Article Matrix 2.5

AZIAWATI BT. MOHD OTHMAN@ ZULKALY 816208 HUMAN LEARNING (SGDY 5023)

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

1.Treadwell, Smith & Pratt (2014).Perception s and Understanding of Games Creation: Teacher Candidates’ Perspective. The Physical Educator, 71, 7292.

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 InstructionThe participants identified the value of following students the opportunity to create their own game and make decisions a positive implication.

Discussion, limitation, suggestion for future research

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 ii.Student creativity- process with students Participants in this 3.The TCs came to study realized that GC understand their own need 2

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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.

allowed students to use their imaginations and creativity in a way that is not generally encouraged in traditional physical education classes. iii.Group dynamicsMost 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.

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 iii. Constructivist game experiences, learning and athletic ability. opportunitiesThe 3

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

AZIAWATI BT. MOHD OTHMAN@ ZULKALY 816208 HUMAN LEARNING (SGDY 5023)

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.

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 Theme 2:Complexity of study, some TCs failed to i.Depth of obtain that critical outlook. 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 4

AZIAWATI BT. MOHD OTHMAN@ ZULKALY 816208 HUMAN LEARNING (SGDY 5023)

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 5

AZIAWATI BT. MOHD OTHMAN@ ZULKALY 816208 HUMAN LEARNING (SGDY 5023)

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’ perspectiveThe 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 6

AZIAWATI BT. MOHD OTHMAN@ ZULKALY 816208 HUMAN LEARNING (SGDY 5023)

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 perspectiveThe 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. Instead, these 7

AZIAWATI BT. MOHD OTHMAN@ ZULKALY 816208 HUMAN LEARNING (SGDY 5023)

individuals thought more like students instead of teachers and failed to see many of the instructional benefit of GC as an instructional strategy.

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AZIAWATI BT. MOHD OTHMAN@ ZULKALY 816208 HUMAN LEARNING (SGDY 5023)

Articles (cite the whole reference in APA style)

Theoretical framework

2.Gerber & Constructivis Scott (2011). m Gamers and gaming context; Relationships to critical thinking. British Journal of Educational Technology, 5, 842-849.

Research questions/ objectives

Research Findings methodology: 1. Research design 2. Sampling (size, technique, population) 3. Data collection procedures

Discussion, limitation, suggestion for future research

Objectives: 1.To investigates differences between gamers and non-gamers on critical thinking dispositions.

121 individuals responded to the survey: 79 gamers and 42 non-gamers.

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 nongamers did not differ significantly on either measure of disposition towards critical thinking.

2.To examines the relationship of critical thinking dispositions to gaming context(focuse

Profiles Non-gamers 1.The gender distribution was approximately Participants balanced. 1.Data were collected 2.Approximately through an online 62% were of survey. college age, 18-22 2. Gamers and non- years. gamers were recruited through flyers posted Gamers on the authors’ campus 1.Predominantly and invitations sent via male. email to students. 2.Age distribution 3. Invitations were sent was weighted to gaming forums, towards college-age with request to forward persons. 9

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s on gamers the invitation to other only) forum lists. -The typical gamer is a college-age Questions: Critical thinking male plays between 1.Is there any dispositions more than one and significant One portion of the up to 2 hours daily. difference survey instrument -Gamers paly on between assessed dispositions average 5.5 genres gamers and towards critical out of 11. non-gamers on thinking -Role play and first measures of person shooter critical Gaming context games are the most thinking The survey assessed popular. dispositions? gamers status and, -Three other genres when applicable, strategy, adventure 2.Among context. and music were gamers, is gaming included played by over half genre played Context genre, playing time the sample. significantly related to and involvement in -The least popular gaming communities. genres among critical respondents were thinking simulations and dispositions? sports. among respondents were simulations.

2.Strategy gamers have a greater propensity for actively open-minded thinking than nonstrategy gamers. 3.Addiction to gaming, is associated with less openmindedness. 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. Games versus non- 2.The recruitment gamer method and online

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Gamers and nongamers 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 11

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

AZIAWATI BT. MOHD OTHMAN@ ZULKALY 816208 HUMAN LEARNING (SGDY 5023)

discrepancy was can increase critical more pronounced thinking skilla and/or for non-strategy dispositions. gamers.

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AZIAWATI BT. MOHD OTHMAN@ ZULKALY 816208 HUMAN LEARNING (SGDY 5023)

Articles (cite the whole reference in APA style)

Theoretical framework

3.H.S. Sen. Constructivis (2013). m Reflective Thinking Skills Of Primary School Students Based On Problem Solving Ability. International Journal of Academic Research Part B; 5(5), 41-48

Research questions/ objectives

Research Findings methodology: 1. Research design 2. Sampling (size, technique, population) 3. Data collection procedures

Discussion, limitation, suggestion for future research

Objective To determine e reflective thinking skills of primary school students based on the problem solving ability.

Research design A descriptive study and descriptive survey model was used.

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 mothers have

Sampling -Four primary schools were chosen randomly from Yenimahalle district of Ankara city. -69 female and 54 a male voluntary students at the 7th grade of secondary stage took part in the study.

Questions 1.Is there significant difference between students’ reflective thinking skills

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 13

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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?

procedures -‘The scale of reflective thinking skills oriented to problem solving’ developed by Kizikaya and Askar (2009: 8292) was used. It involves questioning, assessment and reasoning aspects of reflective thinking based on problem solving ability. -SPSS 15.0 packet 2.What are the program was used for cases of the the data analysis. students in terms of reflective thinking skills: a.Questioning aspect b.Assessment aspect c.Reasoning aspect 3.Is

there

a

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 14

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.

AZIAWATI BT. MOHD OTHMAN@ ZULKALY 816208 HUMAN LEARNING (SGDY 5023)

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 15

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 income is 2000-

AZIAWATI BT. MOHD OTHMAN@ ZULKALY 816208 HUMAN LEARNING (SGDY 5023)

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 16

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.

AZIAWATI BT. MOHD OTHMAN@ ZULKALY 816208 HUMAN LEARNING (SGDY 5023)

positive relation between the reflective thinking skill levels of the students and the success at Math lesson.

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AZIAWATI BT. MOHD OTHMAN@ ZULKALY 816208 HUMAN LEARNING (SGDY 5023)

Articles (cite the whole reference in APA style)

Theoretical framework

4.Balim, Constructivis Turkoguz, m Ormanci, Kacar, Everekli & Ozcan (2013).Teacher’s views about problem-based learning through concept cartoon. Journal of Baltic Science Education, 13, 4.

Research questions/ objectives

Research Findings methodology: 4. Research design 5. Sampling (size, technique, population) 6. Data collection procedures

Discussion, limitation, suggestion for future research

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.

Science and technology teachers’ positive views about using problem-based learning through concept cartoon increased after the experimental practice

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Teachers indicated that problem-based learning modules to improve students’ critical thinking, inquiry learning skills and help them relate their knowledge to daily life.

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Articles (cite the whole reference in APA style)

Theoretical framework

Research questions/ objectives

Research Findings methodology: 4. Research design 5. Sampling (size, technique, population) 6. Data collection procedures

Discussion, limitation, suggestion for future research

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 preand –tested. The experimental group was taught with problem-based learning, the control group received traditional-designed

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.

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, 19

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biology instruction

Articles (cite the whole reference in APA style)

Theoretical framework

Research questions/ objectives

6.Orhan Akınoğlu and Ruhan. Özkardeş Tandoğ (2006) The Effects of Problem-Based Active Learning in Science Education on Students’ Academic Achievement,

Social Cultural To determine Theory the effects of problem-based active learning in science education on students’ academic achievement and concept learning.

Research methodology: 1. Research design 2. Sampling (size, technique, population) 3. Data collection procedures 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 20042005 school year, in a public school in Istanbul. 3.The treatment

in constructing knowledge and moving forward better conclusions Findings

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 20

Discussion, limitation, suggestion for future research

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

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Attitude and Concept Learning Eurasia Journal of Mathematics, Science & Technology Education, 2007, 3(1), 7181

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.

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classroom wherein problembased learning model involving group works and solidarity is used. These are qualities of great importance in terms of both social life and science education.

AZIAWATI BT. MOHD OTHMAN@ ZULKALY 816208 HUMAN LEARNING (SGDY 5023)

Articles (cite the whole reference in APA style)

Theoretical framework

Research questions/ objectives

7. H. Othman, et. al. PBL as Perceived by Malaysian Engineering Students

Social Cultural To identify the Theory perception of the engineering students on the implementation of PBL

Research Findings methodology: Research design 1. Sampling (size, technique, population) 2. Data collection procedures

Discussion, limitation, suggestion for future research

A quantitative and qualitative data from four semesters of learning has been collected and analysed.

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

Most of the engineering students are highly satisfied with the implementation of PBL

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taken.

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Articles (cite the whole reference in APA style)

8. Tee, M. Y. & Lee, S. S. (2011). From socialisation to internalisatio n: Cultivating technological pedagogical content knowledge through problembased learning. Australasian Journal of Educational Technology, 27(1), 89104.

Theoretical framework

Research questions/ objectives

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.

Research methodology: Research design 1. Sampling (size, technique, population) 2. Data collection procedures 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

Findings

Discussion, limitation, suggestion for future research

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

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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.

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AZIAWATI BT. MOHD OTHMAN@ ZULKALY 816208 HUMAN LEARNING (SGDY 5023)

saturation (Glaser & Strauss, 1967; Lincoln & Guba, 1985).

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AZIAWATI BT. MOHD OTHMAN@ ZULKALY 816208 HUMAN LEARNING (SGDY 5023)

Articles (cite the whole reference in APA style)

9. G.V. , V.S.S.N and L.N.S. (2011) Promoting higher order thinking skills using inquirybased learning Department of Chemistry, GITAM University, Hyderabad Kompally, Hyderabad, India

Theoretical framework

Research questions/ objectives

To promote higher order thinking skills in chemistry

Research methodology: Research design 1. Sampling (size, technique, population) 2. Data collection procedures 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

Findings

Discussion, limitation, suggestion for future research

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,

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AZIAWATI BT. MOHD OTHMAN@ ZULKALY 816208 HUMAN LEARNING (SGDY 5023)

Articles (cite the whole reference in APA style)

Theoretical framework

Fischer,Bol and Social Cultural Pribesh (2011) Theory An Investigation of Higher-Order Thinking Skills in Smaller Learning Community Social Studies Classrooms American Secondary Education 39(2) Spring

Research questions/ objectives

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

new experiments and correlate practical utility of the course module with real life. Research methodology: Research design 1. Sampling (size, technique, population) 2. Data collection procedures 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

such as mathematics and physics.

Findings

Discussion, limitation, suggestion for future research

1.Higher-order thinking was rarely promoted in SLC classes. 2.Interview data suggests several factors affecting teaching for higherorder 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 preimplementation measures for comparison. 4.This study was also

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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.

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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.

AZIAWATI BT. MOHD OTHMAN@ ZULKALY 816208 HUMAN LEARNING (SGDY 5023)

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. 2. 3. 4. 5.

Information in the matrix can be written in short form. Include the 10 articles when submitting Use articles between the year 2004-2015 Articles must be from refereed journals. Submit hard and soft copy of the matrix and articles. Softcopy will be uploaded online.

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