Effectiveness of Collaborative Constructivist Strategies to Minimize Gaps in Students’ Understanding of Biological Concepts.
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| Title: | Effectiveness of Collaborative Constructivist Strategies to Minimize Gaps in Students’ Understanding of Biological Concepts. |
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| Authors: | Prayitno, Baskoro Adi1 baskoro_ap@fkip.uns.ac.id, Sugiharto, Bowo1 bowo_@fkip.uns.ac.id, Titikusumawati, Eni2 enititikusumawati@iainsalatiga.ac.id |
| Source: | International Journal of Emerging Technologies in Learning. 2022, Vol. 17 Issue 11, p114-127. 14p. |
| Subject Terms: | *Concept mapping, *Constructivism (Education), *Learning strategies, *Collaborative learning, *Students, High school sophomores |
| Abstract: | This study aimed to test how the collaborative constructivist learning strategies can reduce the gap in students’ understanding of biological concepts, compared to Novick’s constructivist strategies, and student team achievement divisions (STAD) collaborative strategies. Six classes of tenth graders consisted of 12 upper and lower academic students each were randomly placed into three learning strategy treatment groups: Collaborative constructivist, Novick’s constructivist, and STAD. Students were given essay to tests their biological concepts understanding before and after treatment. The difference in students’ understanding and the gaps in understanding between UA and LA students were analyzed. The results showed no difference in students’ understanding if treated with Novick’s and collaborative constructivist. Differences in students’ understanding were found in the treatment of STAD. Students’ understanding was higher if treated with collaborative constructivist and Novick’s constructivist than STAD. Collaborative constructivist strategies can reduce the gap in students’ understanding and optimize gain in students’ understanding to the other two strategies. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Emerging Technologies in Learning is the property of International Association of Online Engineering (IAOE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 157311720 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Effectiveness of Collaborative Constructivist Strategies to Minimize Gaps in Students’ Understanding of Biological Concepts. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Prayitno%2C+Baskoro+Adi%22">Prayitno, Baskoro Adi</searchLink><relatesTo>1</relatesTo><i> baskoro_ap@fkip.uns.ac.id</i><br /><searchLink fieldCode="AR" term="%22Sugiharto%2C+Bowo%22">Sugiharto, Bowo</searchLink><relatesTo>1</relatesTo><i> bowo_@fkip.uns.ac.id</i><br /><searchLink fieldCode="AR" term="%22Titikusumawati%2C+Eni%22">Titikusumawati, Eni</searchLink><relatesTo>2</relatesTo><i> enititikusumawati@iainsalatiga.ac.id</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Emerging+Technologies+in+Learning%22">International Journal of Emerging Technologies in Learning</searchLink>. 2022, Vol. 17 Issue 11, p114-127. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Concept+mapping%22">Concept mapping</searchLink><br />*<searchLink fieldCode="DE" term="%22Constructivism+%28Education%29%22">Constructivism (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+school+sophomores%22">High school sophomores</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study aimed to test how the collaborative constructivist learning strategies can reduce the gap in students’ understanding of biological concepts, compared to Novick’s constructivist strategies, and student team achievement divisions (STAD) collaborative strategies. Six classes of tenth graders consisted of 12 upper and lower academic students each were randomly placed into three learning strategy treatment groups: Collaborative constructivist, Novick’s constructivist, and STAD. Students were given essay to tests their biological concepts understanding before and after treatment. The difference in students’ understanding and the gaps in understanding between UA and LA students were analyzed. The results showed no difference in students’ understanding if treated with Novick’s and collaborative constructivist. Differences in students’ understanding were found in the treatment of STAD. Students’ understanding was higher if treated with collaborative constructivist and Novick’s constructivist than STAD. Collaborative constructivist strategies can reduce the gap in students’ understanding and optimize gain in students’ understanding to the other two strategies. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Emerging Technologies in Learning is the property of International Association of Online Engineering (IAOE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3991/ijet.v17i11.29891 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 114 Subjects: – SubjectFull: Concept mapping Type: general – SubjectFull: Constructivism (Education) Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: Collaborative learning Type: general – SubjectFull: Students Type: general – SubjectFull: High school sophomores Type: general Titles: – TitleFull: Effectiveness of Collaborative Constructivist Strategies to Minimize Gaps in Students’ Understanding of Biological Concepts. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Prayitno, Baskoro Adi – PersonEntity: Name: NameFull: Sugiharto, Bowo – PersonEntity: Name: NameFull: Titikusumawati, Eni IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: 2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 18630383 Numbering: – Type: volume Value: 17 – Type: issue Value: 11 Titles: – TitleFull: International Journal of Emerging Technologies in Learning Type: main |
| ResultId | 1 |
