A Strategy of Scaffolding Development to Increase Students' Problem-Solving Abilities: The Case of Physics Learning with Causalitic-Thinking Approach

Autor/inn/en	Rokhmat, Joni; Marzuki; Wahyudi; Putrie, Syandy Dwirahayu
Titel	A Strategy of Scaffolding Development to Increase Students' Problem-Solving Abilities: The Case of Physics Learning with Causalitic-Thinking Approach
Quelle	In: Journal of Turkish Science Education, 16 (2019) 4, S.569-579 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1304-6020
Schlagwörter	Foreign Countries; Physics; Science Instruction; Secondary School Science; High School Students; Problem Solving; Scaffolding (Teaching Technique); Thinking Skills; Cognitive Processes; Causal Models; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Problemlösen; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Kausalanalyse; Indonesien
Abstract	Unlike general approaches to learning, the Causalitic-Thinking Approach, aims to construct phenomena that have more than one possible answer. However this approach requires scaffolding strategies. This study aims to investigate the strategy of developing scaffolding in learning with the Causalitic-Thinking Approach to increase students' problem-solving abilities; namely, understanding, selecting, differentiating, determining, applying, and identifying. An embedded experimental two-phase design with a sample of 33 senior high school students (21 -females, 12 -males). The differences between pre- and post-tests, and between the problem-solving ability -gain of the low and high groups were tested with Wilcoxon signed-ranks-test. Results show that the scaffolding that was implemented was effective in increasing problem-solving abilities but there was no significant difference between the two groups of students. (As Provided).
Anmerkungen	Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/index.php/tused/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01