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Journal articles on the topic 'Problem lesson'

Author: Grafiati

Published: 30 May 2022

Last updated: 31 July 2025

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1

Pookduang, Prom, and Khajornsak Buaraphan. "The development of a science, technology and society phenomenon-based learning model for promoting grade 12 students’ problem-solving in geohazard." Asian Journal of Education and Training 10, no. 3 (2024): 141–45. http://dx.doi.org/10.20448/edu.v10i3.5859.

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This research aimed to: a) synthesize the Science, Technology, and Society Phenomenon-based Learning Model (STS-PhBL) for teaching Geoharzard to students; and b) compare students’ problem-solving skills prior to and after the STS-PhBL lessons on the Geoharzard topic. The sample consisted of 39 Grade 12 students enrolled in the first semester of the 2021 academic year at one secondary school in Surin Province, Thailand. The data collection methods included the panel of experts’ evaluation of STS-PhBL lesson plans and the Problem-Solving Skills Test. The Index of Item-Objective-Congruence (IOC)

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Chichibu, Toshiya. "Impact on lesson study for initial teacher training in Japan." International Journal for Lesson and Learning Studies 5, no. 2 (2016): 155–68. http://dx.doi.org/10.1108/ijlls-01-2016-0001.

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Purpose – The purpose of this paper is to explain how initial teachers in Japan can develop instructional and thinking skills through lesson study with mentors. It will clarify the point of view in which mentors evaluate the lesson plan, research lessons and kyouzai-kenkyuu of initial teachers. Design/methodology/approach – This study adopts a case analysis that shows how a mentor gives advice to an initial teacher in the post-lesson discussion. In Japanese lesson study, the time schedule of the post-lesson discussion is well structured, so the time for a mentor to state his or her comment is

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Khalid, Madihah, and Dk Haslinah Pg Haji Ali. "Inculcating Tsunami Awareness in a Mathematics Lesson: Improving Students’ Collaborative Problem Solving via Lesson Study." Southeast Asian Mathematics Education Journal 6, no. 1 (2016): 17–28. http://dx.doi.org/10.46517/seamej.v6i1.37.

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The past two cycles of PISA have reflected the demands of the skills and competencies that many countries desire their future generations to possess. Among these competencies, students’ financial literacy, problem solving, and communication skills have emerged to be as important as their reading and quantitative literacy (OECD, 2013). Problem-solving, along with other 21st century skills can be inculcated in the students by using the problem-solvingpedagogy. However, teachers who are not used to teaching mathematics via problem solving need to experience the pedagogy themselves and this can be

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Palgunadi, Sarngadi. "Timetabling Construction Problem (TCP)." Jurnal Teknologi & Informasi ITSmart 1, no. 1 (2016): 44. http://dx.doi.org/10.20961/its.v1i1.586.

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It will be described the TCP in general and proposed polinomial algorithms to solve TCP in general and different classsizes in TCP. A timetabling is a tabling of conducting lessons by teachers arranged according to the room-time when they take place that must meet a number of requirements and the timing of teaching processes must quarantee that no student and no teacher has more than one lesson at the same time. Let k, m, n be the number of lessons, teachers and rooms respectively, the general TCP, as well as 2-classsizes TCP, can be solved in O(k m n)

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Bahtiyarova, L. N., and K. V. Plotova. "DESIGN OF INFORMATICS LESSONS USING PROBLEM-BASED LEARNING." Informatics in school, no. 8 (November 9, 2019): 19–24. http://dx.doi.org/10.32517/2221-1993-2019-18-8-19-24.

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The article discusses the preparation of tasks for informatics lessons with the use of problem-based learning. At all times, the request of society for the preparation of a creative person who knows how to think independently, set goals, make decisions, is relevant. Problem-based learning is one of the methods those promote the involvement of students in active independent activity, the formation of skills for solving problem situations. As part of the study, the author's methodology for design of informatics lessons using problem-based learning is presented. Indicators and relative scales for

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Wallace, Ann H. "Anticipating Student Responses to Improve Problem Solving." Mathematics Teaching in the Middle School 12, no. 9 (2007): 504–11. http://dx.doi.org/10.5951/mtms.12.9.0504.

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I have been a Mathematics Teacher and Educator throughout all four publications of the Standards documents (NCTM 1991, 1995, 1989, and 2000). Over the years, while concentrating on improving various aspects of my teaching, specifically, improving my students' ability to problem solve, I have been perplexed to see students pick numbers out of a problem and perform an operation with no regard for the context. To address this issue by teaching problem-solving lessons made me realize that I did not know the difference between students solving a problem and actual problem solving. A lesson beginnin

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Ambrus, András, and Krisztina Barczi-Veres. "Realizing the problem-solving phases of Pólya in classroom practice." Teaching Mathematics and Computer Science 20, no. 2 (2022): 219–32. http://dx.doi.org/10.5485/tmcs.2022.0540.

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When teaching mathematical problem-solving is mentioned, the name of Pólya György inevitably comes to mind. Many problem-solving lessons are planned using Pólya's steps and helping questions, and teachers often rely on his heuristics even if their application happens unconsciously. In this article, we would like to examine how the two phases, Making a plan and Looking back, can be realized in a secondary school mathematics lesson. A case study was designed to observe and analyse a lesson delivered using cooperative work. Subject Classification: 97B10, 97C70, 97D40, 97D50

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Cemen, Pamala Byrd. "Developing a Problem-Solving Lesson." Arithmetic Teacher 37, no. 2 (1989): 14–19. http://dx.doi.org/10.5951/at.37.2.0014.

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Problem solving is one of the most important mathematical abilities that teachers can foster in students, as evidenced by its prominent role in NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) and An Agenda for Action (1980). Because of the increased availability of calculators and computers, knowledge of which computations are necessary is more important than proficiency in carrying out those computations. As a result, elementary school teachers are being encouraged and entreated to teach problem solving. However, teaching such a topic at higher cognitive levels is far

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Golovko, Olga, Vyacheslav Ley, and Alla Mikhaylova. "Congruity approach in the educational process." St. Tikhons' University Review. Series IV. Pedagogy. Psychology 69 (June 30, 2023): 106–18. http://dx.doi.org/10.15382/sturiv202369.106-118.

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The issues of improving the quality of education in the context of the growing environmental crisis and the decline in the population health of students require thinking of the lessons within the scope of nature-friendly organization of the educational process, which is especially important in the context of the current pandemic period.Objective of the study is to consider a new type of educational lesson for a university – a “fresh” lesson in the open air, developing a plan for a ‘fresh” lesson in physics.Methodology and research methods: the article reveals the methodological aspects of dome

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ACHIRI, Ion. "Praxiology of the modern lesson: innovative approaches." Univers Pedagogic 4(64) (December 15, 2019): 38–42. https://doi.org/10.5281/zenodo.3567633.

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The article addresses a significant problem for the quality of education - the quality of the modern lesson. Some innovative approaches regarding the praxiology of the lesson are proposed, approaches that will lead to an increase in the quality of the lesson and to the fulfillment of the provisions of the child-friendly school. The innovative provisions refer to the requirements for a modern lesson, to the classification and structuring of the lessons, to the methodology of developing a didactic project, to the active learning and motivation and to the objectives of the lesson.

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Leung, Shukkwan S., and Rui-Xiang Wu. "Posing Problems: Two Classroom Examples." Mathematics Teaching in the Middle School 5, no. 2 (1999): 112–17. http://dx.doi.org/10.5951/mtms.5.2.0112.

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IN ONE NCTM YEARBOOK TITLED PROBLEM Solving in School Mathematics, Butts (1980) reminded teachers of the importance of posing problems properly. What happens if we fail to do so and pose a problem that cannot be solved? This embarrassing moment can be made profitable if we ask students to help fix the problem. Here we share two lessons in which students help teachers pose problems. In the first lesson, fifth graders found a mistake in a proportion problem, and the teacher asked students to help her pose it properly. In the second, a geometry problem with insufficient information taken from an

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Park, Jooyoung. "Pre-Service Teachers’ Project-Based Instruction with Mathematics Problem-Solving." Education Sciences 12, no. 8 (2022): 526. http://dx.doi.org/10.3390/educsci12080526.

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Project-Based Instruction (PBI) is prevalent in science classrooms, which focuses on real-world tasks as a vehicle for student learning. PBI can be a fitting instructional approach to enhance student mathematics problem-solving. This case study explored two pre-service secondary mathematics teachers’ PBI with mathematics problem-solving based on their intended and enacted lessons. Data sources were the pre-service teacher (PST)’s lesson plans and video-recorded classroom observations. Results from data analysis report that PSTs employed a wide range of heuristics in their lesson units and spen

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Balogun, Aishat. "Cybersecurity: Introduction to Steganography." Journal of Technology-Integrated Lessons and Teaching 1, no. 2 (2022): 18–23. http://dx.doi.org/10.13001/jtilt.v1i2.7079.

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This is part of a series of lessons that teach 9th-12th graders about cybersecurity. This lesson begins with a reminder to the students about ethics and cybersecurity and is followed by a problem scenario that introduces the topic of steganography. Students are expected to contribute and explore options and solutions to the problem scenario, followed by a lesson on steganography where students will practice creating their own steganography models as examples. This lesson concludes by having the learners exchange their finished projects (a game) for fellow students to decode the clues as they p

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Rohrer, Doug. "Research Commentary: The Effects of Spacing and Mixing Practice Problems." Journal for Research in Mathematics Education 40, no. 1 (2009): 4–17. http://dx.doi.org/10.5951/jresematheduc.40.1.0004.

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Sets of mathematics problems are generally arranged in 1 of 2 ways. With blocked practice, all problems are drawn from the preceding lesson. With mixed review, students encounter a mixture of problems drawn from different lessons. Mixed review has 2 features that distinguish it from blocked practice: Practice problems on the same topic are distributed, or spaced, across many practice sets; and problems on different topics are intermixed within each practice set. A review of the relevant experimental data finds that each feature typically boosts subsequent performance, often by large amounts, a

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Vaskov, Yurij. "Defining the Structure of Physical Education Lessons in Secondary Schools: A Didactic Problem and Its Solutions." Physical Culture, Recreation and Rehabilitation 1, no. 2 (2022): 34–37. http://dx.doi.org/10.15561/physcult.2022.0204.

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Background and Study Aim. The organization of physical education lessons in secondary schools presents a didactic problem that requires choosing an optimal structure for the training session. This article aims to analyze the theoretical approaches of various scientists towards the typology of lessons, both in general didactic aspect and in relation to the educational subject of Physical Culture.  Methodology. The study employs a literature review using sources from the Vernadskyi National Library and Google search system, with 20 sources selected for analysis. The study focuses on the co

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Barczi-Veres, Krisztina. "Planning and Delivering a Cooperative Maths Lesson." European Journal of Mathematics and Science Education 3, no. 1 (2022): 9–16. http://dx.doi.org/10.12973/ejmse.3.1.9.

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<p style="text-align: justify;">School education should not only provide students with content knowledge but also with effective skills that will be appropriate in their adult lives, such as the competence in solving problems individually or being able to work as a member of a team. Students should be active participants instead of passive listeners in their lessons. There is a wide variety of teaching methods that practicing teachers can choose from to make their lessons varied. The present article explains the outline of an experiment that was based on Spencer Kagan’s cooperative learn

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Mulyana, Diki, and Farid Gunadi. "PENGEMBANGAN BUKU AJAR KAPITA SELEKTA MATEMATIKA DASAR BERBASIS TERPADU UNTUK MENINGKATKAN PEMECAHAN MASALAH MATEMATIS MAHASISWA." Delta: Jurnal Ilmiah Pendidikan Matematika 6, no. 2 (2019): 11. http://dx.doi.org/10.31941/delta.v6i2.912.

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<p>The purpose of this research was to develop valid tools for mathematic lessons. In this research, the developed lesson was basic mathematic capita selecta textbook based on Telaah, Eksplorasi, Rumuskan, Presentasikan, Aplikasikan, Duniawi dan Ukhrowi (TERPADU) to increase student’s problem solving in mathematic. The lesson tools which would be developed were: (1) Syllabus, (2) Semester Development Plan (SDP), (3) Textbook, and (4) Mathematic Problem Solving Skill Test, for students of Mathematic Educational Department, Wiralodra University. The development model used were lesson tools

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KOFAN, I., and O. KHOMENKO. "APPLICATION OF ELEMENTS OF PROBLEM-BASED LEARNING AS A MEANS OF INCREASEING THE EFFICIENCY OF THE BIOLOGY LESSON IN A MODERN SCHOOL." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (2022): 195–203. http://dx.doi.org/10.31494/2412-9208-2022-1-2-195-203.

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Modern extremely difficult working conditions encourage teachers to make changes in the theory of pedagogy and the practice of the modern educational process. The concept of the New Ukrainian School envisages an orientation towards learning that will develop critical and productive thinking of schoolchildren, their creative approach to solving emerging problems. In the conditions of modern education, it becomes an objective necessity for the teacher to master and use innovative technologies in his lessons during training. Innovative learning is based on a certain number of technologies, among

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Вараница and L. Varanitsa. "Problem Situations at Primary School Lesson." Primary Education 3, no. 3 (2015): 42–45. http://dx.doi.org/10.12737/11734.

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Possibilities related to junior schoolchildren’ educational activity intensification, development of their independent thinking, and ability to work with information of various types are considered in this paper. The author gives examples from his own pedagogical experiment on development and use of problem situations which change an educational process nature, intensify schoolchild’s cognitive activity and develop his abilities as researcher.

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Huang, Rongjin, Angela T. Barlow, and Melanie E. Haupt. "Improving core instructional practice in mathematics teaching through lesson study." International Journal for Lesson and Learning Studies 6, no. 4 (2017): 365–79. http://dx.doi.org/10.1108/ijlls-12-2016-0055.

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Purpose The purpose of this paper is to examine how teachers improve core instructional practices in teaching mathematics for problem solving through lesson study (LS). The core practices included launching a task, implementing a task, and orchestrating students’ solutions. Design/methodology/approach This study adopted multiple case study and survey methodologies. Each of three LS groups developed a research lesson on problem solving in algebra through Chinese LS, which includes collaborative planning and repeated teachings/debriefings of the research lesson with support from experts. The dat

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Murtazkulovich, Khamrakulov Yorkin. "Innovative Approach To Education As A Pedagogical Problem." European International Journal of Pedagogics 5, no. 6 (2025): 80–84. https://doi.org/10.55640/eijp-05-06-22.

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In this paper, the need for an innovative approach to the educational process is considered as a pedagogical problem. Compared to traditional methods, innovative technologies play an important role in increasing students' interest in the lesson, developing independent thinking and communication skills. In particular, personality-oriented methods place the student in the center of learning and increase their activity. The study analyzes the activity of students, their creative approach, and the level of participation in the lesson, substantiating the effectiveness of the innovative approach wit

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Frolova, Svetlana, and Mikhail Nechaev. "Modern Lesson: Teacher and Student." Profession-Oriented School 10, no. 3 (2022): 23–27. http://dx.doi.org/10.12737/1998-0744-2022-10-3-23-27.

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The article is devoted to the problem of finding resources for the development of a modern lesson in the context of the implementation of the federal project «Teacher of the Future» and the certification procedure for teaching staff. The shortcomings that have developed in the practice of conducting lessons under the traditional system of education are revealed. The content and technology of the pedagogical council on the topic "Resources for the development of a modern lesson" are considered.

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N. T. Shertayeva, A. А. Asil, Sh. Gyulmamedova, and A. Z. Batynova. "INTEGRATED LESSONS IN CHEMICAL EDUCATION." Bulletin of Toraighyrov University. Pedagogics series, no. 1.2022 (March 31, 2022): 114–22. http://dx.doi.org/10.48081/xjxm9224.

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The features of integrated lessons in the chemistry teaching process are described in this article. The opportunities of increasing the effectiveness of teaching chemistry are identified on the basis of the highlighted advantages of this lessons’ type teaching. It is shown that an integrated lesson is a specially organized lesson, the purpose of which can be achieved only by combining knowledge from different subjects (biology, physics, mathematics, computer science). It is aimed at considering and solving a problem, allowing to achieve a perceptual, synthesized understanding of the subject un

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Kanbolat, Oben. "Experiences of Pre-Service Teachers’ on Skill-Based Problem Solving Oriented Lesson Study." Shanlax International Journal of Education 11, S1-Oct (2023): 93–106. http://dx.doi.org/10.34293/education.v11is1-oct.6648.

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This study aims to present the experiences of pre-service mathematics teachers’ on skill-based problem solving-oriented lesson study. In the study, the activities related to the learning environments designed by the lesson study groups before and after the research lesson with a focus on problem solving are investigated. In this way, the study aims to reveal how lesson study affects pre-service mathematics teachers’ awareness of teaching problem solving. In the study, 31 pre-service mathematics teachers first received a comprehensive training on teaching problem solving in mathematics for six

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Hermansyah, Sam, Usman M, and M. Nurzin R Kasau. "Workshop Penerapan Penelitian Tindakan Kelas (Ptk) Berbasis Lesson Study Di SD Negeri 10 Rappang." Jurnal Pengabdian Masyarakat 1, no. 1 (2023): 27–36. http://dx.doi.org/10.59963/2023.v1i1/255/5/juramas.

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The objectives of this activity are 1) to provide a correct understanding regarding the implementation of Lesson Study-based Classroom Action Research, 2) to help teachers identify learning problems that can be corrected by implementing Lesson Study-based Classroom Action Research. This service activity is delivered using lecture, question and answer, discussion and performance methods during lesson study-based PTK workshops, resulting in problem identification that focuses on the background of the problem and a research title that is appropriate to the problem identified. Several things that

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Putri, Annisa. "EFL TEACHERS� UNDERSTANDING IN DEVELOPING LESSON PLAN." Indonesian EFL Journal 2, no. 1 (2017): 1. http://dx.doi.org/10.25134/ieflj.v2i1.632.

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This research attempts to find out EFL teachers� understanding of lesson plan and the development along with problems the teachers faced in developing lesson plan. The researcher used two data collection techniques; interview and analyzing the lesson plan developed by four EFL teachers. The interview results revealed that all participants understand about the lesson plan as well as its development and understand about the elements that should be included as parts of lesson plan, but, unfortunately, the teachers could not understand the system of learning assessment. They thought that it is too

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Naštická, Zuzana. "INTERCULTURAL FEATURES AND THE THEME OF TRAVELLING IN BILINGUAL MATHEMATICS LESSONS." Problems of Education in the 21st Century 72, no. 1 (2016): 76–88. http://dx.doi.org/10.33225/pec/16.72.76.

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The present qualitative research is focused on bilingual mathematics education. The research presents findings of a case study of one bilingual Slovak and English mathematics 40-minute lesson within an after school elective bilingual mathematics course running weekly since October, 2015. The lesson took place in March, 2016, and was attended by nine learners aged 12-13, eight boys and one girl. The learners are cases of successive school additive bilingual education. The elective course as a whole is a case of immerse bilingual educational programme. In terms of sociolinguistic settings, the c

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Koponen, Meira. "Teacher’s instruction in the reflection phase of the problem solving process." Lumat: International Journal of Math, Science and Technology Education 3, no. 1 (2015): 55–68. http://dx.doi.org/10.31129/lumat.v3i1.1051.

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Mathematical problem solving has a key part in developing students’ mathematical thinking. Yet in the Finnish primary school classrooms mathematics lessons are very traditional and have little room for problem solving and mathematical discussions. Although problem solving has been a part of the Finnish curriculum for a few decades, it is the teachers who seem to choose not to include problem solving in the classroom on a regular basis. In this article I take a look at three Finnish fifth grade teachers who took part in a study on problem solving. They each incorporated problem solving in their

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Yang, Wenyuan, Enshan Liu, Xintao Li, and Cheng Liu. "Preparing a Concept-Based Lesson from a Design Perspective: Facilitating Students' Understanding through Metacognitive Strategies." American Biology Teacher 81, no. 9 (2019): 610–17. http://dx.doi.org/10.1525/abt.2019.81.9.610.

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A lesson plan is a design problem for a teacher. The desired solution to this problem is to design an instructional process that can guide students in constructing an understanding of scientific concepts through their own thinking. This article demonstrates a practical approach to designing an effective lesson plan. The approach has five phases: listing the concepts in a lesson, proposing questions that can be answered by each concept, sequencing the questions according to the logic of student cognitive development, selecting resources and designing tasks to create learning situations, and app

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Woodward, Philip. "Consciousness and Rationality: The Lesson from Artificial Intelligence." Journal of Consciousness Studies 29, no. 5 (2022): 150–75. http://dx.doi.org/10.53765/20512201.29.5.150.

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I review three problems that have historically motivated pessimism about artificial intelligence: (1) the problem of consciousness, according to which artificial systems lack the conscious oversight that characterizes intelligent agents; (2) the problem of global relevance, according to which artificial systems cannot solve fully general theoretical and practical problems; (3) the problem of semantic irrelevance, according to which artificial systems cannot be guided by semantic comprehension. I connect the dots between all three problems by drawing attention to non-syntactic inferences — infe

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Kelly, Dervla, Mary O'Neill, Bisola Salaja, Kieran O'Mahony, and Mark Dixon. "Acceptability and effectiveness of a 3D virtual reality cardiovascular lesson." International Paramedic Practice 9, no. 3 (2019): 67–74. http://dx.doi.org/10.12968/ippr.2019.9.3.67.

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Introduction: The aim is to describe a preliminary pilot incorporating 3D virtual reality (VR) into a cardiovascular problem-based learning (PBL) lesson. Methods: A paramedic cohort of students (n=19) took part in a 12-lesson anatomy and physiology module. Multiple choice question results from the cardiovascular PBL lesson were compared with the multiple choice question results from other organ system PBL lessons. In addition, a questionnaire was answered by 15 students assessing acceptability of the lesson. Results: The authors found that when students used VR materials, they achieved signifi

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Petrov, Philip. "Приложение на изследователския подход в образованието по информатика чрез един популярен математически фокус (Нов поглед към стари идеи)". Mathematics and Informatics LXV, № 6 (2022): 556–73. http://dx.doi.org/10.53656/math2022-6-6-pri.

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“Integers and their representation” is the first section from the curriculum for 8th grade high school Informatics education in Bulgaria. The main topic in it is the study of binary numbers. The research shows that the current Bulgarian textbooks have excessive amount of mathematical problems and very few have direct practical applications. Furthermore, they do not use sufficiently the inquiry-based learning approach in the lesson and there are no introductory problems aimed in forcing cognitive dissonance. Good examples on how it can be done in constructivist way are given in the ‘80s textboo

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Dorji, Tshewang. "Problem and Challenges Faced by Students, Parents, and Teachers in Google Classes & Television Lessons." International Journal of Asian Education 2, no. 1 (2021): 88–97. http://dx.doi.org/10.46966/ijae.v2i1.98.

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The qualitative study was carried out under Thimphu Thromde, Bhutan, to assess the use of Google class and Television lessons during the emergence of COVID-19 in the 2020 academic year. The study used Google class & Television lesson observations to gain the first-hand experience and face-to-face interviews with students, parents, and teachers to get in-depth views. The Google class and television lesson observation and interview data were analyzed using emerging themes. The findings revealed that Google class and Television lessons played an essential role in making up lessons lost during

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Bieda, Kristen N., and Craig Huhn. "Investigating Problem-Solving Perseverance Using Lesson Study." Mathematics Teacher 111, no. 3 (2017): 207–12. http://dx.doi.org/10.5951/mathteacher.111.3.0207.

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Syahriridani, Muh, Herawati Susilo, and Ibrohim Ibrohim. "Developing Problem Based Learning through Lesson Study." Journal of Learning Improvement and Lesson Study 1, no. 2 (2022): 15–22. http://dx.doi.org/10.24036/jlils.v1i2.20.

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Critical thinking skills are important to be empowered in the 21st century. Critical thinking skills are the ability to collect and evaluate information to draw the right conclusions. Educators need Lesson Study (LS) activities to empower students' critical thinking skills taught by Problem-based Learning (PBL). This research was conducted on 27 third-semester students at the State University of Malang in 2021 with the aim of improving students' critical thinking skills in learning plant physiology using PBL. Improvement of the learning process is carried out with LS activities. The LS impleme

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Duangrawa, Asanlaya, and Prasart Nuangchalerm. "Torrance's Future Problem-Solving Instruction: Developing Students' Problem-Solving Ability." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 9, no. 2 (2020): 251–57. http://dx.doi.org/10.24042/jipfalbiruni.v9i2.6308.

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The purpose of this research was to develop the problem-solving ability of grade 10th students by using Torrance’s future problem-solving instruction. The researchers used action research in this study. The target group consisted of fifteen 10th-grade students of the second semester in the 2019 academic year. Students who had problem-solving ability scores in low criteria showed lower than 70% of the full score. This study's research instruments were four lesson plans in the topic energy, problem-solving ability tests, observation form of problem-solving ability during lesson plans implementat

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Kassa, Berie Getie, Liping Ding, and Alemayehu Bishaw Tamiru. "Describing and Interpreting the Space of Classroom Learning in Problem-Solving-Based Mathematics Instruction: Variation as an Analytical Lens." Education Sciences 13, no. 2 (2023): 111. http://dx.doi.org/10.3390/educsci13020111.

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The field of mathematics education research has been promoting problem-solving-based mathematics instruction (PS-based MI) to afford opportunities to develop students’ conceptual understanding and problem-solving abilities in mathematics. Given its usefulness, there is still little knowledge in the field about how it can afford such opportunities in real classrooms. In this study, an attempt was made to make in-depth observations of such classrooms from the perspective of variation. We examined the differences in the space of learning provided by two lessons of the same teacher in two Ethiopia

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Peel, Amanda, and Patricia Friedrichsen. "Algorithms, Abstractions, and Iterations: Teaching Computational Thinking Using Protein Synthesis Translation." American Biology Teacher 80, no. 1 (2018): 21–28. http://dx.doi.org/10.1525/abt.2018.80.1.21.

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One of the eight Next Generation Science Standards (NGSS) scientific practices is using mathematics and computational thinking (CT). CT is not merely a data analysis tool, but also a problem-solving tool. By utilizing computing concepts, people can sequentially and logically solve complex science and engineering problems. In this article, we share a successful lesson using protein synthesis to teach CT. This lesson focuses primarily on modeling and simulation practices with an extension activity focusing on the computational problem-solving practices of CT. We identify and define five CT conce

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Lazarev, Mikhail L. "Health-saving Model of the “Health Lesson” at School." Siberian Pedagogical Journal, no. 3 (July 2, 2025): 154–64. https://doi.org/10.15293/1813-4718.2503.13.

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Problem. In recent decades, there has been a steady trend towards the deterioration of children’s health from the period of study at school. Such a trend is observed in almost all developed countries. This problem has become the basis for the search for forms and methods of improving the health of students in the course of their educational activities. One of the directions of the research was the development of a special health-saving subject area – a health lesson, used both as a separate discipline and in the form of fragments of other school disciplines. Objective. To study the possibiliti

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Dinda Gustiana, Najwa Alzuhda Sitorus, Qorri Fadhilah, Siti Sholikah, and Yulia Hidayat. "The Teacher's Problem in Planning English Speaking." Journal Educational Research and Development | E-ISSN : 3063-9158 1, no. 3 (2025): 317–19. https://doi.org/10.62379/jerd.v1i3.238.

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Lesson planning is a critical component of the teaching process, particularly in English-speaking lessons. This study aims to investigate the challenges faced by junior high school teachers in planning effective English-speaking lessons. Using a qualitative case study approach, data were collected through in-depth interviews with English teachers in Medan. Findings reveal that teachers encounter several obstacles, including difficulties in designing materials that accommodate diverse student abilities, limited resources, ineffective time management, and low student motivation. Additionally, sp

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Zholdosheva, Roza. "SCIENTIFIC AND METHODOLOGICAL WORK ON THE FORMATION OF CULTURAL AND SOCIO-PERSONAL COMPETENCIES OF STUDENTS THROUGH THE USE OF DIDACTIC GAMES IN LITERATURE LESSONS FEATURES." Alatoo Academic Studies 20, no. 1 (2020): 77–85. http://dx.doi.org/10.17015/aas.2020.201.10.

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The article emphasizes the role of didactic games in the formation of cultural and socio- personal competencies of students, raises the problem of the need for their use in literature lessons. The scientific and methodological explanation of the fact that the knowledge received by children is related to life is explained by the fact that in these games the students themselves actively participate in the organization of the lesson. Didactic games correspond to the age of the student, in which children participate without problems, but retain the formal specifics of classes and require organizat

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Evans, Atteh, Appoh Andam Emmanuel, and Obeng– Denteh William. "Problem Solving Framework for Mathematics Discipline." Asian Research Journal of Mathematics 4, no. 4 (2017): 1–11. https://doi.org/10.9734/ARJOM/2017/32586.

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This paper identifies a 4-step framework that can be implemented in almost every mathematics lesson and training setting to move learners towards problem solving effectively. This framework which is built upon existing ideas proposed over the years in the mathematics education discipline and best practices concerning cognitive development and effective teaching and learning environment including solved examples provides teachers with very useful guidelines for classroom instruction. Ultimately, this framework can be used to move students towards an active learning environment which is more eff

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Budiman, Agus, Ayu Aprilia, and Auriza Luthfiah Zain. "The Implementation Problem Solving Methods of Learning Arabic Lesson." Aphorisme: Journal of Arabic Language, Literature, and Education 4, no. 2 (2023): 1–20. http://dx.doi.org/10.37680/aphorisme.v3i2.3462.

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This study examines the process problem-solving method of Arabic lessons at Gontor for the girl's first campus, which is suitable for his students to get good results and according to expectations.The Problem-Solving method provides understanding by stimulating students to pay attention, examine, and think about a problem to analyze the problem further to solve the problem. Analyzing is the concept of combining thoughts with motor activities to solve problems. Sources of data used in this study are primary and secondary data sources. This study uses data collection techniques with interview me

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Julkaew, Theeraphan, and Khajornsak Buaraphan. "The Development of STREAM Teaching Unit for Enhancing Students’ Creative and Engineering Design Process Skills in the Motion Topic." Anatolian Journal of Education 10, no. 1 (2025): 117–26. https://doi.org/10.29333/aje.2025.1019a.

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This study aimed to develop the STREAM (Science-Technology-Religion-Engineering-Art and Mathematics) teaching model for enhancing grade 8 students’ creative and engineering design process skills. The innovative STREAM teaching model consisted six common teaching steps: a) Introduce the STREAM situation; b) Identify the targeted problem; c) Explore and plan to solve the problem; d) Solve the problem and integrate Art; e) Present creatively; and f) Summarize, apply and integrate with moral. Five STREAM lesson plans were designed for teaching the Motion topic. The quality of STREAM lesson plans w

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Pfotenhauer, Jennifer, Rick Kleine, Yasmin Sitabkhan, and Darrell Earnest. "Shifting understanding of mixed numbers." Teaching Children Mathematics 19, no. 9 (2013): 592. http://dx.doi.org/10.5951/teacchilmath.19.9.0592.

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Students had been learning about integers and fractions on the number line. For a lesson on mixed numbers, they solved an assessment problem at the beginning of the lesson. After the lesson, the authors interviewed two students individually and asked each girl to solve the same problem again.

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Dietiker, Leslie, and Andrew S. Richman. "How Textbooks Can Promote Inquiry: Using a Narrative Framework to Investigate the Design of Mathematical Content in a Lesson." Journal for Research in Mathematics Education 52, no. 3 (2021): 301–31. http://dx.doi.org/10.5951/jresematheduc-2020-0318.

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We use a narrative framework to investigate how mathematics textbook lessons can promote sustained student inquiry. Our analysis of four high school textbook lessons on the SSA congruence property, three of which contain explorations, reveals how explorations can promote problem-solving perseverance by inspiring readers to raise mathematical questions and by keeping these questions open throughout significant portions of the lesson. Furthermore, student curiosity and anticipation can be enhanced through ambiguity. Stark structural differences exist among lessons with explorations, suggesting t

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Kurniawati, Naning. "PENINGKATAN DAYA RETENSI SISWA MELALUI LESSON STUDY DENGAN PBL (PROBLEM BASED LEARNING) PADA MATERI LINGKARAN." Journal of Mathematics Education and Science 1, April (2018): 35–41. http://dx.doi.org/10.32665/james.v1iapril.15.

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Lesson study (LS) is a continuous assessment activity conducted by a group of teachers / lecturers on a regular and continuous basis to test and improve the effectiveness of learning. Lesson study through planning activities, implementation (do) and reflection (see) collaboratively which aims to improve the quality of learning. Lesson Study conducted can encourage students to learn actively, creatively, precisely and fun. Lesson Study can also improve the observation capabilities in the classroom so that teachers can pay attention to the students one by one. Lesson study activities conducted a

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Vysotskaya, E. V., A. D. Lobanova, and M. A. Yanishevskaya. "Mastering Models in a Quasi-learning Situation of Problem-solving." Психологическая наука и образование 27, no. 1 (2022): 27–36. http://dx.doi.org/10.17759/pse.2022270103.

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The purpose of our work was to study the factors that determine the effectiveness of model acquisition in solving inquiry-based problems (balance scale problem). An experimental lesson, which we conducted in the 4th grade, revealed the differences in the way children refer to a general method of assessing equilibrium provided by the teacher. At the end of the lesson a test was conducted. Its results allowed us to divide the participants (22 students) into two groups according to their success, which depended on whether they applied the model, that they had tried out during the lesson. The perf

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Buvraev, Akram Rustam o'g'li. "TEACHING PRIMARY STUDENTS TO THINK CREATIVELY IN THE LESSON PROCESS." Multidisciplinary Journal of Science and Technology 5, no. 3 (2025): 121–23. https://doi.org/10.5281/zenodo.14995372.

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This article discusses the problem of using interactive methods in primary education native language lessons, the extent to which they increase the effectiveness of the lesson. The author also discusses the features of using non-traditional methods in concentrating the student's attention, developing resourcefulness , and creativity .

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Purwatiningsih, Purwatiningsih, Roro Eko Susetyarini, Ainur Rofieq, and Roimil Latifa. "PRAKTIK KOLABORATIF PADA PEMBELAJARAN BIOLOGI MATERI REPRODUKSI BERBASIS LESSON STUDY DI SMA 1 NEGERI SUMBERPUCUNG." JINoP (Jurnal Inovasi Pembelajaran) 3, no. 2 (2017): 625. http://dx.doi.org/10.22219/jinop.v3i2.5005.

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ABSTRAKPembelajaran praktik kolaboratif berbasis Lesson study di SMA untuk meningkatkan kualitas pembelajaran yang memperhatikan hak belajar setiap peserta didik. Tujuan penelitian untuk mendekrispsikan kegiatan lesson study dengan praktik kolaboratif di SMAN I Sumberpucung kabupaten Malang. Penelitian ini untuk memecahkan masalah yang berkaitan dengan pembelajaran yang berbasis Lesson study produk biologi berupa media pembelajaran dengan praktik kolaboratif. Metode penelitian yang digunakan deskriptif.Responden yang digunakan guru dan siswa SMAN I Sumberpucung. Langkah yang dilakukan, yaitu:

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