The effect of Mobile problem-based learning application DicScience PBL on students’ critical thinking

Designing learning and teaching processes in line with technology and contemporary approaches in knowledge societies, in which the twenty-first century skills gain importance, is considered as a necessity for the development of lifelong learners. In order to train individuals equipped with higher order thinking skills such as problem-solving, critical and creative thinking, the teachers are also expected to possess these skills. The study discusses the impact of teacher training programmes within this context. The purpose of the study is to determine the effect of problem-based learning method supported by Web 2.0 tools on teacher candidates’ academic success levels and critical thinking skills. In addition, identifying the views of teacher candidates in the experiment group was also targeted. A total of 72 teacher candidates, studying at the Faculty of Education of a private university, took part in the study. In the study designed with experimental design with pre-test-post-test control group, the participants were selected with random method and placed in groups accordingly. The implementation was carried out during the assessment and evaluation course. The study is limited with the applications of quizizz, mindmeister and padlet among Web 2.0 tools. Each application is preferred for a different purpose. The implementation period of the study lasted for a total of 10 weeks. The study employs a mixed method approach in which qualitative and quantitative methods used together. While the academic achievement levels of teacher candidates for the assessment and evaluation course are determined by the “academic achievement test for the assessment and evaluation course”, their critical thinking skills are determined by the “critical thinking standards scale for the teacher candidates”. The views of the teacher candidates about the applications were determined by the qualitative data obtained from the “interview form”. In the study, between the experimental group in which the problem-based learning method supported by Web 2.0 tools are employed and the control group in which the traditional methods are used, a significant difference was identified in favour of the experimental group in the academic achievement levels for the course. In a similar line, problem-based learning method supported by Web 2.0 tools has been found to be effective in developing teacher candidates’ critical thinking skills. At the end of 10  weeks, it is identified that the teacher candidates in the experimental group were pleased with the activities and had positive opinions about the applications. Teacher candidates stated that through the acquisition of higher-level behaviours, they felt themselves ready for the teaching profession and their skills for learning to learn were improved.

The Effect of Problem-Based Learning Method Supported by Web 2.0 Tools on Academic Achievement and Critical Thinking Skills in Teacher Education

This study aims to describe and test students' perception of scientific learning, students' critical thinking skill level in scientific learning, differences in perception and critical thinking skill level of students based on school differences and gender, and the influence of perception on students' critical thinking skill in scientific approach learning. It involved 206 students from three high schools in Banjarmasin, Indonesia. Quantitative data was obtained from a perception questionnaire and critical thinking skill test. The perception questionnaire refers to Perception of Science Classes Survey (PSCS). The test used refers to indicators of critical thinking skill from Ennis in 2011. Data were analyzed using non parametric statistical tests with the SPSS version 23 application for Windows. The results showed that 1) students' perception of scientific learning were in the medium category, 2) students' critical thinking skill level was in a low category, 3) there were differences in perception and critical thinking skill level based on school, but there are not any differences found based on gender, 4) there was an influence of perception towards students' critical thinking skill in scientific learning approach. Designing innovative learning methods, involving student activity, and providing recommend-ed learning facilities are suggested to do to enhance students' positive perception and critical thinking skill.

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Measuring Students Scientific Learning Perception and Critical Thinking Skill Using Paper-Based Testing: School and Gender Differences

espanolLa investigacion que presentamos tiene como objetivo principal conocer aquellos factores del comportamiento humano que influyen de manera directa en el alumnado para utilizar estrategias de aprendizaje movil. El punto de partida es doble: por un lado, hemos comprobado el uso tan generalizado que se hace actualmente de los dispositivos moviles, y por el otro, la idoneidad de las teorias de aceptacion tecnologicas, capaces de identificar los elementos que podrian garantizar el exito de las estrategias de mobile learning en la sociedad actual. Utilizando como base teorica la Teoria Unificada de Aceptacion y Uso de la Tecnologia hemos analizado la intencion de uso de este tipo de metodologias docentes entre el alumnado de la Universidad de Huelva, tratando de entrever cuales son aquellas variables que influyen directamente en su conducta para participar de acciones formativas de mobile learning y validando empiricamente un modelo que se habia utilizado poco en este contexto. Por lo tanto, este estudio nos permitira tener una imagen mas precisa de la actitud de los jovenes para utilizar las tecnologias moviles como herramientas de aprendizaje, asi como establecer un modelo de investigacion valido para tal fin en el seno de la Educacion Superior en Espana. EnglishThe research presented aims to know those factors of human behaviour that directly influence students to use mobile learning strategies. There are starting point: on the one hand, we have seen the widespread use of mobile devices, and on the other hand, the appropriateness of technological acceptance theories, capable of identifying the elements that could guarantee success of mobile learning strategies in current society. Using as a theoretical basis the Unified Theory of Acceptance and Use of Technology, we analyzed the intention to use this type of teaching methodologies among the students of the University of Huelva, trying to find out which are the variables that directly influence their behavior to participate of training actions of mobile learning and empirically validating a model that had never before been used in this context. Therefore, this study will allow us to have a generalized image of the attitude of young people to use new technologies as a learning tool, as well as to establish a research model valid for this purpose within the Higher Education in Spain.

Mobile learning en la Educacion Superior: una alternativa educativa en entornos interactivos de aprendizaje

The availability of modules that are able to develop critical students' thinking skills has not been fulfilled. This study aimed to develop and determine the characteristics, feasibility, and effectiveness of guided inquiry-based ecosystem modules to improve students' critical thinking skills. This RD 2) the module was declared feasible based on the gained validity scores i.e. 92.19 (very decent) from material expert, 81.90 (very decent) from learning expert, 78.57 (worthy) from linguist, 92.86 (very decent) from learning media expert, 92.36 (very decent) from practitioners, and 91.80 (very decent) from limited field test; 3) the student critical thinking skills achievement which treated by using the module was significantly higher compared to another class (F = 120.52; p-value < 0.05). It can be concluded that the developed module was feasible to be used in learning and effectively improved students' critical thinking skills.

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Developing guided inquiry-based ecosystem module to improve students’ critical thinking skills

This paper reports on a research project that investigated the pedagogical and/or andragogical orientation preferred by pre-service teachers in Malaysia for online learning.. To gather the data, questionnaires were distributed among 433 pre-service teachers in three educational institutions in Malaysia and descriptive analyses have been conducted. The findings showed that majority of the pre-service teachers in this study stay under Stage 2 in the four stages of learning development. This means that the respondents had high preference for pedagogical as well as andragogical learning orientations. The findings have implications for educators involved in designing online learning applications. They have to consider such student preference when planning teaching and learning activities.

A survey on online teaching preference among pre- service teachers in Malaysia : Andragogy vs pedagogy

The Malaysian Ministry of Education has stated that the main objective of education is to produce students who possess higher order thinking skills (HOTS). For this purpose, students’ engagement in teaching and learning is of great concern. In the initiatives taken to help them towards achieving a better level of thinking, teaching and learning resource is one of the important factors to be considered to effectively get them engaged in active learning. One of the resource alternatives that can be used is to integrate technology into teaching and learning. Mobile technology is one of the latest technologies which has the potential to be leveraged in realizing the intended objective. Thus, this paper discussed the ways, the development of Mobile Problem-Based Science Dictionary (DicScience PBL), was able to help students not only in mastering scientific terms but also helping them to think more critically. By combining constructivism design principle and problem based learning (PBL), the PBL processes and critical thinking elements in the development phase, this application was able to give positive effect to the students’ mastery in scientific terms (M=48.56, p

The Effect of Mobile Problem-Based Science Dictionary Application DicScience PBL towards Students' Mastery of Scientific Terms and Critical Thinking

Higher order thinking skills (HOTS) is a skill that is very important in today's education. To generate HOTS among students, the understanding of a concept is very important. Therefore, this study aimed to investigate the level of students' mastery in Form-2 Physics scientific terms, especially those which they understood less and to examine the extent, to which they could master them, besides providing recommendations for improvement in terms of appropriate teaching and learning approaches. A total of 305 students in three schools in Johor were selected randomly for the study to identify the level of Physics scientific terms mastery and the problematic scientific terms among them while a total of 54 students were selected by purposive sampling to examine the extent, to which, these students could master the scientific terms. The findings revealed that, the level of students' mastery in Physics scientific terms was in weak category and that, there were twelve of scientific terms found problematic among the students. The results of the study also indicated that, on average, students were able only to explain basic definitions of terms, but not their respective applications. In addition, it was found that, there was a term, namely, Atmospheric Pressure, which could potentially lead towards misconception among the students. Thus, this study was important to identify the problems related to the mastery of understanding scientific terms prior to the subsequent phase to provide suggestions for improvement in terms of appropriate learning approach to be proposed later.

The mastery of physics' scientific terms in form 2 science subject: a preliminary study in initiatives to improve HOTS among students

Sejajar dengan perkembangan pesat dunia Teknologi Maklumat (IT) sejagat dan pembinaan rancak Koridor Raya Multimedia (MSC), wujudlah pelbagai istilah multimedia yang baru yang kebanyakannya masih belum pernah didengar sebelum ini. Maka ramai pelajar kurang memahami maksud sesuatu istilah multimedia itu. Pencarian makna sesuatu istilah secara manual menyukarkan pelajar serta melibatkan masa yang panjang. Disebabkan itulah, ramai pelajar lebih cenderung untuk memilih Internet sebagai sumber rujukan utama kerana ia menjadikan pembelajaran lebih cekap dan mudah. Justeru, projek ini merupakan pembangunan sebuah aplikasi multimedia yang merupakan satu dimensi baru kepada pelajar-pelajar Institusi Pengajian Tinggi (IPT) dalam pembelajaran Teknologi Multimedia. Dengan berlandasakan kepada model pembangunan Reclusive, Reflective, Design & Development (R2D2) (Willis; 1995; 1998; 2000), kamus multimedia ini menggabungkan tiga rekabentuk laman web iaitu rekabentuk antaramuka yang berasaskan multimedia, rekabentuk interaksi yang berasaskan persekitaran Wikis manakala rekabentuk informasi adalah berasaskan Teori Andragogi. Dengan menggunakan perisian Macromedia Dreamweaver MX 2004 sebagai perisian utama, projek ini dibangunkan dengan berkonsepkan interaktif dan mesra pengguna. Diharapkan dengan pembangunan Kamus Multimedia Interaktif Web ini dapat membantu dalam meningkatkan pemahaman pelajar terhadap sesuatu istilah multimedia sekaligus dapat mempertingkatkan kecekapan dan keberkesanan carian istilah tersebut.

Nurul Syazwani Ismail

Papers

The effect of Mobile problem-based learning application DicScience PBL on students’ critical thinking

A survey on online teaching preference among pre- service teachers in Malaysia : Andragogy vs pedagogy

The Effect of Mobile Problem-Based Science Dictionary Application DicScience PBL towards Students' Mastery of Scientific Terms and Critical Thinking

The mastery of physics' scientific terms in form 2 science subject: a preliminary study in initiatives to improve HOTS among students

Kamus multimedia interaktif juzclick