Name + Matric no.:_AZIAWATI BT. MOHD. OTHMAN@ZULKALY 816208
Articles (cite the whole reference in APA style) Theoretica l framework Research questions/ objectives Research methodology: 1. Research design 2. Sampling (size, technique, population) 3. Data collection procedures
Findings Discussion, limitation, suggestion for future research Comments (your comments to help when writing your discussion) 1.Treadwell, Smith & Pratt (2014).Perception s and Understanding of Games Creation: Teacher Candidates’ Perspective. The Physical Educator, 71, 72-92. Social Cultural Theory To examine undergraduate physical education teacher education(PETE ) students’ perceptions, values, and beliefs of implementing games creation (GC) instructional strategies in -30 to 35 students of undergraduate Secondary Physical Education Content I class at a midsized university in the Rocky Mountain region were recruited to participate on a volunteer basis varying in athletic and physical education experiences. Theme 1: Instructional Benefits and Implications i.Indirect Instruction-The participants identified the value of following students the opportunity to create their own game and make decisions a positive implication. ii.Student creativity-Participants in this study realized that GC
Impact On Teacher Candidates
Four points of significance were identified:
1.TCs identified the potential for student learning through this approach.
2.The TCs were able to see the advantages of using indirect instruction to facilitate the learning process with students
3.The TCs came to understand their own need
public school settings after experiencing a GC instruction unit during their PETE program.
-The primary
researcher contacted students during class with a verbal invitation to participate in the study. Data collection procedures: 1.informed consent forms were handed out and explained to the class.
2.Participants were group according to the conditions set by the professor of the
class and
participants were
given a
questionnaire that asked open-ended questions about prior knowledge, invasion game experiences, and athletic ability.
allowed students to use their imaginations and creativity in a way that is not generally encouraged in traditional physical education classes. iii.Group dynamics-Most of the teacher candidates (TCs) agreed that group dynamics could be viewed as a limitation of GC and that depending on the age of the students, they may need to be taught how to interact with one another in a group setting. Participants identified possible solutions to teaching group interactions. iii. Constructivist learning opportunities- The
for a deeper understanding of game form knowledge. 4.The TCs realized the need to teach their future secondary students how to communicate appropriately and solve conflict in a small group setting.
Implication for Teacher Education
1.Program Timing. Higher education faculty should examine when to introduce students to the instructional strategy to maximize impact for learning from the teacher’s perspective.
2.PETE faculty should provide opportunities to learn and experience the instructional strategy through developmentally appropriate decision-making processes.
3.Effective modeling of GC instructional strategy can impact the TCs decisions to
TCs discussed the benefits of learning: a)brainstorming as a way to formulate their initial ideas for their game.
b)they were able to learn through teaching their games to other students.
c)GC is not a new concept for children as they make up games on the playground every day. Theme 2:Complexity
i.Depth of
understanding
-Most of the TCs expressed surprise that creating the game was harder than it appeared and did not stop to consider all of the steps that contribute to the development of a
use the strategy in the future.
Future studies : To examine whether they have adopted the teacher’s perspective with regard to the instructional strategies that are introduced later in the program or whether they still possess the student’s outlook.
Limitation: The course occurred toward the beginning of the TCs’ plan of study, some TCs failed to obtain that critical outlook.
successful game, whether it was determining rules, using the assigned
equipment, or
discussing scoring strategies.
-Some student
realized that critical thinking was at the center of the process if they were to truly develop a game that was novel and not incarnation of a game already existence.
ii.Depth of
application-As a result of the TCs lack
of conceptual
understanding of the game form, hey had difficulty
transitioning their designed games into practice situation where tactic and
strategies made sense. -Some participants recognized that the GC process helped them learn more about the tactics and strategies of invasion games as they practiced each of the games that were created by the class because each game used different tactics to score.
Theme 3: Outlook i.Teachers’
perspective- The participants enrolled in the class who had prior experience working with children, either in coaching or previous field experience, seemed to have greater ability to think about implementation
of GC in their future classroom in terms of instructional benefits, increased student learning, inclusion, and opportunities to problem solve within their small groups than the participants who did not have
those same
experiences.
ii. Students
perspective-The participants who had less previous experience working with children or who were not as far along in the teaching program as some of the others seemed to have harder time relating the GC process to a real world application.
individuals thought more like students instead of teachers and failed to see many of the instructional benefit of GC as an instructional strategy.
Articles (cite the whole reference in APA style) Theoretical framework Research questions/ objectives Research methodology: 1. Research design 2. Sampling (size, technique, population) 3. Data collection procedures Findings Discussion, limitation,
suggestion for future research
Comments (your comments to help when writing your discussion) 2.Gerber & Scott (2011). Gamers and gaming context; Relationships to critical thinking. British Journal of Educational Technology, 5, 842-849. Constructivis m Objectives: 1.To investigates differences between gamers and non-gamers on critical thinking dispositions. 2.To examines the relationship of critical thinking dispositions to gaming context(focuse 121 individuals responded to the survey: 79 gamers and 42 non-gamers.
Participants
1.Data were collected through an online survey.
2. Gamers and non-gamers were recruited through flyers posted on the authors’ campus and invitations sent via email to students. 3. Invitations were sent to gaming forums, with request to forward
Profiles Non-gamers 1.The gender distribution was approximately balanced. 2.Approximately 62% were of college age, 18-22 years. Gamers 1.Predominantly male. 2.Age distribution was weighted towards college-age persons. Discussion
1.The study was designed to address the assertion that formal education can be improved by leveraging gaming and the learning that takes place in naturalistic game play. Results did not support this assertion: gamers and non-gamers did not differ significantly on either
measure of
disposition towards critical thinking.
s on gamers only)
Questions: 1.Is there any significant difference between gamers and non-gamers on measures of critical thinking dispositions? 2.Among gamers, is genre played significantly related to critical thinking dispositions?
the invitation to other forum lists.
Critical thinking dispositions
One portion of the survey instrument assessed dispositions
towards critical
thinking
Gaming context
The survey assessed gamers status and,
when applicable,
gaming context.
Context included
genre, playing time and involvement in gaming communities.
-The typical gamer is a college-age male plays between more than one and up to 2 hours daily. -Gamers paly on average 5.5 genres out of 11.
-Role play and first
person shooter
games are the most popular.
-Three other genres strategy, adventure and music were played by over half the sample.
-The least popular
genres among respondents were simulations and sports. among respondents were simulations.
Games versus non-gamer
2.Strategy gamers have a greater
propensity for
actively open-minded thinking than non-strategy gamers.
3.Addiction to
gaming, is associated with less open-mindedness.
4.Shorter playing time was related to higher AOT but for strategy gamers, longer play was not as strongly associated with lower AOT as for other gamers. Limitations
1.The exploratory nature of this study and the limited sample sizes requires caution in interpreting these findings.
2.The recruitment method and online
Gamers and non-gamers exhibit similar critical thinking dispositions. Gaming context 1.Those playing two or fewer hours scored higher in the research test than those playing over 2 hours.
2.Less involvement with the gaming
community is
associated with higher open-minded thinking.
3.For both strategy and non-strategy gamers, longer playing time was associated with lower Actively Open-Minded Thinking (AOT) scores but the
survey format may
have influenced
results.
3.The survey
measures dispositions rather than critical thinking behaviors. Future Research 1.Focus on recruiting more representative sample of gamers, including both casual and hardcore games. 3.Comparisons could involve hardcore gamers compared with casual gamers, and the interaction between game genre and time spent playing.
4.Research should also seek to address the issue of causality
and investigate
whether learning to play strategy games
discrepancy was more pronounced for non-strategy gamers.
can increase critical thinking skilla and/or dispositions.
Articles (cite the whole reference in APA style) Theoretical framework Research questions/ objectives Research methodology: 1. Research design 2. Sampling (size, technique, population) 3. Data collection procedures Findings Discussion, limitation,
suggestion for future research
Comments (your comments to help when writing your discussion) 3.H.S. Sen. (2013). Reflective Thinking Skills Of Primary School Students Based On Problem Solving Ability. International Journal of Academic Research Part B; 5(5), 41-48 Constructivis m Objective To determine e reflective thinking skills of primary school students based on the problem solving ability. Questions 1.Is there a significant difference between students’ reflective thinking skills Research design A descriptive study and descriptive survey model was used. Sampling
-Four primary schools were chosen randomly from Yenimahalle district of Ankara city. -69 female and 54 male voluntary students at the 7th
grade of secondary stage took part in the study. Data collection 1.There is not a significant difference between the reflective thinking skills of female and male students. 2.There is no significant difference among the reflective thinking levels of the students in terms of the number of siblings. 3.There is no significant difference among 1.Female students have higher levels of questioning,
assessment and
reasoning skills than male students.
2. The students who are two siblings have higher reasoning skills than the other two skills of reflective thinking skills.
3.Questioning,
assessment and
reasoning skills of the
students whose
and a.their genders b.their parents’ educational status c.their parents’ job d.their economis conditions e.high school they’d like to attend f.number of siblings?
2.What are the cases of the students in terms of reflective thinking skills: a.Questioning aspect b.Assessment aspect c.Reasoning aspect 3.Is there a procedures -‘The scale of reflective thinking skills oriented to problem solving’ developed by Kizikaya and Askar (2009: 82-92) was used. It involves questioning, assessment and reasoning aspects of reflective thinking based on problem solving ability. -SPSS 15.0 packet program was used for the data analysis.
the reflective
thinking skill levels of the students in terms of their mothers’ educational status. 4.There is no significant difference among the reflective thinking skills of the students in terms of their mothers’ job. 5.There is no significant difference among the students’ assessment and reasoning skills in terms of their fathers’ educational status. 6.There are significant differences between the questioning skills of the postgraduate
education are higher than the students whose mothers are graduates of primary school, high school and university.
4. The students whose mothers are nurses
have higher
questioning skills than the students whose mother have other jobs.
5.The students whose mothers are engineers have higher reasoning skills.
6.The students whose
fathers have
postgraduate
education have higher assessment skills. 7.The students whose father are graduates of university have higher questioning skills.
significant difference between the successes of the students at Math lesson and a.Questioning aspect b.Assessment aspect c.Reasoning aspect? students whose fathers have high school education and those whose
fathers have primary school education and university education. 7.There is no significant differences among the questioning, assessment and reasoning skills of the students in terms of their fathers’ jobs. 8.There is no significant difference among the questioning, assessment and reasoning levels of the students in terms of their family incomes. 9.There is no
8.The students whose father are graduates of primary school have higher reasoning skills. 9.Questioning skills of the students differentiate according to their fathers’ educational status. 10.The students
whose fathers are teachers have higher
questioning and
reasoning skills than the students whose fathers have other job.
11.Assessment skills of the students whose fathers are retired are higher.
12.Questioning and reasoning skills of the
students whose
monthly family
2000-significant difference among the questioning, assessment and reasoning skills of the students in terms of high schools they would like to attend. 10.There is no significant difference among the questioning, assessment and reasoning skills of the students in terms of high schools they would like to attend. 11.Questioning, assessment and reasoning skill levels of the students are high. The highest skill level is at reasoning skill.
12.There is a
2500TL are high. 13.Assessment skill of the students whose
monthly family
income is 2500TL or more are also high. 14.The students who would like to attend
Anatolian High
Schools have higher levels of questioning,
reasoning and
assessment skills 15.The highest skill level is at reasoning skills.
16.The higher the reflective thinking skills of the students, the higher their successes at Math lesson.
positive relation
between the
reflective thinking skill levels of the students and the success at Math lesson.
Articles (cite the whole reference in APA style) Theoretical framework Research questions/ objectives Research methodology: 4. Research design 5. Sampling (size, technique, population) 6. Data collection procedures
Findings Discussion, limitation, suggestion for future research Comments (your comments to help when writing your discussion) 4.Balim, Turkoguz, Ormanci, Kacar, Everekli & Ozcan (2013).Teacher’s views about problem-based learning through concept cartoon. Journal of Baltic Science Education, 13, 4. Constructivis m To examine the views of science and technology teachers towards concept cartoon integrated to problem-based learning 1.Participants were science and technology teachers from 9
elementary schools of Izmir in the 2011-2012 academic y
year.
2.A 30-hour workshop including theoretical subjects, applications and experimental treatments about concept cartoons. 3.Semi-structured interviews. Teachers indicated that problem-based learning modules to improve students’ critical thinking, inquiry learning skills and help them relate their
knowledge to daily life.
Science and technology teachers’ positive views about using problem-based learning through concept cartoon increased after the experimental practice
Articles (cite the whole reference in APA style) Theoretical framework Research questions/ objectives Research methodology: 4. Research design 5. Sampling (size, technique, population) 6. Data collection procedures
Findings Discussion, limitation, suggestion for future research Comments (your comments to help when writing your discussion) 5.Sungur, Tekkaya & Omar Geban (2007). Improving achievement through problem-based learning. Educational Research. Constructivis m The effect of problem-based learning on students’ academic achievement and performance skills in a unit on the human excretory system. 1.61 10th grade
students from two classes instructed by the same biology teacher, were involved in the study.
2.Classes were randomly assigned either the experimental or the control group. 3.Students were pre- and –tested.
The experimental group was taught with problem-based
learning, the control group received traditional-designed
1.Although there was no pre-existing difference between two groups, students instructed with problem-based learning earned significantly higher scores and those instructed with traditionally designed biology instruction. 2.Students in the experimental group appeared to be more proficient in the use and organisation of relevant information,
PBL instruction caused a significantly better acquisition of scientific conception than the
traditional instruction. PBL students appeared to be more proficient in the use and organization of relevant information, in constructing knowledge and moving toward better conclusion.
biology instruction in constructing knowledge and moving forward better conclusions Articles (cite the whole reference in APA style) Theoretical framework Research questions/ objectives Research methodology: 1. Research design 2. Sampling (size, technique, population) 3. Data collection procedures
Findings Discussion, limitation, suggestion for future research Comments (your comments to help when writing your discussion) 6.Orhan Akınoğlu and Ruhan. Özkardeş Tandoğ (2006) The Effects of Problem-Based Active Learning in Science Education on Students’ Academic Achievement, Social Cultural Theory To determine the effects of problem-based active learning in science education on students’ academic achievement and concept learning. 1.Quantitative data were obtained via the pre/post-test,
treatment-control groups test model. 2.Qualitative data were obtained via document analysis. 3.Conducted on 50, 7th grade students in 2004-2005 school year, in a public school in Istanbul. 3.The treatment
It was determined that the implementation of problem-based active learning model had positively affected students’ academic achievement and their attitudes towards the science course. It was also found that the application of
problem-based active learning model affects students’ conceptual
1.Cooperative learning affected teacher candidates’ self-efficacy levels on science positively.
2.Problem-based learning is relied on group working and group solidarity in the same manner as cooperative learning.
3.The rise in students’ social development, information dissemination and activity in line with team spirit are unavoidable in the
Attitude and Concept Learning Eurasia Journal of Mathematics, Science & Technology Education, 2007, 3(1), 71-81
process took 30 class hours in total.
4.Three measurement instruments were used: an achievement test, open-ended questions, and an attitude scale for science education.
development
positively and keeps their misconceptions at the lowest level.
classroom wherein problem-based learning model involving group works and solidarity is used. These are qualities of great importance in terms of both social life and science education.
Articles (cite the whole reference in APA style) Theoretical framework Research questions/ objectives Research methodology: Research design 1. Sampling (size, technique, population) 2. Data collection procedures
Findings Discussion, limitation, suggestion for future research Comments (your comments to help when writing your discussion) 7. H. Othman, et. al. PBL as Perceived by Malaysian Engineering Students Social Cultural Theory To identify the perception of the engineering students on the implementation of PBL A quantitative and qualitative data from four semesters of learning has been collected and analysed.
Most of the
engineering students are highly satisfied with the
implementation of PBL
1.Most of the engineering students are facing with difficulties to adapt to new learning environment, introducing PBL in their classroom should be considered as part and parcel for the transitioning period in which they would slowly adapt to many new challenges in years to come. 2.Many of the engineering students particularly from the first year manage to develop their new learning skill through the utilization of PBL in their learning process but further steps for improvement could be
Articles (cite the whole reference in APA style) Theoretical framework Research questions/ objectives Research methodology: Research design 1. Sampling (size, technique, population) 2. Data collection procedures
Findings Discussion, limitation, suggestion for future research Comments (your comments to help when writing your discussion) 8. Tee, M. Y. & Lee, S. S. (2011). From socialisation to internalisatio n: Cultivating technological pedagogical content knowledge through problem-based learning. Australasian Journal of Educational Technology, 27(1), 89-104. To develop a deeper understanding of how an improvised problem-based learning (iPBL) approach implemented in the context of the SECI framework can help cultivate TPACK.
1.Conducted using the design-based research process.
2.Five types of data were collected, namely: self progress surveys; learning reflections by the participants;
progressing draft and final versions of the writings and
discussions in the wiki-based e-book; documents, records and artifacts that reflect the overall design of the course; and, log entries written
A PBL-based class designed with a conducive milieu to stimulate socialisation, externalisation, combination and internalisation can help teachers cultivate TPACK
1.The change in the way the teachers viewed teaching and learning. They first started off blaming the students, then themselves, and finally, became more focused on creating a learning experience that can help students achieve the intended learning outcomes (Biggs, 1999).
2.The SECI-based iPBL process had pressed the teachers to re-evaluate their teaching practices and to rethink the nature of the subject that they teach that makes it difficult for students to understand. In
by the instructor. 3.The self 94 progress survey initially
developed by Schmidt et al (2009) — with Cronbach’s alpha for each knowledge domain measuring between .75 and .85 — was utilised to gain an indicator of the
participants’ own beliefs about their abilities to teach with technology as a result of the experience of going through the course (Shin et al, 2009).
4.The responses on a Likert scale of 1 to 5 were analysed using repeated measures ttest.
6.The qualitative data were coded and analysed iteratively based on saliency and
this process, the teachers began to re-evaluate old assumptions and this may have opened doors for news ideas to be incorporated in their thinking and practice. 3.Further exploratory studies can be done to look into how such designs can help teachers develop a more reflective practice. 4.Similar studies need to be done in different types of classes involving different demographics.
saturation (Glaser & Strauss, 1967; Lincoln & Guba, 1985).
Articles (cite the whole reference in APA style) Theoretical framework Research questions/ objectives Research methodology: Research design 1. Sampling (size, technique, population) 2. Data collection procedures
Findings Discussion, limitation, suggestion for future research Comments (your comments to help when writing your discussion) 9. G.V. , V.S.S.N and L.N.S. (2011) Promoting higher order thinking skills using inquiry-based learning Department of Chemistry, GITAM University, Hyderabad Kompally, Hyderabad, India To promote higher order thinking skills in chemistry 1.Laboratory exercises are designed based on Bloom’s taxonomy and a just-in-time facilitation approach is used. 2.A pre-laboratory discussion outlining the theory of the experiment and its relevance is carried out to enable the students to analyse real-life problems.
3.The performance of the students is assessed based on their ability to perform the experiment, design
This study suggests that the present inquiry-based pedagogy has better proved outcomes compared to a conventional recipe lab approach.
1.Some of the students lack motivation and this is particularly attributed to the wrong notion that chemistry is not relevant to the
engineering discipline as they study it for only two semesters out of eight. This experience can be more effective if it is integrated with problem-based learning.
2.Enable participants to appreciate the importance and relevance of the
concepts in terms of real-life problems. Similar work needs to be carried out in other relevant disciplines,
new experiments and correlate practical utility of the course module with real life.
such as mathematics and physics. Articles (cite the whole reference in APA style) Theoretical framework Research questions/ objectives Research methodology: Research design 1. Sampling (size, technique, population) 2. Data collection procedures
Findings Discussion, limitation, suggestion for future research Comments (your comments to help when writing your discussion) Fischer,Bol and Pribesh (2011) An Investigation of Higher-Order Thinking Skills in Smaller Learning Community Social Studies Classrooms American Secondary Education 39(2) Spring Social Cultural Theory 1. To what extent do teachers in smaller learning community social studies classes promote higher-order thinking in their classes? 2. How does the smaller learning 1.Data collection in this mixed-methods study included classroom observations and in-depth interviews. 2.A convenience sample of nine ninth grade social studies teachers participating in the small school reform underway in four high schools in an urban public school district in Southeastern
1.Higher-order thinking was rarely promoted in SLC classes.
2.Interview data suggests several factors affecting teaching for higher-order thinking in SLC social studies
classrooms. These include: high stakes testing, pacing pressures, teachers’ dispositions and
1.A limitation of these results is that they treat the SLC reform efforts in the district in this study as monolithic.
2.Results may have been more promising in schools with higher levels of SLC implementation for more extended periods of time. 3.There was no control group or
pre-implementation
measures for comparison. 4.This study was also
2011 community structure affect teachers’ planning for instruction regarding higher-order thinking? Virginia. 3.Ninety-minute class periods were observed in these teachers’ classrooms a total of 17 times. 4.Four of these teachers participated in indepth interviews about their instructional practices. 5.All of the teachers interviewed taught ninth grade Honors
World History Part One in ninety-minute
blocks. Two were female and two were male.
training, and teacher autonomy.
limited by the time of the school year during which observations took place, which may have affected the extent to which the breadth and depth of content topics were emphasized.
Other areas of future study would include investigation into the structures that encourage collaboration among SLC teachers and to what extent instruction is emphasized in such collaborations.
5.More research must be done on the relationship between SLC teacher autonomy and challenging instruction.
Review: This is your discussion of the 10 articles, to compare the research studies (1000-1500 words only, or 4-6 pages). Your discussion in this review will be different from the discussion that you jotted down in the matrix because the ones in the matrix are taken from the articles.
Note:
1. Information in the matrix can be written in short form. 2. Include the 10 articles when submitting
3. Use articles between the year 2004-2015 4. Articles must be from refereed journals.
