PhET Interactive Simulations

2013 ◽  
pp. 147-167 ◽  
Author(s):  
Karina K. R. Hensberry ◽  
Ariel J. Paul ◽  
Emily B. Moore ◽  
Noah S. Podolefsky ◽  
Katherine K. Perkins
Keyword(s):  
Teaching And Learning ◽  
Mathematics Learning ◽  
Theoretical Perspective ◽  
Design Principles ◽  
Individual Student ◽  
Supporting Evidence ◽  
Simulation Design ◽  
University Of Colorado ◽  
Initial Work ◽  
Interactive Simulations

This chapter focuses on the design and use of interactive simulations as a powerful tool for learning mathematics. Since 2002, the PhET Interactive Simulations project at the University of Colorado Boulder (http://phet.colorado.edu) has been developing and studying the use of interactive simulations in teaching and learning STEM. While the project’s initial work focused on science learning, the project now includes a significant effort in mathematics learning. In this chapter, the authors describe the PhET project, including theoretical perspective, design goals, and research-based simulation design principles. They demonstrate how these design principles are applied to simulations, describe how they support achievement of the Common Core State Standards for Mathematics (CCSSM), and provide supporting evidence from individual student interviews. Finally, the authors discuss various approaches to using these simulations in class and provide guidance on leveraging their capabilities to support knowledge construction in mathematics in a uniquely engaging and effective way.

scholarly journals Discovery Learning Effect on Mathemathic Learning

2020 ◽  
Vol 1 (1) ◽  
pp. 21-27
Author(s):  
David Okwina
Keyword(s):  
Learning Outcomes ◽  
School Environment ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Discovery Learning ◽  
Individual Student ◽  
Scientific Approach

This study aimed to improve the mathematics learning through the application of the Discovery Learning model with a scientific approach. The application of the Discovery Learning learning model with an effective scientific approach can increase the frequency of activeness and activities in the teaching and learning process according to the observations of student attitudes during the implementation of classroom action research. It showed that Student learning outcomes that are not entirely satisfactory are also caused by several factors, namely individual student factors, student environment and school environment.

scholarly journals PENERAPAN MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA TENTANG BANGUN RUANG PADA SISWA KELAS V SDN 1 WALUYOREJO TAHUN AJARAN 2019/2020

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Neni Anggriyaningsih ◽  
Wahyudi Wahyudi ◽  
Ratna Hidayah
Keyword(s):  
Learning Outcomes ◽  
Group Work ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Fifth Grade ◽  
Individual Student ◽  
Fifth Grade Students ◽  
Data Validity ◽  
Contextual Teaching ◽  
Academic Year

<p><strong><em>Abstract: </em></strong><em>The research aimed o: (1) describe the steps of Contextual Teaching and Learning (CTL) model, (2) improve mathematics learning outcomes about solid figures, (3) describe obtacle and solution in applying Contextual Teaching and Learning (CTL) model. It was collaborative classroom action research conducted in three cycles and six meetings. The subjects were teacher and 33 students of fifth grade at SDN 1 Waluyorejo. The types of data were qualitative and quantitative. Data collection techniques included observation, interviews, and tests. The data validity used triangulation of techniques and triangulation of sources. Data analysis included data reduction, presentation, and drawing conclusions. The results showed that: (1) the steps in applying the Contextual Teaching and Learning (CTL) model were: (a) the students developed their skills, (b) the students carried out discovery activities, (c) the teacher encouraged the students to ask questions, (d) the students worked in group, (e) the students presented concrete objects, (f) the students made reflection, and (g) the teacher made assessment; (2) the application of Contextual Teaching and Learning (CTL) model improved mathematics learning outcomes about solid figures to the fifth grade students of SDN 1 Waluyorejo in academic year of 2019/2020; (3) the obstacle was that the teacher was difficult to accurately evaluate the contribution of individual student within group work while the solution was that the teacher needed to focus during process of group work.</em></p><p><strong><em><br /></em></strong><em></em></p>

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM GAMES TOURNAMENT (TGT) UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS IVC SEKOLAH DASAR NEGERI 108 PEKANBARU

2014 ◽  
Vol 3 (1) ◽  
pp. 40
Author(s):  
Lazim. N ◽  
Zulkifli ' ◽  
Rima '
Keyword(s):  
Cooperative Learning ◽  
Social Science ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Average Score ◽  
Team Games ◽  
Social Science Study ◽  
Minimum Criteria ◽  
Daily Test

The problem on this research was that the low score of students’ learning on social science study. There werestill a lot of students that did not understand basic concepts and tended to memorize examples. It was showed by58,07% from 31 students achieving minimum criteria completeness (KKM) from students’ test score in IVCclass of SDN 108 Pekanbaru for Koperasi subject. The students’ average score was 62,4, and the KKM stated byschool was 68. Based on this problem it was needed to do an action research using cooperative learning modelsTeams Games Tournaments (TGT) type. This research aims to know whether the implementation of cooperativelearning models Teams Games Tournaments (TGT) type can improve students’ social science learningoutcomes at IVC class of SDN 108 Pekanbaru in 2013/2014 with 31students. This research was done in twocycles. First cycle consists of three meetings with one daily test and first tournament, and cycle II consists ofthree meetings with one daily test and second tournament. Instruments to collect data in this research areteacher’s observation sheets, students’ observation sheet, and tests. By implementing using cooperative learningmodels Teams Games Tournaments (TGT) type can improve students’ mathematics learning outcomes.Percentage of completeness in basic score was 54,8% (62,40 in average), and it changed into 77,4% (75,6 inaverage) in cycle I and 87,1% (81,1 in average) in cycle II. Percentage of teacher’ activity in cycle I was 81,9%and 92,3% in cycle II. Then percentage of students’ activity in cycle I was 75,4% and 92,2% in cycle II. Fromthose data it proves that the implementation of cooperative learning models Teams Games Tournaments (TGT)type can improve students’ learning outcomes at IVC class of SDN 108 Pekanbaru.Key Words : cooperative teaching and learning model, Teams Games Tournaments (TGT),learning outcomes

EFFECTIVENESS OF PROBLEM BASED LEARNING MODEL (PBL) SETTING OPEN ENDED APPROACH IN MATHEMATICS LEARNING

2017 ◽  
Vol 5 (3) ◽  
pp. 418
Author(s):  
Muhammad Nur Sabar
Keyword(s):  
Teaching And Learning ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
High Category ◽  
Class Viii ◽  
The Mean ◽  
Normalized Gain ◽  
Pbl Model

The study aims at examining (1) the effectiveness of the implementation of Problem Based Learning (PBL) model using Open Ended approach, (2) the students’ learning result in mathematics who were taught by using PBL model with Open Ended approach, (3) the students’ activities in teaching and learning process by using PBL model with Open Ended approach, and (4) the students’ response on learning. The study is pre-experiment research with One Group Pretest-Posttest Design. The populations of the study were class VIII students at SMPN 33 Makassar of academic year 2016/2017 wich consisted of 10 classes. Samples were selected by employing Cluster Random Sampling technique and obtained class VIIIE as the research sample. Data were obtained by using learning result test instrument, observation sheet of students’ activities, observation sheet of learning implementation, and questionnaire of students’ response. The results of the study reveal that the learning result score of class VIII students in mathematics I sin high category, the mean 83.22, and deviation standar 8.549, the classical completeness is 87.50%, the mean of normalized gain is in high category, the students’ activity is in very active category, and students’ response on the implementation of PBL model with Open Ended approach is positive. The result of hypothesis test indicates that PBL model with Open Ended approach is effective to implemented in Mathematics learning to class VIII students at SMPN 33 Makassar. 

scholarly journals Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching

2021 ◽  
Author(s):  
Yasemin Copur-Gencturk ◽  
Tenzin Doleck
Keyword(s):  
Word Problem ◽  
Word Problems ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Mathematical Knowledge For Teaching ◽  
Important Indicator ◽  
Strategic Competence ◽  
The Usa ◽  
Valid Solution

AbstractPrior work on teachers’ mathematical knowledge has contributed to our understanding of the important role of teachers’ knowledge in teaching and learning. However, one aspect of teachers’ mathematical knowledge has received little attention: strategic competence for word problems. Adapting from one of the most comprehensive characterizations of mathematics learning (NRC, 2001), we argue that teachers’ mathematical knowledge also includes strategic competence, which consists of devising a valid solution strategy, mathematizing the problem (i.e., choosing particular strategies and presentations to translate the word problem into mathematical expressions), and arriving at a correct answer (executing a solution) for a word problem. By examining the responses of 350 fourth- and fifth-grade teachers in the USA to four multistep fraction word problems, we were able to explore manifestations of teachers’ strategic competence for word problems. Findings indicate that teachers’ strategic competence was closely related to whether they devised a valid strategy. Further, how teachers dealt with known and unknown quantities in their mathematization of word problems was an important indicator of their strategic competence. Teachers with strong strategic competence used algebraic notations or pictorial representations and dealt with unknown quantities more frequently in their solution methods than did teachers with weak strategic competence. The results of this study provide evidence for the critical nature of strategic competence as another dimension needed to understand and describe teachers’ mathematical knowledge.

Teaching calcium-induced calcium release in cardiomyocytes using a classic paper by Fabiato

2008 ◽  
Vol 32 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Willmann Liang
Keyword(s):  
Teaching And Learning ◽  
Calcium Release ◽  
Cell Model ◽  
Learning Experience ◽  
Review Article ◽  
Supporting Evidence ◽  
Cardiac Sarcoplasmic Reticulum ◽  
Technical Issues ◽  
Calcium Induced Calcium Release ◽  
Physiology Students

This teaching paper utilizes the materials presented by Dr. Fabiato in his review article entitled “Calcium-induced release of calcium from the cardiac sarcoplasmic reticulum.” In the review, supporting evidence of calcium-induced calcium release (CICR) is presented. Data concerning potential objections to the CICR theory are discussed as well. In closing, technical issues associated with the skinned cell model are mentioned. Based on this review article, teaching and learning points are put forth in this article to highlight two concepts: 1) the regulatory mechanisms of CICR in cardiomyocytes and 2) the recognition of contradicting hypotheses and limitations in experimental design. The first concept is certainly an important one for physiology students. The second concept is universally applicable to researchers in all fields of science. It is thus the aim of this article to cultivate a rewarding teaching and learning experience for both instructors and students.

Improving The Student's Classroom Student's Reasoning Ability In Mathematics Lesson Through Problem Solving Efforts At Sdn 13 Kubang

2018 ◽  
Vol 1 (2) ◽  
pp. 149-158
Author(s):  
Zulfetriani Zulfetriani
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mathematics Learning ◽  
Basic Knowledge ◽  
Test Results ◽  
Community Members ◽  
Maximum Value ◽  
Study Results ◽  
Daily Test

Basic education aims to provide basic skills to learners to develop their lives as individuals, community members, citizens and members of the human race and prepare learners to follow the next education. Primary education is organized to develop skills attitudes and provide the basic knowledge and skills necessary to live in communities and prepare learners who are eligible for secondary education (UU Sisdiknas No. 20 Year 2003 article 13). In teaching and learning activities, a teacher would have hope of desire for learners can get the maximum value possible, in accordance with the learning objectives created or desired but what can be in word, reality. For special mathematics subjects, field findings such as EBTANAS, summative test results and daily test scores and report scores indicate that the learners' learning outcomes are still below the numbers that may be unsatisfactory in both low and class high. From some study results and opinions of experts, the low mathematics learning outcomes of students is not because they are not able to perform calculations, but because they do not understand the problems contained in the problem. Hudoyo (in Laily Hasbullah: 2000: 1) states that questions related to numbers are not so difficult for learners, but the problems that use sentences are very difficult for learners who have less or less ability.  

scholarly journals IMPROVISATION AS A MEANS OF ENHANCING THE TEACHING AND LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS IN ENUGU STATE

2021 ◽  
Vol 9 (04) ◽  
pp. 506-511
Author(s):  
Eunice a ◽  
◽  
N. Anumudu ◽  
Adedapo I. Yemi ◽  
◽  
...  
Keyword(s):  
Secondary School ◽  
Urban Areas ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Mathematics Learning ◽  
Primary Objective ◽  
Learning Material ◽  
School Students ◽  
Rural And Urban Areas ◽  
Enugu State

Mathematics is an essential part of the education system in Nigeria. However, it is perceived among learners as a tedious and challenging subject. The primary objective of the current study was to enhance the teaching and learning of mathematics using improvisation. The study also examined the role of students location on mathematics learning when the learning material is improvised. The population of the study included secondary school students in both rural and urban areas of Enugu State. A total of 68 secondary school students constituted the study samples. A quasi-experimental design was used. Two hypotheses were tested, and it was concluded that improvisation of learning material enhances students performance in mathematics. Also, the study found that students location does not affect performance in mathematics when instructional material is improvised. The findings and recommendations are discussed.

scholarly journals A integração de recursos digitais em práticas de ensino e aprendizagem – uma perspectiva teórica apresentada no grupo WG4 durante a Conferência Internacional Re(s) sources 2018 – Lyon, FrançaThe integration of digital resources into teaching and learning practices – a theoretical perspective presented in the WG4 group during Conference International Re(s)sources 2018 - Lyon, French

2019 ◽  
Vol 21 (5) ◽  
Author(s):  
Danilo Dos Santos Christo ◽  
Sonia Barbosa Camargo Igliori
Keyword(s):  
Working Group ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Instrumental Genesis ◽  
Digital Resources ◽  
Collective Work ◽  
Group 4 ◽  
Learning Practices ◽  
Theoretical Perspectives ◽  
Teachers And Students

Este pôster apresenta a contribuição do Grupo de Trabalho 4 (WG 4): Transições para recursos digitais: mudança, invariância e orquestração, na conferência internacional Re(s)sources 2018 Conference - Compreendendo o Trabalho dos Professores Por Meio de Suas Interações Com Recursos para o Ensino - realizada entre os dias 28 e 30 de maio no Instituto Francês de Educação em Lyon, França. A apresentação, discussão e o trabalho coletivo desse grupo abordaram tópicos específicos relacionados com recursos digitais que se tornaram parte importante dos sistemas de recursos dos professores e alunos. A integração de recursos digitais em práticas de ensino e aprendizagem levanta muitas questões para professores e educadores. O Grupo de Trabalho WG4 buscou responder essas questões a partir de perspectivas teóricas, incluindo gênese instrumental, orquestração instrumental e gênese documental. Para esse pôster focamos as contribuições que o Grupo de Trabalho 4 (WG4), no qual os autores deste pôster estiveram participando das discussões sobre as pesquisas apresentadas referentes aos conceitos de recurso e documento na Gênese Documental de Gueudet e Trouche.ResumenEste post presenta la contribución del Grupo de Trabajo 4 (WG4): Transiciones a recursos digitales: cambio, invariancia y orquestación, en la conferencia internacional Re(s)sources 2018 Conference - Entendiendo el trabajo de los profesores por medio de sus interacciones con recursos la Enseñanza - realizada entre los días 28 y 30 de mayo en el Instituto Francés de Educación en Lyon, Francia. La presentación, discusión y el trabajo colectivo de este grupo abordaron temas específicos relacionados con recursos digitales que se convirtieron en parte importante de los sistemas de recursos de los profesores y alumnos. La integración de recursos digitales en prácticas de enseñanza y aprendizaje plantea muchas cuestiones para profesores y educadores. El Grupo de Trabajo WG4 buscó responder estas cuestiones a partir de perspectivas teóricas, incluyendo génesis instrumental, orquestación instrumental y génesis documental. Para este póster enfocamos las contribuciones que el Grupo de Trabajo 4 (GT4), en el cual los autores de este póster estuvieron participando en las discusiones sobre las investigaciones presentadas referentes a los conceptos de recurso y documento en el Génesis Documental de Gueudet y Trouche.Résumé Cette affiche présente la contribution du Groupe de travail 4 (WG4): Transitions aux ressources numériques: changement, invariance et orchestration, à la conférence internationale Re(s)sources Conférence 2018 - Comprendre le travail des enseignants à travers leurs interactions avec les ressources pour o Enseignement - tenu entre le 28 et le 30 mai à l'Institut Français de l'Education à Lyon, France. La présentation, la discussion et le travail collectif de ce groupe ont porté sur des sujets spécifiques liés aux ressources numériques qui sont devenues une partie importante des systèmes de ressources des enseignants et des étudiants. L'intégration des ressources numériques dans les pratiques d'enseignement et d'apprentissage soulève de nombreuses questions pour les enseignants et les éducateurs. Le groupe de travail WG4 a cherché à répondre à ces questions à partir de perspectives théoriques, y compris la genèse instrumentale, l'orchestration instrumentale et la genèse documentaire. Pour cette affiche, nous mettons l'accent sur les contributions du Groupe de Travail 4 (WG4), dans lequel les auteurs de cette affiche participaient aux discussions sur les recherches présentées sur les concepts de ressource et de document dans la Genèse documentaire de Gueudet et Trouche. AbstractThis poster presents the contribution of Working Group 4 (WG4): Transitions to digital resources: change, invariance and orchestration, at the international conference Re(s)sources 2018 Conference - Understanding Teachers' Work Through Their Interactions with Resources for o Teaching - held between the 28th and 30th of May at the French Institute of Education in Lyon, France. The presentation, discussion and collective work of this group addressed specific topics related to digital resources that have become an important part of the resource systems of teachers and students. The integration of digital resources into teaching and learning practices raises many questions for teachers and educators. The Working Group WG4 sought to answer these questions from theoretical perspectives, including instrumental genesis, instrumental orchestration and documentary genesis. For this poster, we focus on the contributions of Working Group 4 (WG4), in which the authors of this poster were participating in the discussions on the researches presented regarding the concepts of resource and document in the Documentary Genesis of Gueudet and Trouche.

scholarly journals Model Number Head Together (NHT) dalam Pembelajaran Matematika untuk Meningkatkan Motivasi Peserta Didik Kelas VIIA SMP Negeri 11 Yogyakarta

2019 ◽  
Vol 6 (1) ◽  
pp. 601-611
Author(s):  
Pika Merliza ◽  
Soedarsono Soedarsono
Keyword(s):  
Teaching And Learning ◽  
Mathematics Learning ◽  
Seventh Graders ◽  
Qualitative And Quantitative Analysis ◽  
Qualitative And Quantitative ◽  
Field Notes ◽  
Motivation Level ◽  
Mathematics Motivation ◽  
Motivation Effect ◽  
Motivation Score

Motivation effect influences students performances in class that can indicate students’ achievement. This Action Research aims to increase motivation towards mathematics learning of seventh graders at SMP Negeri 11, Yogyakarta, Indonesia in 2016/2017 using NHT modal was implemented in two cycles. Data were collected through mathematics motivation questionnaire, observation sheets on teaching and learning process, and field notes. Data were analyzed through qualitative and quantitative analysis. In the first cycle, students’ scores on motivation increased in 88% (good categorization), where three students (9%) in very good motivation level, 19 students (56%) were categorized good, and 12 students (35%) were categorized moderate. The implementation result of NHT in first cycle was 76%. In the second cycle, students’ motivation scores increase beyond exceeded the target. The average results of the motivation score were 93 (good), where was 4 students (12%) in very good categorization, 25 students (73%) were categorized good, and 5 students (15%) were categorized moderate. Then, NHT learning reached 92%. To sum up, it can be concluded that NHT can be alternative modal that can be implemented to help mathematics class for seventh graders at SMP Negeri 11, Yogyakarta, Indonesia.  

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