MEANINGFUL PROBLEM SOLVING WITH SCHEMA
BASED INSTRUCTION
Authors: K. Vijesh, Manoj Praveen G. Published by : Homi Bhabha Centre for Science Education, TIFR, Mumbai ISBN: 978-81-941567-9-6 January 3-6, 2020
Abstract:
Problems are crucial in physics learning because they are essential for enhancing the depth of conceptual understanding in the learner.The best means to understand a concept in Physics is by presenting that concept as the part of a problematic situation. This study examined the effects of a Schema Based Instruction on Problem Solving Ability in Physics among grade 11 students. A quasi-experimental pre-test, posttest nonequivalent group design was used.Two intact classes with a total of 114 students (60 in experimental group and 54 in control group) doing science course from two Government Higher Secondary Schools of rural background following NCERT syllabus were randomly assigned to either experimental or control group. The experimental group was taught problem solving through Schema Based Instruction, while the control group was taught through Direct Translation Strategy of teaching problem solving. Results indicated that Schema Based Instruction significantly increases the problem Solving Ability in Physics of grade 11 students better than the Direct Translational strategy of teaching problem solving. full text is available @ https://episteme8.hbcse.tifr.res.in/proceedings/MEANINGFUL%20P ROBLEM%20SOLVING%20WITH%20SCHEMA%20BASED%20INSTRUCTION.pdf
EFFECT OF SCHEMA BASED INSTRUCTION ON GRADE ELEVEN STUDENTS’ CONCEPTUAL UNDERSTANDING OF PROBLEMS IN PHYSICS
Authors:K Vijesh & Manoj Praveen G
July 2019 DOI: 10.13140/RG.2.2.28369.89443
Abstract: In this study, a quasi-experimental pretest-posttest nonequivalent, two group design was used to investigate the effect of Schema Based instruction on grade Eleven students’ conceptual understanding of problems in Physics. Two intact classes with a total of 106 students (52 in experimental group and 54 in control group) doing science course from two Government Higher Secondary Schools of rural background following NCERT syllabus were randomly assigned to either experimental or control group. The experimental group was taught problem solving through Schema Based Instruction, while control group was taught through Direct Translation Strategy of teaching problem solving. Students’ Conceptual Understanding of story problems was assessed both before and after intervention. The results indicated that the Schema based Instruction improved the Conceptual Understanding of story problems in Physics of grade eleven students more than the Direct Translation strategy of teaching problem solving. https://www.researchgate.net/publication/334415647_EFFECT_OF_SCHEMA_BASED _INSTRUCTION_ON_GRADE_ELEVEN_STUDENTS’_CONCEPTUAL_UNDERSTANDINGPosted byDr. VIJESH KOctober 19, 2019Posted inUncategorizedLeave a commenton EFFECT OF SCHEMA BASED INSTRUCTION ON GRADE ELEVEN STUDENTS’ CONCEPTUAL UNDERSTANDING OF PROBLEMS IN PHYSICSEditEFFECT OF SCHEMA BASED INSTRUCTION ON GRADE ELEVEN STUDENTS’ CONCEPTUAL UNDERSTANDING OF PROBLEMS IN PHYSICS A DEMOCRATIC WAY OF PROBLEM BASED LEARNING EDUTRACK: May 2018, Volume 17, No.9 p.18-22 https://www.neelkamalbooks.com/edutracks/ (ISSN 0972-9844)
Authors: K Vijesh & Manojpraveen
Abstract
Human life is encircled with different kind of simple and complex problems. Individuals often
acquire the basic knowledge for life by facing and solving problems. Learning experience based
on problematic scenario has a key role in processing information at higher levels. The learning
based on realistic problems often enhances retension and transferability of information and
concepts embedded in the problem situation. Education should enrich the children by practical
approach towards problems, to make suitable decisions using the higher order thinking
strategies. These aims have been actualised through Problem based learning (PBL). PBL is an
instructional method in which students learn through solving problems and reflecting on their
experiences (Barrows & Tamblyn, 1980). Studies on PBL indicated that PBL was superior when
it comes to long-term retention, skill development and satisfaction of students and teachers,
while traditional approaches were more effective for short-term retention as measured by
standardized board exams. This article discusses Barell’s Teacher Student Shared Inquiry as the
democratic way of Problem Based Learning. PBL using KWHLAQ technique focuses on
students’ self directed learning .Shared inquiry approach creates a democratic environment for
learning.This strategy strongly fosters problem posing and inquiry process. It gives stress on the
fact that all teachers and learners should have an idea about what and how to
study. https://www.researchgate.net/publication/334415575_A_DEMOCRATIC_WAY_OF_PR
OBLEM_BASED_LEARNING
Key Words Problem solving, Problem Based Learning, KWHLAQ strategy, Teacher Student
Shared Inquiry
Mastering Classroom Management- A Problem Based
Learning Approach
Authors: Vijesh & Praveen
IOSR Journal of Research & Method in Education (IOSR-JRME) DOI:
10.9790/7388-0703031622
Abstract:
The teacher education programme – B. Ed. is a major teacher
preparation course in the country. It prepares the teachers to teach at
secondary and higher secondary schools. Even though the
programme offers courses in Methodology of Teaching and Pedagogy
of Subjects, an analysis of the syllabi of the various universities across
the nation reveals that there is no adequate theory or practical to
master the skill of classroom management incorporated into any of the
courses associated with B. Ed. Programme. The theory
about classroom management is limited to certain thumb rules
dictated by the teacher educators before the beginning of practice-
teaching internships. In the real context teacher face many difficulties.
These may be related to problems in the routine of class
management, problems in securing pupils cooperation, problems in
directing pupils learning, problems in the presentation of subject
matter, problems arising from pupils’ personal traits, problems arising
from teachers’ personal traits etc. Experienced teachers often can
deal these difficulties more effectively, but often it is experienced that
novice teachers could not handle these problems effectively.
Therefore teacher training programme should provide a learning
environment related with case problems besides the pedagogical
theories and guidelines. Problem Based Learning environment in
which real context problems are treated as case problems helps
novices to construct mental representation of a problem by analyzing
the different kind of elements of a problem. The novice teacher can be
a part of the whole procedure and it gives several types of experience
to mould the carrier. In the present paper, investigators have designed
a
Problem Based learning approach in the field of teacher education
full text is available @ http://iosrjournals.org/iosr-jrme/papers/Vol-
7%20Issue-3/Version-3/D0703031622.pdf