Teacher's questions in project-based learning: the impact on the quality of student's concept map components.
Saved in:
| Title: | Teacher's questions in project-based learning: the impact on the quality of student's concept map components. |
|---|---|
| Authors: | Widoretno, Sri1 sriwidoretno@staff.uns.ac.id, Prabowo, Chandra Adi1, Hardiana, Nina1 |
| Source: | Research & Practice in Technology Enhanced Learning. 2/28/2023, Vol. 18, p1-27. 27p. |
| Subject Terms: | *Concept mapping, *Project method in teaching, *Learning, *High school seniors, *Teachers |
| Abstract: | Teacher questions are one of the crucial components in developing students' concept maps in project-based learning (PjBL). The study aims to measure the quality of students' concept maps and determine the PjBL stages that accommodate concept map quality using an expanded teacher question. This research was a quasi-experiment with 335 students as participants from five senior high schools. To collect the data, teachers used open questions during the PjBL learning process with three categories: main, standard, and expanded teacher questions. The concept map data were collected from students of Biology. The student's concept map score is calculated based on the achievement of the experts' Concept map. Data were analyzed using Manova. The results showed that teacher questions in the PjBL stage increased the concept map component scores, especially in valid relationships and crosslink, while other components increased, no effect, and decreased. The most influential PjBL stage that accommodates concept map quality improvement is the deciding stage. Hence, our findings supported that the deciding stage of PjBL is the primary stage to improve the quality of students' thinking. The expanded teacher's questions in the study group, the way of collecting data, and the data analysis significantly contributed to the improvement in the quality of students' thinking. [ABSTRACT FROM AUTHOR] |
| Copyright of Research & Practice in Technology Enhanced Learning is the property of Asia-Pacific Society for Computers in Education (APSCE) 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 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 173900312 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Teacher's questions in project-based learning: the impact on the quality of student's concept map components. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Widoretno%2C+Sri%22">Widoretno, Sri</searchLink><relatesTo>1</relatesTo><i> sriwidoretno@staff.uns.ac.id</i><br /><searchLink fieldCode="AR" term="%22Prabowo%2C+Chandra+Adi%22">Prabowo, Chandra Adi</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Hardiana%2C+Nina%22">Hardiana, Nina</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+%26+Practice+in+Technology+Enhanced+Learning%22">Research & Practice in Technology Enhanced Learning</searchLink>. 2/28/2023, Vol. 18, p1-27. 27p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Concept+mapping%22">Concept mapping</searchLink><br />*<searchLink fieldCode="DE" term="%22Project+method+in+teaching%22">Project method in teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+seniors%22">High school seniors</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Teacher questions are one of the crucial components in developing students' concept maps in project-based learning (PjBL). The study aims to measure the quality of students' concept maps and determine the PjBL stages that accommodate concept map quality using an expanded teacher question. This research was a quasi-experiment with 335 students as participants from five senior high schools. To collect the data, teachers used open questions during the PjBL learning process with three categories: main, standard, and expanded teacher questions. The concept map data were collected from students of Biology. The student's concept map score is calculated based on the achievement of the experts' Concept map. Data were analyzed using Manova. The results showed that teacher questions in the PjBL stage increased the concept map component scores, especially in valid relationships and crosslink, while other components increased, no effect, and decreased. The most influential PjBL stage that accommodates concept map quality improvement is the deciding stage. Hence, our findings supported that the deciding stage of PjBL is the primary stage to improve the quality of students' thinking. The expanded teacher's questions in the study group, the way of collecting data, and the data analysis significantly contributed to the improvement in the quality of students' thinking. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research & Practice in Technology Enhanced Learning is the property of Asia-Pacific Society for Computers in Education (APSCE) 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=173900312 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.58459/rptel.2023.18031 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 1 Subjects: – SubjectFull: Concept mapping Type: general – SubjectFull: Project method in teaching Type: general – SubjectFull: Learning Type: general – SubjectFull: High school seniors Type: general – SubjectFull: Teachers Type: general Titles: – TitleFull: Teacher's questions in project-based learning: the impact on the quality of student's concept map components. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Widoretno, Sri – PersonEntity: Name: NameFull: Prabowo, Chandra Adi – PersonEntity: Name: NameFull: Hardiana, Nina IsPartOfRelationships: – BibEntity: Dates: – D: 28 M: 02 Text: 2/28/2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 17932068 Numbering: – Type: volume Value: 18 Titles: – TitleFull: Research & Practice in Technology Enhanced Learning Type: main |
| ResultId | 1 |
