyoman Artini. "The Benefits of Reading Aloud for Children: A Review in EFL Context." IJEE (Indonesian Journal of English Education) 1, no. 1 (June 29, 2021): 73–100. http://dx.doi.org/10.15408/ijee.v1i1.19880.
Full textAbstract:
ABSTRACTAlthough reading aloud is an old teaching strategy, its relevance has been vouched by research from time to time. The present study aimed to critically review experts' opinions and results of previous research on the definition and characteristics of reading aloud and its benefits for young children in the EFL contexts by employing George’s (2008) model of literature review. The review revealed that the teacher plays the most crucial role in reading aloud, acting as the bridge between the text and the student's comprehension. A good design of reading aloud demands the teacher’s competence in choosing the text to meet the students’ interest and level; planning the tempo of the reading and the pauses to pose questions and comments; and making connections with the text and the children. Reading aloud benefits children’s English regarding their vocabulary, pronunciation, comprehension, listening skills, reading skills, speaking skills, communicative skills, and motivation, literacy, and critical thinking skills. These results imply that reading aloud is still relevant to be implemented nowadays because of the benefits it brings to children’s English. ABSTRAKMeski sering dianggap metode lama, membaca nyaring memberi banyak manfaat. Artikel ini bertujuan untuk melakukan kajian kritis terhadap pendapat ahli dan penelitian terdahulu mengenai pengertian, ciri khas, serta manfaat membaca nyaring, dengan mengikuti model penelitian kajian pustaka George (2008). Diungkapkan bahwa guru menjadi penentu kesuksesan kegiatan membaca nyaring sebagai jembatan yang menghubungkan siswa dengan teks yang dibaca. Kegiatan membaca nyaring bergantung pada kemampuan guru untuk memilih teks yang sesuai dengan minat dan kemampuan siswa, serta merancang proses pembacaan terkait tempo dan penempatan jeda untuk memberi komentar, bertanya, maupun membuat kaitan-kaitan antara teks dan siswa. Ahli dan penelitian terdahulu berpendapat bahwa kegiatan membaca nyaring berkontribusi secara positif terhadap siswa terkait pembentukan kosakata, pelafalan, pemahaman, keterampilan mendengar, membaca, berbicara, dan berkomunikasi, serta motivasi, literasi, dan kemampuan berpikir kritis berkomunikasi mereka. Jadi, membaca nyaring sangat relevan diimmplementasikan pada jaman sekarang karena kegiatan ini sangat positif untuk perkembangan Bahasa Inggris siswa.
13
Quaiser-Pohl, Claudia, Anna M. Rohe, and Tobias Amberger. "The Solution Strategy as an Indicator of the Developmental Stage of Preschool Children’s Mental-Rotation Ability." Journal of Individual Differences 31, no. 2 (January 2010): 95–100. http://dx.doi.org/10.1027/1614-0001/a000017.
Full textAbstract:
The solution strategies of preschool children solving mental-rotation tasks were analyzed in two studies. In the first study n = 111 preschool children had to demonstrate their solution strategy in the Picture Rotation Test (PRT) items by thinking aloud; seven different strategies were identified. In the second study these strategies were confirmed by latent class analysis (LCA) with the PRT data of n = 565 preschool children. In addition, a close relationship was found between the solution strategy and children’s age. Results point to a stage model for the development of mental-rotation ability as measured by the PRT, going from inappropriate strategies like guessing or comparing details, to semiappropriate approaches like choosing the stimulus with the smallest angle discrepancy, to a holistic or analytic strategy. A latent transition analysis (LTA) revealed that the ability to mentally rotate objects can be influenced by training in the preschool age.
14
Korzilius, Hubert, Stephan Raaijmakers, Etiënne Rouwette, and Jac Vennix. "Thinking Aloud While Solving a Stock-Flow Task: Surfacing the Correlation Heuristic and Other Reasoning Patterns." Systems Research and Behavioral Science 31, no. 2 (June 17, 2013): 268–79. http://dx.doi.org/10.1002/sres.2196.
Full text
15
Swaran Singh, Charanjit Kaur, Eng Tek Ong, Tarsame Singh Masa Singh, Mahendaran Maniam, and Tunku Mohani Tunku Mohtar. "Exploring ESL learners' reading test taking strategies." Studies in English Language and Education 8, no. 1 (January 3, 2021): 227–42. http://dx.doi.org/10.24815/siele.v8i1.18130.
Full textAbstract:
This study examined the test taking strategies of weak ESL students of an English language proficiency course. Test taking strategies are known as the methods that test takers use as an alternative aimed at attaining correct answers on a specified form of language assessment. The study adopted a qualitative study. The participants in this study were forty-four learners from the Bachelor of Arts Program. The learners were asked to think aloud while reading an assigned text to answer the questions. Four learners’ thinking aloud recordings were transcribed and analysed. Focus group interviews were carried out for triangulation purposes. Data collected were analysed manually. The ESL learners implemented many test taking strategies as they coped with the reading comprehension test. The findings of the study show how ESL students used cognitive, metacognitive, compensating, and social strategies. Participants expressed that understanding and reading the passage allowed them to draw conclusions better in answering the multiple choice questions. The findings revealed that they used a compensation strategy whereby they tried guessing the answers on a number of occasions. The findings of the study implicate teachers’ roles in L2 reading and also to guide the ESL learners in the process of answering reading passage and answer the comprehension questions.
16
Falvey, Janet E., Timothy E. Bray, and David J. Hebert. "Case Conceptualization and Treatment Planning: Investigation of Problem-Solving and Clinical Judgment." Journal of Mental Health Counseling 27, no. 4 (October 1, 2005): 348–72. http://dx.doi.org/10.17744/mehc.27.4.cw8uyjum3w4dnfmn.
Full textAbstract:
This investigation examined the cognitive factors that influence case conceptualization (CC) and treatment planning (TP) tasks among experienced mental health professionals. A thinking aloud process-tracing strategy was used to identify problem-solving styles and clinical judgment strategies used by 25 licensed psychologists, clinical mental health counselors, and clinical social workers while responding to a standardized case conceptualization and treatment planning task. Cluster analysis revealed a four cluster solution that differentiated among treatment planning scores of these clinicians. SPSS discriminant analyses identified (a) three problem-solving styles (i.e., differentiation, integration, affiliation) that correctly predicted cluster membership in 96% of cases, and (b) three clinical judgment strategies (i.e., minimal, complex, heuristic) that correctly predicted cluster membership for all of these clinicians. Implications of these findings for training and research are presented.
17
ElBary, Dr Maher S. Abd. "The Effectiveness of Thinking Aloud Strategy for Developing Literary Appreciation Skills among the Prep –School Students in the Kingdom of Saudi Arabia." Journal of Educational & Psychological Sciences 16, no. 2 (May 1, 2015): 259–300. http://dx.doi.org/10.12785/jeps/160208.
Full text
18
Friesen, Deanna C., and Bailey Frid. "Predictors of Successful Reading Comprehension in Bilingual Adults: The Role of Reading Strategies and Language Proficiency." Languages 6, no. 1 (January 28, 2021): 18. http://dx.doi.org/10.3390/languages6010018.
Full textAbstract:
The current study investigated the type of strategies that English–French bilingual adults utilize when reading in their dominant and non-dominant languages and which of these strategies are associated with reading comprehension success. Thirty-nine participants read short texts while reporting aloud what they were thinking as they read. Following each passage, readers answered three comprehension questions. Questions either required information found directly in the text (literal question) or required a necessary inference or an elaborative inference. Readers reported more necessary and elaborative inferences and referred to more background knowledge in their dominant language than in their non-dominant language. Engaging in both text analysis strategies and meaning extraction strategies predicted reading comprehension success in both languages, with differences observed depending on the type of question posed. Results are discussed with respect to how strategy use supports the development of text representations.
19
Tasni, Nurfaida, Andika Saputra, and Ovan Adohar. "Students’ difficulties in productive connective thinking to solve mathematical problems." Beta: Jurnal Tadris Matematika 13, no. 1 (May 30, 2020): 33–48. http://dx.doi.org/10.20414/betajtm.v13i1.371.
Full textAbstract:
[English]: The purpose of this study was to identify students’ difficulties in establishing mathematical connections in productive connective thinking to solve mathematical problems. Students’ difficulties were identified from which the students did not develop connection ideas after reflection at the stages of Toshio’s (2000) cognition scheme. The purposive sampling was used to select 2 out of 85 11th-grade students who had taken the initial test in order to measure their connective thinking. Students’ works and the transcript of think-aloud and interviews with two students were analyzed using a qualitative descriptive approach. It reveals that students indicate various difficulties in developing connections. At the cognition stage, students had difficulty establishing a connection idea for solutions, since they were not able to collect appropriate data and did not verify the initial data to understand the direction of solving the problem. At the inference stage, students were difficult to establish a procedure connection because they could not plan an effective strategy of problem-solving. At the formulation stage, students had difficulty establishing numerical connections since they did not verify the data and did not have sufficient understanding of the concepts to formulate the problem. At the reconstruction stage, students found it difficult to establish generalization connections because of being not motivated to solve the problems and not doing a comprehensive generalization and evaluation towards the problem-solving.
Keywords: Connective thinking, Mathematical connections, Reflection, Toshio thinking scheme
[Bahasa]: Penelitian ini bertujuan mengidentifikasi kesulitan siswa membangun koneksi matematis dalam berpikir konektif produktif untuk memecahkan masalah matematika. Kesulitan siswa membangun koneksi matematis diidentifikasi dari tidak berkembangnya ide-ide koneksi setelah refleksi pada setiap tahapan kognitif Toshio (2000). Tehnik purposive sampling digunakan untuk memilih 2 dari 85 orang siswa kelas 11 yang telah mengikuti tes awal untuk mengukur kemampuan berpikir konektif. Lembar kerja, rekaman think aloud dan wawancara dari dua orang siswa dianalisis dengan pendekatan deskriptif kualitatif. Hasil analisis menunjukkan siswa mengalami berbagai kesulitan membangun koneksi. Pada tahap kognisi, siswa mengalami kesulitan membangun koneksi ide solusi karena siswa tidak mampu mengumpulkan data yang sesuai dan tidak melakukan verifikasi terhadap data awal yang dikumpulkan untuk memahami dan memikirkan arah penyelesaian masalah. Pada tahap inferensi, siswa mengalami kesulitan membangun koneksi prosedur karena siswa tidak menyusun rencana penyelesaian yang efektif. Pada tahap formulasi, siswa mengalami kesulitan membangun koneksi numerik karena siswa tidak melakukan proses verifikasi data dan tidak memiliki pemahaman konsep yang memadai untuk melakukan proses formulasi. Pada tahap rekonstruksi, siswa mengalami kesulitan membangun koneksi generalisasi karena siswa tidak memiliki motivasi untuk memecahkan masalah dan tidak melakukan proses generalisasi dan evaluasi secara menyeluruh terhadap proses pemecahan masalah.
Kata kunci: Berpikir konektif, Koneksi matematis, Refleksi, Skema berpikir Toshio
20
Swanson, H. Lee. "A Multidirectional Model for Assessing Learning Disabled Students' Intelligence: An Information-Processing Framework." Learning Disability Quarterly 11, no. 3 (August 1988): 233–47. http://dx.doi.org/10.2307/1510768.
Full textAbstract:
This article presents an information-processing approach to the assessment of learning disabled students' intellectual performance. The model is based on the assumption that intelligent behavior is comprised of a variety of problem-solving strategies. Its validity rests on experimental findings of Brown (1978), Neisser (1976, 1981), Newell and Simon (1972), and Sternberg (1977, 1978, 1979, 1981), to name a few. Each plane of assessment includes decisions about: (a) the relationship between hypothesis testing and overall performance; (b) the knowledge base which influences strategy development; (c) the ability to coordinate, direct, and organize search strategies; (d) the metacognitive parameters of learning and performance; and (e) the abstracting of problem-solving strategies. Sample “probing” questions are provided to direct assessment procedures. Within each plane, different components are assessed. The article presents an account of child problem solving and illustrates its underlying assumptions with a “thinking aloud” protocol. The model suggests that substrategy behavior may develop independently or within different planes. Finally, conclusions are drawn to direct intervention approaches.
21
JOHNSON, TRISTAN E., and CLARK GEDNEY. "Learning Support Assessment Study of a Computer Simulation for the Development of Microbial Identification Strategies." Microbiology Education 2, no. 1 (May 2001): 18–24. http://dx.doi.org/10.1128/me.2.1.18-24.2001.
Full textAbstract:
This paper describes a study that examined how microbiology students construct knowledge of bacterial identification while using a computer simulation. The purpose of this study was to understand how the simulation affects the cognitive processing of students during thinking, problem solving, and learning about bacterial identification and to determine how the simulation facilitates the learning of a domain-specific problem-solving strategy. As part of an upper-division microbiology course, five students participated in several simulation assignments. The data were collected using think-aloud protocol and video action logs as the students used the simulation. The analysis revealed two major themes that determined the performance of the students: Simulation Usage—how the students used the software features and Problem-Solving Strategy Development—the strategy level students started with and the skill level they achieved when they completed their use of the simulation. Several conclusions emerged from the analysis of the data: (i) The simulation affects various aspects of cognitive processing by creating an environment that makes it possible to practice the application of a problem-solving strategy. The simulation was used as an environment that allowed students to practice the cognitive skills required to solve an unknown. (ii) Identibacter (the computer simulation) may be considered to be a cognitive tool to facilitate the learning of a bacterial identification problem-solving strategy. (iii) The simulation characteristics did support student learning of a problem-solving strategy. (iv) Students demonstrated problem-solving strategy development specific to bacterial identification. (v) Participants demonstrated an improved performance from their repeated use of the simulation.
22
Prihatnani, Erlina, and Daniel Supriyadi. "Proses metakognisi mahasiswa calon guru matematika dalam memecahkan masalah piramida hitung." Jurnal Riset Pendidikan Matematika 7, no. 2 (January 31, 2021): 210–26. http://dx.doi.org/10.21831/jrpm.v7i2.36732.
Full textAbstract:
Metakognisi merupakan salah satu faktor penentu keberhasilan seseorang dalam memecahkan masalah. Penelitian kualitatif ini bertujuan untuk mendeskripsikan proses metakognisi mahasiswa calon guru matematika dalam menyelesaikan soal Piramida Hitung (Pitung) yang merupakan permasalahan non rutin terkait operasi bilangan bulat. Subyek penelitian adalah tiga mahasiswa Pendidikan Matematika Universitas Kristen Satya Wacana Salatiga angkatan 2019. Kriteria pemilihan subyek yaitu: mahasiswa yang berhasil memecahkan tiga tantangan dalam Pitung (tepat dua operasi hitung, tepat tiga operasi hitung, dan tepat empat operasi hitung), komunikatif, dan bersedia menjadi subyek. Data dikumpulkan melalui tes tertulis, think aloud, dan wawancara. Hasil penelitian menunjukkan bahwa proses metacognitive awareness (menyadari pengetahuan dan pengalaman terdahulu, menyadari pola strategi yang dibuat, dan menggunakan informasi pada soal untuk penyelesaian masalah), metacognitive regulation (membuat perencanaan, merevisi langkah penyelesaian, memikirkan dan menemukan jawaban lain), dan metacognitive evaluation (menilai kapasitas berpikir, menilai hasil pekerjaan, dan menilai pemahaman diri sendiri) terjadi saat proses pemecahan masalah dengan bentuk beragam untuk setiap subjeknya. Selain itu, metakognisi juga membantu subyek dalam membuat strategi penyelesaian menjadi lebih efektif. The process of metacognition of prospective mathematics teachers in solving number pyramid problemsAbstractMetacognition was one of the determining factors for a person’s success in problem-solving. This qualitative research aimed to describe prospective teachers’ metacognition process in solving the Number Pyramid or Piramida Hitung (Pitung) problem, non-routine problems related to integer operations. The subjects were three mathematics education students of Universitas Kristen Satya Wacana Salatiga, Indonesia. The criteria for selecting subjects, namely: students were succeeded in solving three challenges in the Pitung (exactly two-number operations, three-number operations, and four-number operations), communicative, and willing to be the subject. Data were collected using the written test, think aloud, and interviews. The results showed that process of metacognitive awareness (be aware of previous knowledge and experience, be aware of the pattern of strategies created, and use the information in problems for problem-solving); metacognitive regulation (made plans, revised completion steps, think about, and found others answers); and metacognitive evaluation (assessed thinking capacity, assessed work results, and assessed self-understanding) occurred during the problem-solving process in various forms for each subject. Also, metacognitive helped the subjects in making the completion strategy more effective.
23
Flynn, Alison B. "How do students work through organic synthesis learning activities?" Chem. Educ. Res. Pract. 15, no. 4 (2014): 747–62. http://dx.doi.org/10.1039/c4rp00143e.
Full textAbstract:
Organic chemistry has the long-standing reputation as a challenging course, and organic synthesis is an aspect of organic chemistry that requires students to make the most links between concepts and requires the highest order of thinking. One-on-one interviews were conducted with students from a second undergraduate organic chemistry course in which participants solved synthesis problems using a think aloud protocol. Those problems had been previously designed to scaffold students' acquisition of synthesis problem-solving skills. The research question for this study asked whether students worked through the synthesis learning activities as designed, toward the intended learning outcomes. The results show that in some questions, students used or tried to use desirable problem solving skills, such as using reaction mechanisms and chemical principles to explore possible solutions. However, with other question types, students (i) relied on familiarity with the reactions in question and lacked a problem-solving strategy when they could not recall the answer or (ii) avoided the purpose of the question and attempted to provide an answer that the professor “wanted.” Strategies for promoting desired synthesis skills and addressing other issues are discussed.
24
العنزي, مريم عايد سعد. "معوقات استخدام إستراتيجية التفكير بصوت عال لدى معلمات المواد الاجتماعية في مدينة الرياض = Impediments to the Use of Thinking Aloud Strategy for Social Studies Teachers in Riyadh." دراسات عربية في التربية و علم النفس, no. 65 (September 2015): 295–334. http://dx.doi.org/10.12816/0022575.
Full text
25
Abdillah, Abdillah, and Ajeng Gelora Mastuti. "Munculnya Kreativitas Siswa Akibat Ill Structured Mathematical Problem." MATEMATIKA DAN PEMBELAJARAN 6, no. 1 (July 10, 2018): 48. http://dx.doi.org/10.33477/mp.v6i1.442.
Full textAbstract:
Abstrak
Salah satu tujuan pembelajaran matematika adalah mengembangkan pemikiran. Untuk itu, perlu dilakukan penanganan dan penyelesaian masalah tersebut. Seorang siswa dalam menyelesaikan masalah harus berpikir, menganalisis masalah, mencari formulasi secara kritis yang sesuai dengan masalah, memeriksa data formulasi dan berusaha mencari strategi pemecahan masalah yang memungkinkan mendapatkan solusi.
Pada banyak penelitian telah mengungkapkan tentang berpikir kreatif siswa, tapi belum ada hasil penelitian yang mengungkapkan secara detail bagaimana munculnya kreativitas siswa akibat menyelesaikan ill structured mathematical problem. Untuk itu, melalui penelitian kualitatif deskriptif, yang dilakukan pada beberapa kabupaten/kota di Provinsi Sulawesi Selatan dan Jawa Timur. Terungkap secara detail proses munculnya kreativitas siswa akibat menyelesaikan ill structured mathematical problem.
Hasilnya adalah muncul kreativitas siswa dalam menyelesaikan ill structured mathematical problem. Kreativitas terjadi melalui proses membuat jawaban yang beragam dan benar dalam memecahkan masalah (fluency), karena ISMP memiliki beberapa jalur solusi; kemudian 2) memecahkan masalah dengan berbagai cara yang berbeda (flexibility), karena ISMP memiliki konteks yang spesifik dan situasi yang kompleks; dan 3) membuat berbagai jawaban yang berbeda dan benar dalam memecahkan masalah (novelty) karena ISMP sesuai dengan kehidupan sehari-hari sehingga siswa merasa mengalami masalah tersebut. Sehingga dengan think aloud dan klarifikasi melalui wawancara, siswa mengungkapkan proses kreativitasnya dalam menyelesaikan masalah yang disajikan.
Kata kunci: kreativitas siswa, Ill Structured Mathematical Problem
Abstract
One of the goals of learning mathematics is to develop thinking. Therefore, it is necessary to handle and solve the problem. A student in solving a problem must think, analyze the problem, find the formulation critically according to the problem, check the formulation data and try to find a problem solving strategy that allows the solution.
In many studies have revealed about creative thinking of students, but no research results reveal in detail how the emergence of student creativity due to solve ill structured mathematical problem. For that, through descriptive qualitative research, conducted on several districts / cities in the Province of South Sulawesi and East Java. Revealed in detail the process of the emergence of student creativity due to complete ill structured mathematical problem.
The result shows that there is exist student’s creativity when solve ill stuctured mathematical problem. 1) Creativity are made by making variety and correct answer when solve problem (fluency) because ISMP has some pathed solution, then 2) solved problem into different way (flexibility) because ISMP has detailed context and complexity situtation and 3) making different and correct answers when solve the problem (novelty) because ISMP based on real life context so that student can feel the problem. Thus, think aloud and clarification by depth interview, student can express their creativity process when solve the problem.
Keywords: exploration, students’ creativity
26
Xiao, Yan, Paul Milgram, and D. John Doyle. "Two Classes of Problem Solving Situations in Managing Complex Systems." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 37, no. 9 (October 1993): 529–33. http://dx.doi.org/10.1177/154193129303700903.
Full textAbstract:
Previous studies in complex domains such as power plants and air traffic control have described a wide range of behaviours not addressed by traditional psychological studies. This led to a field study of problem solving in anaesthesiology, using various methods of collecting behavioural data directly from the field while anaesthesiologists were doing their job. The methods used include direct observation, interviewing, and on-line verbal protocol recording with thinking aloud verbalisation. This paper describes findings from the field study and presents an analysis of how problem solving situations arise during the management of anaesthesia, a task similar to process control. Two classes of problem solving situations are identified: (1) managing the patient during non-critical but stressful and long lasting incidents—problem solving is characterised by competing goals and multiple hypotheses, and the memory load while keeping track of what is in the ‘pipeline’; (2) deploying preventive and preparatory strategies—the problem solving is characterised by feedforward control of system (patient) status in the face of anticipated inputs to the patient, preparation of preconditions of necessary and contingency procedures, and anticipation of troublesome situations to be avoided. A categorisation scheme is proposed to classify problem solving situations according to how they arise: incident-induced and strategy-induced.
27
Quilang, Liezl Joy Lazaro, and Lyndon Laborte Lazaro. "Mathematical connections made during investigative tasks in statistics and probability." International Journal of Evaluation and Research in Education (IJERE) 11, no. 1 (March 1, 2022): 239. http://dx.doi.org/10.11591/ijere.v11i1.21730.
Full textAbstract:
<span>The Philippines has undergone a fundamental overhaul of its educational system to highlight basic education and overcome its deficiencies. The educational reform prompts prospective teachers to connect the concepts taught to instill a more profound understanding. As such, the researchers explored the mathematical connections made by prospective secondary mathematics teachers while completing investigative tasks. The study employed a concurrent triangulation mixed-methods design. Data were gathered from 39 prospective secondary mathematics teachers enrolled in the state universities' flagship campuses in Northeastern Philippines. Data were gathered using mathematical connections evaluation, think-aloud strategy, and interviews. Frequency counts, percentages, mean percent scores, Pearson product-moment correlation coefficient, and analysis of the interviews' transcriptions were employed in the study. Results showed that the prospective teachers performed best in making instruction-oriented connections but have difficulty in making implications connection. Also, the prospective teachers' ability to successfully make the mathematical connection is directly linked to their knowledge of the concept, the algorithm, and the part-whole relationship. As such, reform efforts should be made to enhance mathematical connections, emphasizing statistical thinking, and reasoning. Moreover, higher education institutions should incorporate connecting as one of the intended learning outcomes for prospective mathematics teachers.</span>
28
Hariawan, Hariawan, Muslimin Muslimin, and I. Komang Werdhiana. "Abilities of Physics Education Students in Constructing Graphics Based on Practicum Results and in Interpreting It." Jurnal Riset Pendidikan MIPA 3, no. 1 (December 9, 2020): 35–44. http://dx.doi.org/10.22487/j25490192.2019.v3.i1.pp35-44.
Full textAbstract:
The skills to construct and interpret graphs are a form of science skills and are an important component in learning physics. The purpose of this study was to describe the ability of undergraduate physics education students to construct graphs based on practicum data and interpret them. Data obtained through respondent answer sheets, thinking-aloud recordings, and interviews. The research was conducted at the Faculty of Teacher Training and Education (FKIP) Untad and the research subjects of the Physics Education Study Program students were 6 people obtained based on the values of Basic Physics I and Basic Physics practicum II then divided into three groups of levels (high, medium, and low) with each category as many as 2 people. The results of this study indicate: 1) in general, respondents in the high, medium, and low categories can construct graphs but are not based on the prerequisite ability to construct graphs, especially in determining the x-axis and y-axis variables, 2) on the ability to interpret graphs, respondents can interpret graphs the relationship between variables on the graph but not supported by an explanation or evaluation based on proper physics concepts, 3) The strategy used by respondents in constructing graphs, in general, is to convert data in decimal form or scientific notation and 4) The difficulties experienced by respondents when constructing graphs are converting data, determining the scale and how to determine the variables on each graph axis.
29
Rifa Nur Fauziyah, Asep Dudi Suhardi, and Fitroh Hayati. "Strategi Guru dalam Menerapkan Pembelajaran Aktif Inovatif Kreatif Efektif dan Menyenangkan (PAIKEM) pada Pembelajaran Pendidikan Agama Islam di SDN X Astanaanyar Kota Bandung." Jurnal Riset Pendidikan Agama Islam 1, no. 2 (February 13, 2022): 120–26. http://dx.doi.org/10.29313/jrpai.v1i2.547.
Full textAbstract:
Abstract. In learning Islamic Religious Education teachers still use methods that are less varied. The use of this method makes students feel bored and less enthusiastic in learning so that their learning progress does not go well. Teachers are required to be proficient in designing learning, implementing and conducting assessments. In designing learning the teacher chooses a variety of methods and optimal methods, so that students can receive information and knowledge well, for example by using the PAIKEM model. So it is necessary to conduct research on teacher strategy analysis in implementing active, innovative, creative and effective learning. The purpose of this study is to describe (1) learning planning using the PAIKEM model in Islamic Religious Education subjects (2) the implementation of learning using the PAIKEM model in Islamic Religious Education subjects (3) learning evaluation using the PAIKEM model in Islamic Religious Education subjects. This study uses a qualitative approach with qualitative descriptive methods, the type of case study conducted at SDN X Astanaanyar Bandung City. Data collection techniques are interviews, observation and documentation. With data analysis techniques using data reduction steps, data presentation and conclusions. The results of the study can be found that the learning planning carried out by Islamic Religious Education teachers is in accordance with the characteristics of PAIKEM. In the implementation of learning, Islamic Religious Education teachers still use the lecture method and the question and answer method, but are accompanied by several methods that make students learn actively, innovatively and effectively, namely the True or False method, Role Play, Reading Aloud and Random Text. In the evaluation of learning, the Islamic Religious Education teacher first makes an evaluation plan, namely making exam grids and making questions with HOTS (Higher Order Thinking Skills) questions indicators.
Abstrak. Dalam pembelajaran Pendidikan Agama Islam guru masih menggunakan metode yang kurang bervariasi. Penggunaan metode tersebut yang membuat siswa merasa jenuh dan kurang bersemangat dalam belajar sehingga kemajuan belajarnya tidak berjalan dengan baik. Guru dituntut mahir dalam merancang pembelajaran, melaksanakan dan melakukan penilaian. Dalam merancang pembelajaran guru memilih metode yang bervariasi dan metode yang optimal, agar siswa dapat menerima informasi dan pengetahuan dengan baik, misalnya dengan menggunakan model PAIKEM. Maka perlu dilakukan penelitian analisis strategi guru dalam menerapkan pembelajaran aktif, inovatif, kreatif dan efektif. Tujuan dari penelitian ini yaitu mendeskripsikan (1) perencanaan pembelajaran menggunakan model PAIKEM pada mata pelajaran Pendidikan Agama Islam (2) pelaksanaan pembelajaran menggunakan model PAIKEM pada mata pelajaran Pendidikan Agama Islam (3) evaluasi pembelajaran menggunakan model PAIKEM pada mata pelajaran Pendidikan Agama Islam. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif kualitatif, tipe studi kasus yang dilakukan di SDN X Astanaanyar Kota Bandung. Teknik pengumpulan data yaitu wawancara, observasi dan dokumentasi. Dengan teknik analisis data menggunakan langkah reduksi data, penyajian data dan kesimpulan.Hasil penelitian dapat ditemukan bahwa perencanaan pembelajaran yang dilakukan oleh guru Pendidikan Agama Islam sesuai dengan karakteristik PAIKEM. Dalam pelaksanaan pembelajaran guru Pendidikan Agama Islam masih menggunakan metode ceramah dan metode tanya jawab, namun disertai beberapa metode yang membuat siswa belajar secara aktif, inovatif dan efektif yakni metode True or False, Role Play, Reading Aloud dan Teks Acak. Pada evaluasi pembelajaran guru Pendidikan Agama Islam terlebih dahulu membuat perencanaan evaluasi yaitu membuat kisi-kisi ujian dan membuat soal dengan indikator soal HOTS (Higher Order Thinking Skills).
30
Saida, Anisah, Muhammad Ikram, and Salwah. "Analysis of Students’ Creative Thinking in Solving Cuboid Problems." International Journal of Progressive Mathematics Education 1, no. 2 (August 14, 2021): 20–32. http://dx.doi.org/10.22236/ijopme.v1i2.7307.
Full textAbstract:
Masalah balok dalam penelitian ini menjadi bagian utama dari instrumen berpikir kreatif dirancang sebagai tugas open-ended yang menstimulasi siswa untuk berpikir kreatif yang akan dianalisis berdasarkan kategori berpikir kreatif. Oleh karena itu penelitian ini bertujuan untuk mengetahui analisis berpikir kreatif siswa dalam menyelesaikan masalah balok. Berdasarkan hasil penelitian terdapat 3 aspek kategori berpikir kreatif yang akan dianalasis yaitu fluency, flexibility, dan originality. Penelitian ini dilaksankan di Sekolah Menengah Pertama dengan kriteria subjek yang dapat menyelesaikan masalah open-ended. Metode yang digunakan dalam penelitian ini adalah metode penelitian kualitatif dengan pemberian tugas open-ended yang disertai think-aloud dan pedoman wawancara. Analisis data menggunakan analisis deskriptif sesuai dengan penelitian kualitatif dengan triangulasi metode, dan teori. Hasil penelitian menujukkan bahwa terdapat 3 subjek yang dipilih berdasarkan kelengkapan data hasil think-aloud, wawancara, dan hasil kerja sehingga ditetapkan S1 sebagai subjek kategori fluency, S2 sebagai subjek kategori flexibility, dan S3 sebagai subjek kategori originality. Berdasarkan hasil penelitian , subjek fluency menyelesaikan masalah dengan waktu singkat kemudian jawaban yang dihasilkan beragam tetapi dengan strategi yang sama, subjek flexibility menemukan jawaban yang beragam dengan strategi yang beragam pula, dan subjek originality menghasilkan jawaban yang berbeda dan unik dari subjek lainnya.
31
Irmayanti, Irmayanti, I. Wayan Darmadi, and Supriyatman Supriyatman. "Pengaruh Pendekatan Saintifik dalam Strategi Pembelajaran Thinking Aloud Pair Problem Solving (TAPPS) untuk Meningkatkan Kemampuan Pemecahan Masalah Fisika Siswa Kelas X SMA Negeri 08 Palu." JPFT (Jurnal Pendidikan Fisika Tadulako Online) 6, no. 3 (September 28, 2018): 30. http://dx.doi.org/10.22487/j25805924.2018.v6.i3.11073.
Full textAbstract:
Abstrak _Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemecahan masalah fisika siswa SMA. Tujuan penelitian ini adalah untuk mengetahui pengaruh pendekatan saintifik menggunakan strategi pembelajaran TAPPS untuk meningkatkan kemampuan pemecahan masalah fisika siswa. Metode penelitian yaitu kuasi eksperimen dengan desain “the equivalen, pretest-postest design”. Populasi penelitian ini adalah seluruh siswa kelas X SMA Negeri 8 Palu tahun ajaran 2017/2018. Pemilihan sampel adalah siswa kelas X IPA 1 dan X IPA 2. Data penelitian diperoleh melalui tes kemampuan pemecahan masalah siswa dan lembar observasi. Berdasarkan analisis data, diperoleh sampel yang terdistribusi normal dan homogen. Dilakukan pengujian hipotesis dengan taraf signifikan dan diperoleh hasil Tes akhir, thitung> ttabel atau 3,15 > 1,68 hal ini berarti H0 ditolak dan H1 diterima, jadi hasil penelitian menunjukkan bahwa terdapat pengaruh pembelajaran dengan pendekatan saintifik menggunakan strategi Thinking Aloud Pair Problem Solving (TAPPS) untuk meningkatkan kemampuan pemecahan masalah fisika siswa. Kata Kunci: pendekatan saintifik, strategi thinking aloud pair problem solving, kemampuan pemecahan masalah fisika.
32
Сєчка, Світлана. "THE USAGE OF THE CONCEPT OF "DEBATE" IN SCIENTIFIC LITERATURE AND OTHER DISCIPLINES." Молодий вчений, no. 10 (98) (October 31, 2021): 60–63. http://dx.doi.org/10.32839/2304-5809/2021-10-98-16.
Full textAbstract:
The article analyzes a concept "debate" and explores different approaches to use this definition are examined: debate as educational technology, as educational methodology, as a method of studies, as educational strategy. Educational potential of educational debates is revealed and efficiency of their use turns out to be in the forming of key competencies in senior students in the process of social science studies. The "Debate" method is one of the most effective techniques to achieve successful speech interaction between communicants. This technique allows you to integrate and involve a large number of students in the process of speech interaction at the same time, and also with the help of it, you can consider and discuss current modern problems that students will be interested in. By integrating various kinds of debates in foreign language lessons, the teacher thereby contributes to the awakening of children's interest in the study of the subject. First of all, the "debate" technique forms all four basic language communication skills in students – listening, reading, speaking, and writing. In accordance with the normative documents, these skills must be developed by a foreign language teacher. In addition to the development of language skills directly, the "debate" technique forms the skills of public speaking. It has been proven that one of the main reasons for the fear of schoolchildren speaking a foreign language in public is their lack of communication skills and experience in public speaking their native language. Debate teaches such speech tactics which will allow students to communicate more effectively in the future, speak at international seminars and conferences, participate in discussions with foreigners, defend their own opinions aloud, and speak a foreign language publicly. In the senior classes, "debates" can be used to generalize, systematize and consolidate educational material, and also act as control speaking. However, it must be born in mind that not every topic can be a subject of discussion, it must be correctly formulated, as a rule, by a teacher. Some researchers believe that the purpose of their application in the educational process is to develop students' skills and abilities of civilized reasoned discussion, which is based on a thorough study of educational information. The debate is based on research, thinking, systematization and defense - skills that are the basis for public advocacy. Such learning activities help students improve their persuasion skills and learn the responsibilities associated with that skill. After all, the very concept of debate is based on the belief of the audience and the ability to quickly and thoroughly respond to arguments. The introduction of debate as a technology in education will increase the productivity of the learning process, will allow the direction of modern humanities education to acquire knowledge, develop skills, achieve its own goals and objectives.
33
Kohn, Kurt, and Sylvia Kalina. "The Strategic Dimension of Interpreting." Meta 41, no. 1 (September 30, 2002): 118–38. http://dx.doi.org/10.7202/003333ar.
Full textAbstract:
Abstract This article analyses consecutive and simultaneous interpreting from a strategic point of view. A concept of discourse-based mental modelling serves as a basis to describe the cognitive-linguistic processes and strategies underlying comprehension and production in interpreted bilingual communication. By contrast with processing in the monolingual context, the interpreting process is characterised by adverse conditions including above all the lack of semantic autonomy and the continuing presence of elements of the source language during different stages of processing. The strategies interpreters use will therefore necessarily differ from those used in monolingual communication and will be adapted to the specific requirements of the interpreting process. Characteristic difficulties of interpreting and corresponding strategic processes are discussed with reference to the communicative transfer relation between source and target discourse, the sequential organisation of source discourse comprehension and target discourse production in consecutive interpreting, the parallel organisation of source discourse comprehension and target discourse production in simultaneous interpreting, and the complexity of content andlor linguistic representation of the source discourse. In an empirical analysis, a bit of simultaneous discourse is studied along with introspective data on the processes at work during production. The introspective data was obtained by means of a retrospective thinking-aloud protocol. Product-related and process-related data indicate that the strategies discussed are used in real-life interpreting situations.
34
Bussert, Leslie. "Millennial Students’ Online Search Strategies are Associated With Their Mental Models of Search." Evidence Based Library and Information Practice 6, no. 3 (September 14, 2011): 77. http://dx.doi.org/10.18438/b8wp7c.
Full textAbstract:
Objective – To examine first-year college students’ information seeking behaviours and determine whether their mental models of the search process influence their ability to effectively search for and find scholarly materials.
Design – Mixed methods including contextual inquiry, concept mapping, observation, and interviews.
Setting – University of Baltimore, a public institution in Maryland, United States of America, offering undergraduate, graduate, and professional degrees.
Subjects – A total of 21 first-year undergraduate students, ages 16 to 19 years, undertaking research assignments for which they chose to use online resources.
Methods – First-year students were recruited in the fall of 2008 and met with the researcher in a university usability lab for about one hour over a three week period. The researcher observed and videotaped the students as they conducted research in their chosen search engines or article databases. The searches were captured using software, and students were encouraged to think aloud about their research process, search strategies, and anticipated search results. Observation sessions concluded with a 10-question interview incorporating a review of the keywords the student used, the student’s reflection on the success of his or her searches, and possible alternate keywords. The interview also offered prompts to help the researcher learn about students’ conceptualizations of search tools’ utilization of keywords to generate results. The researcher then asked the students to provide a visual diagram of the relationship between their search terms and the items retrieved in the search tool.
Data were analyzed by identifying the 21 different search tools used by the students and categorizing all 210 searches and student diagrams for further analysis. A scheme similar to Guinee, Eagleton, and Hall’s (2003) characterized the student searches into four categories: simple single-term searches, topic plus focus searches, phrase searches, and advanced searches employing multiple Boolean operators. Students’ diagrams were put into three different groups: process view, hierarchical view, and network view. The researcher then analyzed the relationships between the students’ search behaviours and their mental models to develop further conclusions.
Main Results – Analysis revealed that this population of students had a limited mental model of the search process and used narrow sets of fairly simple search strategies for retrieving information online.
Search engines were used for the majority (61.9%) of total searches and 72.3% of those conducted in search engines were in Google. The majority of students (76%) began their search process with a search engine while other students began searching in online encyclopedias (10%) or online databases (14%). Academic Search Premiere was used for 73.8% of the database searches. Some students (5%) also performed searches in individual websites (6.3%), for an overall total of 224 searches conducted.
Students performed four varieties of searches: simple searches using short phrases conveying a single concept (34% of total searches); topic plus focus searches using a single Boolean AND (30%); phrase searches consisting of multiple-word descriptive phrases or sentence fragments (17.4%); and advanced Boolean searches combining two or more distinct concepts (13.8%). Generally, students used the same search terms and structure whether they were in a search engine or database, particularly with phrase searches. Nearly 71% of the advanced Boolean searches were inappropriately formed, particularly when used in the databases. Of the few students employing Boolean logic beyond a single AND, only two used it correctly, and only one with successful results.
Students were unable to recognize or explain why a search failed or why they got the results they did. They made frequent incorrect use of punctuation, spelling, and syntax, leading to limited or no search results. Students assumed that obtaining few results indicated a problem of keyword choices rather than search query structure. When faced with no results in the databases, they assumed there were no articles on their topics and did not re-evaluate their search queries. Those with unsuccessful Boolean searches did not recognize that their errors were due to logic, and instead changed their keywords or began a new search altogether.
Several students understood keywords as concepts versus literal strings of letters, yet thought the search tools determined search results based solely on what was typed into the search box. Of those employing phrase searches, some believed that each word was queried, while others thought only the “primary terms” were queried. Most students (61%) offered analogies to print resources to explain how search engines process queries, and all the students’ descriptions included their ideas about what a search tool contained, rather than how the search tools organized information.
Attempts to expand or narrow searches were haphazard. While most students (57%) employed the strategy of adding keywords to narrow searches, only a few (11%) recognized the function of this technique and used it regularly, while others tended to return to their original broad searches in a different tool. Some had a limited understanding that adding terms narrows and reducing terms broadens the search, but their Boolean errors negated the use of synonyms or alternative terms for those purposes. Other strategies included using the search tool’s “advanced search” features or quotes, although all who used the latter did so incorrectly and some mistakenly thought parentheses served the same purpose.
All subjects drew representations of their views of the relationship between keywords used and search results retrieved, though few were able to clearly visualize how a search engine processes a query, or address ideas such as expanding or narrowing searches or synonym use. Three categories of diagrams emerged: the process view, hierarchical view, and network view. The process view displayed a task flow diagram. These students demonstrated the least formed mental models and experienced the search tool as a “black box” that gives results, showing little understanding of how they are generated. They performed the fewest overall searches (11.6%), the majority (79%) of which were simple or phrase searches with no use of Boolean operators. The hierarchical view displayed a broad subject with subtopics, or results highlighting specific aspects of the subject. These students performed nearly 30% of the total searches, 17% of which included the use of Boolean logic. The network view displayed models of interconnected terms. These students performed the majority of the searches (58.7%), and also constructed the most sophisticated queries. Many of their searches employed Boolean logic (83%), and 65% were either Boolean or topic plus focus searches. Students with this mental model tended to focus more on the queries themselves than the results received.
Students indicated feelings of success in their searching and were comfortable relying on simple searches retrieving large results sets. While not central to the research design or driving questions, students’ evaluation of search results was observed and found to be weak. Students displayed rapid searching, scanning, and evaluation processes which may have played a role in many of their mistakes when repeating or attempting to correct faulty searches.
Conclusion – The results show students did not have strong conceptual models of the search process or how search queries impacted results, and were often unable to recognize or troubleshoot problems with searches in order to improve results. Students displaying stronger mental models used more complex search strategies, but still performed unsuccessful searches and demonstrated challenges in remedying defective searches. Students skimmed search results quickly, rarely looking beyond the first two pages, and did not take time to evaluate them for topic relevance. The findings suggest that librarians should rethink how Millennial students are taught search strategies and evaluation, to focus more on problem solving or critical thinking. They also suggest that database developers should continue developing search algorithms and tools, considering this population’s conceptualizations of search. Further research on Millennials’ information processing, critical thinking, and evaluation skills in the context of academic work is needed.
35
Azkiya, Siti Nurul. "English Teachers’ Teaching Quality in Madrasah in Jakarta and Banten based on the Dynamic Model of Educational Effectiveness." TARBIYA: Journal of Education in Muslim Society 2, no. 1 (June 30, 2015): 35–46. http://dx.doi.org/10.15408/tjems.v2i1.1668.
Full textAbstract:
Abstract This paper was intended to describe English teachers’ teaching quality in teaching reading comprehension and provide some reflection and suggestion on how teaching quality could be improved. The classroom factors of the dynamic model (orientation, structuring, questioning, modeling, application, assessment, time management, and making classroom as a learning environment [CLE]) were used as a reference to conceptualize teaching quality. Classroom observation instrument was used to measure teaching quality of 59 English teachers in Madrasah Tsanawiyah in the provinces of Jakarta and Banten with a focus on reading comprehension. The findings showed that among the above eight factors, teachers rarely practiced orientation, structuring, modeling, and CLE. In addition, they did not provide enough application whereas a lot of time was spent for reading aloud and translating the text. Nevertheless, they started to raise questions and conduct assessment. With respect to questioning, however, the questions were limited to product questions, which did not promote critical thinking. Finally, the assessment method used was limited to questioning. Abstrak Tulisan ini bertujuan untuk menjelaskan kualitas guru Bahasa Inggris dalam mengajar reading comprehension dan memberikan rekomendasi strategi meningkatkan kualitas mengajar. Delapan aspek yang ada dalam the Ddynamic Model (orientation, structuring, questioning, modeling, application, assessment, time management, and making classroom as a learning environment [CLE]) dijadikan sebagai pijakan untuk mendefinisikan konsep kualitas mengajar. Penelitian ini menggunakan instrumen observasi kelas untuk melihat bagaimana guru mengajar reading comprehension. Partisipan penelitian ini adalah 59 guru Bahasa Inggris di Madrasah Tsanawiyah di propinsi DKI Jakarta dan Banten. Temuan penelitian ini menunjukkan bahwa di antara delapan aspek kualitas mengajar yang dalam the Dynamic Model, kebanyakan guru jarang sekali mempraktikkan orientation, structuring, modeling, dan CLE. Selain itu, mereka tidak banyak memberikan application dan waktu yang ada banyak terpakai untuk membaca teks dan menerjemahkannya. Meski demikian, guru-guru tersebut mulai menggunakan berbagai pertanyaan untuk memandu proses pembelajaran dan melakukan asesmen. Hanya saja, pertanyaan yang diajukan masih terbatas pada pertanyaan product yang tidak menumbuhkan daya kritis, dan metode assessmen yang dilakukan terbatas pada memberikan pertanyaan kepada siswa. How to Cite: Azkiyah, S., N. (2015). English Teachers’ Teaching Quality in Madrasah in Jakarta and Banten Based on the Dynamic Model of Educational Effectiveness. TARBIYA: Journal Of Education In Muslim Society, 2(1), 35-46. doi:10.15408/tjems.v2i.1668. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i1.1668
36
Solfiah, Yeni Solfiah, Devi Risma, Hukmi, and Rita Kurnia. "Early Childhood Disaster Management Media Through Picture Story Books." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 141–55. http://dx.doi.org/10.21009/141.10.
Full textAbstract:
Indonesia is a country that has a high potential for natural disasters. Picture story book is a form of disaster management learning that can help children from an early age to prepare for a natural disaster. The aims of this study to develop story books as a disaster management learning media, to improve knowledge and skills of children and teacher about the understanding, principles, and actions of rescue when facing the natural disasters, to increase the teacher’s learning quality in disaster management. Developmental research approach is used to execute the study. A total of 48 children aged 5-6 years have to carry out pre-test and post-test. Pre-test data shows that children's knowledge about disaster management with an average of 47.92% and its improved at post-test with 76,88%. Five theme of story books involves floods, landslides, earthquakes, tsunamis, lands and forest fires is the product. Dissemination of five story books are proper for children and improve their understanding of disaster management.
Keywords: Early Childhood Education, Management Disaster, Storybooks
Reference:
Abulnour, A. H. (2013). Towards efficient disaster management in Egypt. Housing and Building National Research Center. https://doi.org/10.1016/j.hbrcj.2013.07.004
Adiyoyoso, W. (2018). Manajemen Bencana. Jakarta: Bumi Aksara.
Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813
Batič, J. (2019). Reading Picture Books in Preschool and Lower Grades of Primary School. Center for Educational Policy Studies Journal, (November), 1–18. https://doi.org/10.26529/cepsj.554
Bosschaart, A., van der Schee, J., Kuiper, W., & Schoonenboom, J. (2016). Evaluating a flood- risk education program in the Netherlands. Studies in Educational Evaluation, 50, 53–61. https://doi.org/10.1016/j.stueduc.2016.07.002
Codreanu, T. A., Celenza, A., & Jacobs, I. (2014). Does disaster education of teenagers translate into better survival knowledge, knowledge of skills, and adaptive behavioral change? A systematic literature review. Prehospital and Disaster Medicine, 29(6), 629–642. https://doi.org/10.1017/S1049023X14001083
Delicado, A., Rowland, J., Fonseca, S., & Nunes, A. (2017). Children in Disaster Risk Reduction in Portugal : Policies , Education , and ( Non ) Participation. 246–257. https://doi.org/10.1007/s13753-017-0138-5
Demiroz, F., & Haase, T. W. (2019). The concept of resilience: a bibliometric analysis of the emergency and disaster management literature. Local Government Studies, 45(3), 308–327. https://doi.org/10.1080/03003930.2018.1541796
Efthymis, L., Michael, S., Alexia, G., Panagiotis, P., Vassiliki, A., Kate, V., & Spyros, P. (2014).
Disaster Data Centre — An Innovative Educational Tool for Disaster Reduction through Education in Schools. (September), 35–40.
Faber, M. H., Giuliani, L., Revez, A., Jayasena, S., Sparf, J., & Mendez, J. M. (2014). Interdisciplinary Approach to Disaster Resilience Education and Research. Procedia
Economics and Finance, 18(September), 601–609. https://doi.org/10.1016/s2212- 5671(14)00981-2
Frankenberg, E., Gillespie, T., Preston, S., Sikoki, B., & Thomas, D. (2011). Mortality, the family and the Indian Ocean Tsunami. Economic Journal, 121(554), 162–182. https://doi.org/10.1111/j.1468-0297.2011.02446.x
Fujioka, T., & Sakakibara, Y. (2018). School education for disaster risk reduction in Japan after the 2011 Great East Japan Earthquake and Tsunami (GEJET). Terrae Didatica, 14(3), 313– 319. https://doi.org/10.20396/td.v14i3.8653531
Guha-Sapir, D., Van Panhuis, W. G., & Lagoutte, J. (2007). Short communication: Patterns of chronic and acute diseases after natural disasters - A study from the International Committee of the Red Cross field hospital in Banda Aceh after the 2004 Indian Ocean tsunami. Tropical Medicine and International Health, 12(11), 1338–1341. https://doi.org/10.1111/j.1365- 3156.2007.01932.x
Haggstrom, M. (2020). The art of read-aloud, body language and identity construction: A multimodal interactional analysis of interaction between parent, child and picture book. International Journal of Language Studies, 14(1), 117–140.
Halim, L., Abd Rahman, N., Zamri, R., & Mohtar, L. (2018). The roles of parents in cultivating children’s interest towards science learning and careers. Kasetsart Journal of Social Sciences, 39(2), 190–196. https://doi.org/10.1016/j.kjss.2017.05.001
Hamele, M., Gist, R. E., & Kissoon, N. (2019). P ro v i s i o n o f C a re f o r C r i t i c a l l y I l l C h i l d ren i n Disasters. 35, 659–675. https://doi.org/10.1016/j.ccc.2019.06.003
Justice, L. M., & Piasta, S. (2011). Developing children’s print knowledge through adult-child storybook reading interactions: Print referencing as an instructional practice. In Handbook of early literacy research (In S. B. N).
Kitagawa, K. (2016). Situating preparedness education within public pedagogy. Pedagogy, Culture & Society, 1366(November), 1–13. https://doi.org/10.1080/14681366.2016.1200660
Kousky, C. (2016). Impacts of natural disasters on children. Future of Children, 26(1), 73–92. https://doi.org/10.1353/foc.2016.0004
Latif, M., Zukhairina, Zubaidah, R., & Afandi, M. (2013). Orientasi Baru Pendidikan Anak Usia Dini (Teori dan Aplikasi). Jakarta: Kencana Prenada Media Group.
Lin, R. (2012). A Study of Curriculum Innovation Teaching and Creative Thinking for Picture Book Creation. IERI Procedia, Vol. 2, pp. 30–35. https://doi.org/10.1016/j.ieri.2012.06.047
Lopez, Y., Hayden, J., Cologon, K., & Hadley, F. (2012). Child participation and disaster risk reduction. International Journal of Early Years Education, 20(3), 300–308. https://doi.org/10.1080/09669760.2012.716712
Manjale, N. B., & Abel, C. (2017). Significance and adequacy of instructional media as perceived by primary school pupils and teachers in. 4(6), 151–157.
Masuda, K., & Yamauchi, C. (2017). The effects of female education on adolescent pregnancy and child health: evidence from Uganda’s Universal Primary Education for fully treated cohorts. GRIPS Discussion Paper - National Graduate Institute for Policy Studies, (17/01), 49-pp. Retrieved from https://pdfs.semanticscholar.org/07f5/ebe91e3ac20179daae7d885ea50f8154f94e.pdf
Mateo, R. M. (2015). Contrastive Multimodal Analysis of two Spanish translations of a picture book. 212, 230–236. https://doi.org/10.1016/j.sbspro.2015.11.338
McKenney, S., & Reeves, T. (2012). Conducting educational design research. London: Routledge.
Meng, L., & Muñoz, M. (2016). Teachers’ perceptions of effective teaching: a comparative study of elementary school teachers from China and the USA. Educational Assessment, Evaluation and Accountability.
Mudavanhu, Chipo Muzenda Manyena, B., & Collins, A. E. (2016). Disaster risk reduction knowledge among children in Muzarabani District, Zimbabwe. Natural Hazards, 84(2), 911–931. https://doi.org/10.1007/s11069-016-2465-z
Mutch, C. (2014). International Journal of Educational Development The role of schools in disaster settings : Learning from the 2010 – 2011 New Zealand earthquakes. International Journal of Educational Development. https://doi.org/10.1016/j.ijedudev.2014.06.008
Ozturk, M. B., Sendogdu, M. C., Seker, E., & Tekinsen, H. K. (2011). Parents with children in preschool children ’ s picture book review elections. 15, 1906–1910. https://doi.org/10.1016/j.sbspro.2011.04.025
Peek, L. (2008). Children and Disasters: Understanding Vulnerability, Developing Capacities, and Promoting Resilience - An Introduction. Children, Youth and Environments, 18(1), 1– 29.
Plomp, T., & Nieveen, N. (2007). An introduction to educational design research. Enschede: The Netherlands: SLO.
Pramitasari, M., Yetti, E., & Hapidin. (2018). Pengembangan Media Sliding Book Untuk Media Pengenalan Sains Kehidupan (Life Science) Kelautan untuk Anak Usia Dini. Jurnal Pendidikan Usia Dini, 12(November), 281–290.
Proulx, K., & Aboud, F. (2019). Disaster risk reduction in early childhood education: Effects on preschool quality and child outcomes. International Journal of Educational Development, 66(October 2017), 1–7. https://doi.org/10.1016/j.ijedudev.2019.01.007
Pyle, A., & Danniels, E. (2016). Using a picture book to gain assent in research with young children. 4430(March). https://doi.org/10.1080/03004430.2015.1100175
Raj, A., & Kasi, S. (2015). International Journal of Disaster Risk Reduction Psychosocial disaster preparedness for school children by teachers. International Journal of Disaster Risk Reduction, 12, 119–124. https://doi.org/10.1016/j.ijdrr.2014.12.007
Raynaudo, G., & Peralta, O. (2019). Children learning a concept with a book and an e-book: a comparison with matched instruction. European Journal of Psychology of Education, 34(1), 87–99. https://doi.org/10.1007/s10212-018-0370-4
Sawyer, B., Atkins-burnett, S., Sandilos, L., Hammer, C. S., Lopez, L., Blair, C., ... Hammer, C. S. (2018). Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse. Early Education and Development, 29(3), 398– 416. https://doi.org/10.1080/10409289.2017.1408373
Simcock, G., & Heron-delaney, M. (2016). Infant Behavior and Development Brief report Reality check : Prior exposure facilitates picture book imitation by 15-month-old infants. Infant Behavior and Development, 45, 140–143. https://doi.org/10.1016/j.infbeh.2016.09.003
Solfiah, Y., Risma, D., & Kurnia, R. (2019). The Knowledge Of Early Childhood Education Teachers About Natural Disaster Management. 2(1), 159–166.
Sugiyono. (2017). Metode Penelitian dan pengembangan, untuk bidang pendidikan,manegement sosial. Bandung: alfabeta.
Sumantri, M. S. (2015). Strategi Pembelajaran. Jakarta: Raja Grafindo Persada.Suryaningsih, E., & Fatmawati, L. (2017). Pengembangan BUku Cerita Bergambar Tentang Mitigasi Bencana Erupsi Gunung Api Untuk Siswa SD. Profesi Pendidikan Dasar.
Tatebe, J., & Mutch, C. (2015). International Journal of Disaster Risk Reduction Perspectives on education , children and young people in disaster risk reduction. International Journal of Disaster Risk Reduction, 1–7. https://doi.org/10.1016/j.ijdrr.2015.06.011
Tomé-Fernández, M., Senís-Fernández, J., & Ruiz-Martín, D. (2019). Values and Intercultural Experiences Through Picture Books. Reading Teacher, 73(2), 205–213. https://doi.org/10.1002/trtr.1813
Torani, S., Majd, P. M., Maroufi, S. S., Dowlati, M., & Sheikhi, R. A. (2019). The importance of education on disasters and emergencies: A review article. Journal of Education and Health Promotion, Vol. 8, p. 85. https://doi.org/10.4103/jehp.jehp_262_18
Tuladhar, G., Yatabe, R., Bhandary, N., & Dahal, R. (2015). Assessment of disaster risk reduction knowledge of school teachers in Nepal. International Journal of Health System and Disaster Management, 3(1), 20. https://doi.org/10.4103/2347-9019.147142
Undang-undang No. 24 Tahun 2007 Tentang Penanggulangan Bencana , (2007).
37
Trapsilo, Purwo. "A THINK-ALOUD PROTOCOLS AS A COGNITIVE STRATEGY TO INCREASE STUDENTS’ WRITING NARRATIVE SKILL AT EFL CLASSROOM." PREMISE JOURNAL:ISSN online: 2442-482x, ISSN printed: 2089-3345 5, no. 1 (April 30, 2016). http://dx.doi.org/10.24127/pj.v5i1.423.
Full textAbstract:
The purpose of this study was twofold: its first aim was to know whether any differences of think-aloud potocols to develop writing narrative skill; second, to know whether which one is more effective to develop students’ writing narrative skill by using think-aloud protocols and traditional method. Students randomly assigned to an experimental and a control group. Treatment had three stages. In Stage 1, students were asked to write about a topic. In Stage 2, students in the experimental group studied a model essay about that writing task and they had think-aloud protocol about those aspects of language that they noticed in the model essays. However in the control group, students studied model essays for themselves and they did not have think-aloud part. In Stage 3, students were asked to rewrite the writing task. The students in the experimental group showed that they got higher score in writing narrative by using think-aloud protocols than the control group. Furthermore, in the post test, experimental group outperformed the control group. The findings of the study suggest that thinking-aloud could be a good strategy for improving writing narrative performance.Keywords: Think-aloud protocols, Writing Narrative skill, EFL
38
Komalasari, Desti, and Karlina Karlina. "MODIFIKASI MODEL PEMBELAJARAN THINKING ALOUD PAIRS PROBLEM SOLVING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA." Prosiding Seminar Nasional Pendidikan KALUNI 2 (February 8, 2019). http://dx.doi.org/10.30998/prokaluni.v2i0.77.
Full textAbstract:
Still weakness learning process in Indonesia is a problem that must be taken with seriously especially by the teacher. Therefore the teacher must be able to be actively involved in the learning process. This research aims to change the character of students in Indonesia who tend to be lazy in doing assignments. Thinking aloud pairs problem solving learning model is a of learning based learning in groups where students are required to be able to work together between group members. So that students are responsible for the assignments given by the teacher, a task and force learning strategy emerges so that students can change the way of learning both group and individually. Therefore with the modification between the learning model of thinking aloud pairs problem solving with task and forced strategies is expected to be more active in the learning process. This research also aims to train students to be responsible, disciplined and think critically. To apply modifications between the thinking aloud pairs problem solving learning model with the task strategy and forced, teachers should make the planning carefully, the teacher should master all the stages. The teacher must also motivate students to be more enterprising and better in learning so that the learning outcomes obtained can be maximized.
39
"Examining Polytechnic Students‟ Metacognitive Reading Strategies using Think-Aloud Protocols Technique." International Journal of Engineering and Advanced Technology 8, no. 6S3 (November 22, 2019): 973–85. http://dx.doi.org/10.35940/ijeat.f1088.0986s319.
Full textAbstract:
Text comprehension is the essence of reading. It plays a vital role in learning especially in the acquisition, sharing, and construction of knowledge. Many researchers have highlighted that metacognitive strategies are critically important aspects of skilled reading. Metacognition is basically referred to thinking about thinking. In the field of reading, metacognitive reading strategies are those activities that make readers aware of their thinking as they engage in reading tasks. Since reading is a cognitive enterprise, readers must apply metacognitive knowledge and must invoke conscious and deliberate strategies in order to achieve comprehension of text successfully. In this study, we will present the findings of the research which concentrate on metacognitive reading strategies used by students of Politeknik Kuching Sarawak when reading English texts. From the think aloud analysis, it was revealed that comprehension problems are the result of the students’ limited strategy repertoires and poor strategy choice and comprehension monitoring. From the results of the study, we concluded that teaching metacognitive reading strategies should be taken into account in developing students’ reading comprehension
40
Pane, Liska Yanti, Kamid Kamid, and Asrial Asrial. "Proses Berpikir Logis Siswa Sekolah Dasar Bertipe Kecerdasan Logis Matematis dalam Memecahkan Masalah Matematika." Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam 2, no. 2 (July 8, 2014). http://dx.doi.org/10.22437/jmpmipa.v2i2.1668.
Full textAbstract:
This research aims to describe logical thinking process of a logical-mathematical intelligence student. We employ qualitative method to disclose the subject’s learning process. Data are collected by interview and modified think aloud methods. The results show that subject has capability to find and organize problems and data correctly. Subject describes conditions that are needed to do the steps of problem solving strategy. The steps are done systematically until the end of problem solving process.
41
Du Toit, Stephan, and Gary Kotze. "Metacognitive strategies in the teaching and learning of mathematics." Pythagoras, no. 70 (September 1, 2009). http://dx.doi.org/10.4102/pythagoras.v0i70.39.
Full textAbstract:
The broad aim of this study was to investigate the use of metacognitive strategies by Grade 11 mathematics learners and their teachers. Two objectives were stated: To investigate which metacognitive strategies Grade 11 mathematics learners and mathematics teachers can employ to enhance metacognition among learners, and to investigate the extent to which Grade 11 mathematics learners and teachers use metacognitive strategies. Questionnaires were used to obtain quantitative data about the use of metacognitive strategies by learners and teachers. The findings indicate that planning strategy and evaluating the way of thinking and acting were used most by bothteachers and learners. Journal–keeping and thinking aloud were used least by teachers and learners.
42
Setiawansyah, Muhammad Eka, Aprizal Lukman, and Kamid Kamid. "Proses Recall Pengetahuan Oleh Siswa Autis pada Pemecahan Masalah Biologi." Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam 4, no. 1 (June 3, 2015). http://dx.doi.org/10.22437/jmpmipa.v4i1.2361.
Full textAbstract:
The research aimed to describe the knowledge recall process of the autism student. The subject of this research is a single subject at junior high school autism student (AS), appropriate to the aim of the research. Data collecting by interview and modified thinking aloud method. The result shows that AS be able to find out and to understand problems and recalling data or information appropriately, correctly, and consistently. AS mentioned the conditions that must be fulfilled in order to conduct the problem solving strategy steps. Problem solving steps are conducted systematically to the end of problem solving process through written or oral recall process.
43
Bachtiar, Rayendra Wahyu, Ralph F. G. Meulenbroeks, and Wouter R. van Joolingen. "Stimulating Mechanistic Reasoning in Physics Using Student-Constructed Stop-Motion Animations." Journal of Science Education and Technology, April 28, 2021. http://dx.doi.org/10.1007/s10956-021-09918-z.
Full textAbstract:
AbstractThis article reports on a case study that aims to help students develop mechanistic reasoning through constructing a model based stop-motion animation of a physical phenomenon. Mechanistic reasoning is a valuable thinking strategy for students in trying to make sense of scientific phenomena. Ten ninth-grade students used stop-motion software to create an animation of projectile motion. Retrospective think-aloud interviews were conducted to investigate how the construction of a stop-motion animation induced the students’ mechanistic reasoning. Mechanistic reasoning did occur while the students engaged in creating the animation, in particular chunking and sequencing. Moreover, all students eventually exhibited mechanistic reasoning including abstract concepts, e.g., not directly observable agents. Students who reached the highest level of mechanistic reasoning, i.e., chaining, demonstrated deeper conceptual understanding of content.
44
Holdinga, Lieke, Tanja Janssen, and Gert Rijlaarsdam. "The Relationship Between Students’ Writing Process, Text Quality, and Thought Process Quality in 11th-Grade History and Philosophy Assignments." Written Communication, July 14, 2021, 074108832110288. http://dx.doi.org/10.1177/07410883211028853.
Full textAbstract:
Source-based writing is a common but difficult task in history and philosophy. Students are usually taught how to write a good text in language classes. However, it is also important to address discipline-specificity in writing, a topic likely to be taught by content teachers. In order to design discipline-specific writing instruction, research needs to identify which reading and writing activities during the source-based writing process affect students’ thought process quality and text quality, as assessed by content teachers. We conducted a think-aloud study with 15 (11th grade) students who performed two source-based writing assignments, each representative of its discipline. From the data, we derived 11 activities, which we analyzed for duration, frequency, and time of occurrence. Results showed that the disciplines required different approaches to writing. For philosophy, the writing process was dominant and influenced quality, leading us to conclude that philosophical thinking and writing are intertwined. For history, the planning process appeared to be paramount, but it influenced text quality only and not the quality of the thought process. In other words, historical thinking and writing appear to be separate processes. Our findings can be used to develop strategy instruction that reinforces better writing, adapted to discipline-specific writing processes.
45
Yeh, Su-Ling, Shuo-Heng Li, Li Jingling, Joshua O. S. Goh, Yi-Ping Chao, and Arthur C. Tsai. "Age-Related Differences in the Neural Processing of Idioms: A Positive Perspective." Frontiers in Aging Neuroscience 14 (May 25, 2022). http://dx.doi.org/10.3389/fnagi.2022.865417.
Full textAbstract:
We examined whether older adults benefit from a larger mental-lexicon size and world knowledge to process idioms, one of few abilities that do not stop developing until later adulthood. Participants viewed four-character sequences presented one at a time that combined to form (1) frequent idioms, (2) infrequent idioms, (3) random sequences, or (4) perceptual controls, and judged whether the four-character sequence was an idiom. Compared to their younger counterparts, older adults had higher accuracy for frequent idioms and equivalent accuracy for infrequent idioms. Compared to random sequences, when processing frequent and infrequent idioms, older adults showed higher activations in brain regions related to sematic representation than younger adults, suggesting that older adults devoted more cognitive resources to processing idioms. Also, higher activations in the articulation-related brain regions indicate that older adults adopted the thinking-aloud strategy in the idiom judgment task. These results suggest re-organized neural computational involvement in older adults’ language representations due to life-long experiences. The current study provides evidence for the alternative view that aging may not necessarily be solely accompanied by decline.
46
LaRosa, Nicholas, and Daniel Dinsmore. "The Effect of Case Presentation on Student Physical Therapists' Clinical Reasoning Hypotheses." Internet Journal of Allied Health Sciences and Practice, 2021. http://dx.doi.org/10.46743/1540-580x/2021.1930.
Full textAbstract:
Purpose: Clinical reasoning is an essential skill for Physical Therapists to develop for making sound decisions regarding patient care. Case-method teaching is an instructional strategy commonly implemented in physical therapy professional education programs for facilitating clinical reasoning skill acquisition. One advantage of case-method teaching is the various ways cases can be portrayed. The purpose of this study was to identify how a case is portrayed effects student thinking and their subsequent clinical decision making. Method: Third-year student physical therapists (n = 14) working in dyads clinically reasoned through a hypothetical musculoskeletal case presented via written case study or simulated patient experience. Talk aloud methodology via concurrent reports was implemented for data collection. Mann-Whitney U-tests followed by manual calculations of effect sizes were conducted for comparing hypothesis category generation between groups. Results: A total of 14 hypothesis categories were generated by the student dyads during the problem-solving sessions. Specifically, students generated more ideas regarding health condition, and contextual factors when thinking through a written case study whereas significantly more thoughts regarding symptom characteristics, client perspectives, and minimizing reasoning errors were generated during simulated patient experiences. Conclusion: When implementing case-method teaching, physical therapy academic educators need to be aware that the manner a case is portrayed affects the clinical judgements students generate and their learning of clinical reasoning. Future research should continue to investigate these effects and how they ultimately impact clinical practice.
47
Hyde, Sarah, Christine Fessey, Katharine Boursicot, Rhoda MacKenzie, and Deirdre McGrath. "OSCE rater cognition – an international multi-centre qualitative study." BMC Medical Education 22, no. 1 (January 3, 2022). http://dx.doi.org/10.1186/s12909-021-03077-w.
Full textAbstract:
Abstract Introduction This study aimed to explore the decision-making processes of raters during objective structured clinical examinations (OSCEs), in particular to explore the tacit assumptions and beliefs of raters as well as rater idiosyncrasies. Methods Thinking aloud protocol interviews were used to gather data on the thoughts of examiners during their decision-making, while watching trigger OSCE videos and rating candidates. A purposeful recruiting strategy was taken, with a view to interviewing both examiners with many years of experience (greater than six years) and those with less experience examining at final medical examination level. Results Thirty-one interviews were conducted in three centres in three different countries. Three themes were identified during data analysis, entitled ‘OSCEs are inauthentic’, ‘looking for glimpses of truth’ and ‘evolution with experience’. Conclusion Raters perceive that the shortcomings of OSCEs can have unwanted effects on student behaviour. Some examiners, more likely the more experienced group, may deviate from an organisations directions due to perceived shortcomings of the assessment. No method of assessment is without flaw, and it is important to be aware of the limitations and shortcomings of assessment methods on student performance and examiner perception. Further study of assessor and student perception of OSCE performance would be helpful.
48
Rahmat, Maulidi, Muhardjito, and Siti Zulaikah. "Kemampuan Pemecahan Masalah Melalui Strategi Pembelajaran Thinking Aloud Pair Problem Solving Siswa Kelas X SMA (Halaman 108 s.d. 112)." Jurnal Fisika Indonesia 18, no. 54 (February 6, 2015). http://dx.doi.org/10.22146/jfi.24384.
Full textAbstract:
Penerapan strategi pembelajaran di kelas masih bersifat teacher centered yang belum dapat mengembangkan kemampuan pemecahan masalah siswa serta keaktifan siswa dalam pembelajaran. Strategi Thinking Aloud Pair Problem solving merupakan strategi pembelajaran yang dapat mengembangkan kemampuan berpikir, keaktifan siswa dan kemampuan pemecahan masalah. Penelitian ini dilaksanakan dengan tujuan; 1) apakah strategi pembelajaran thinking aloud pair problem solving berpengaruh terhadap kemampuan pemecahan masalah siswa, 2) bagaimanakah pengaruh strategi pembelajaran thinking aloud pair problem solving terhadap kemampuan pemecahan masalah siswa. Jenis penelitian ini adalah mixed method dengan embedded research design. Pemilihan sampel menggunakan metode purposive sampling, yaitu siswa kelas X IPA 2 SMAN 7 Malang. Instrumen yang digunakan terdiri atas instrumen perlakuan dan instrumen pengukuran. Berdasarkan hasil penelitian dan analisis data menunjukkan bahwa; 1) strategi pembelajaran thinking aloud pair problem solving berpengaruh terhadap kemampuan pemecahan masalah siswa, 2) pengaruh strategi pembelajaran thinking aloud pair problem solving berdasarkan hasil penelitian dan analisis data menunjukkan bahwa tingkat kemampuan pemecahan masalah siswa mengalami peningkatan.
49
Ullah, Rehmat, Eskedar Zelalem Mengistu, C. P. J. M. van Elzakker, and Menno-Jan Kraak. "Usability evaluation of centered time cartograms." Open Geosciences 8, no. 1 (January 1, 2016). http://dx.doi.org/10.1515/geo-2016-0035.
Full textAbstract:
AbstractA time cartogram visualizes travelling-times between locations. It replaces the geographic distance by time distance and distorts the underlyingmap accordingly. By distorting themap, time cartogramsmay give a more intuitive and clear picture of travelling-times. The distortion of the map, however, can make time cartograms harder to recognize and use. Although cartograms are becoming widespread in use, very little is known about their usability. This study focuses on the usability of centered time cartograms: time cartograms that visualize travellingtimes from a fixed starting location to other destinations in a region. We created several centered time cartograms to answer spatio-temporal questions related to the Dutch railway network. Two experiments were performed: a laboratory test and an online survey. In the laboratory test, we used eye-tracking, thinking aloud, and video-recording to compare four different designs of centered time cartograms to find out which one (or combination) of these performs better in answering spatiotemporal questions and thus, to establish a favorable design strategy for these cartograms. In the online survey, centered time cartograms were evaluated against a geographic and schematic map for accuracy, response time, and preference. The first experiment suggested that among various designs, the centered time cartogram with emphasized railroads is the most preferred design and the centered time cartogram without railroads is the least preferred. The second experiment indicated that overall, centered time cartograms perform better than the two other solutions in performing spatio-temporal tasks, particularly when the task has a dominant time-related component.
50
Oktavera, Oktavera. "Self-Regulated Learning Siswa SMP Melalui Pembelajaran Dengan Strategi Thinking Aloud Pair Problem Solving (TAPPS)." Jurnal LEMMA 4, no. 1 (November 28, 2017). http://dx.doi.org/10.22202/jl.2017.v4i1.1901.
Full text