Modern Educational Approaches
S. Haghjoo; E. Reyhani
Abstract
Background and Objective:Recent research by Rivera and Sinclair et al. Shows the impact of spatial abilities on achieving different goals in different fields of study and real life, and suggests the need to extend its learning to all levels of education. Traditional approaches to teaching geometry based ...
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Background and Objective:Recent research by Rivera and Sinclair et al. Shows the impact of spatial abilities on achieving different goals in different fields of study and real life, and suggests the need to extend its learning to all levels of education. Traditional approaches to teaching geometry based on the classification of shapes and objects and their properties have been intuitively focused on ultimately formal proof. Currently, more emphasis is placed on spatial abilities such as mental rotation, representation of three-dimensional objects, and coordination of motion and position. Incorporating such abilities into textbooks plays an important role in students' understanding of the concepts of geometry. Structure of Observed Learning Outcome (SOLO) is one of the most practical theories that falls into the general and local frameworks of cognitive development. The importance of this theory is that it can assess students' understanding of a subject at all ages. The aim of this study was to investigate the ability of students' spatial skills in solving one task and to analyze their responses based on SOLO taxonomy. Solo theory is one of the theories of mathematical education, which has a great application in our cognition of mathematical understanding and math learning of students. Methods: The research method is descriptive of survey type .A question of the Purdue standard questionnaire on spatial visualization has been selected which its formal and content validity has been confirmed by 3 math education professors and 4 teachers of geometry. By using the criterion of Cronbach's alpha, this approximate reliability coefficient(0.9) was obtained.The participants in this study were 498 students from the tenth , eleventh and twelfth grade students who were selected randomly in a multi-stage cluster of theoretical and technical schools in Bushehr. Findings: The results show that in the field of visualization 59% of students in ordinary schools are in a unistructural level. In this regard, none of the technical students reached multistructural and relational levels. While analyzing responses, their thinking patterns, multiple solutions, strategies and common misconceptions have been analyzed. The results of the study are very important for the planners, the authors of the textbooks and the researchers. Conclusion: The SOLO model helps teachers assess student learning outcomes and assess students' understanding. In order to improve students' understanding of spatial visualization and increase spatial skills, it is suggested that such issues be used in curricula and textbooks. The use of dynamic geometry and software is effective in better understanding spatial visualization, as shown by research by Demir and Ildiz. The use of the solo model is also suggested to researchers and teachers to assess students' understanding of a subject.
science education
E. Reyhani
Abstract
Euclidean geometry has been taught to students in schools for many years. Topological structures are among the topics that have not received much attention in school geometry. The knot is one of the most suitable topics for teaching in school, which has a topological structure. In addition to being rooted ...
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Euclidean geometry has been taught to students in schools for many years. Topological structures are among the topics that have not received much attention in school geometry. The knot is one of the most suitable topics for teaching in school, which has a topological structure. In addition to being rooted in human culture and experience, knots are a theoretical and practical field in mathematics, physics, biology, and chemistry. In this article, after a brief acquaintance with the nodes, an explanation for the title "Geometry of nodes" is given. In the first part of the article, in the first part, the reasons and analyzes for the selection of nodes and the importance of teaching it in school are explained, and in the second part, a proposed plan for teaching knot geometry to students is briefly presented. Experimental implementation of this project, in which one group of elementary school students and the other group including students from the third year of middle school and the first year of high school participated, has had satisfactory initial results.