Just-in-Time Teaching (JiTT-M) of mechanics: Integration of PhET simulations, Feynman approach to problem solving and metacognition through reflection

Clicks: 3
ID: 287531
2023
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Emerging

Ranked #2,808 of 3,757 articles by views in Malay Journal

Most read Least read

Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 3,757 in total.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
The challenge of competitive learning materials, specialists, and facilities posed a challenge in effective teaching of Calculus-based Mechanics in Senior High School which led to a shallow understanding of the concepts. Furthermore, the limited contact time aggravated the situation as learners’ ability to reflect on their learning had affected its quality and led to misdirection and disconnection as its relevance was never realized by the learner in their personal context. JiTT-M was developed which involved accomplishing a designed worksheet using guided inquiry and reflective questions in conjunction with PhET simulations, Metacognition through Reflection and using the Feynman Method to assess comprehension individually or as a group in class discussions. This research was carried out on the whole Grade 12 population from Catanduanes National High School during the 2023-2024 school year between March to July, 2024. The results indicated a significant improvement in mechanics, mathematics, and metacognition scores. A significant positive direct relationship between perception attitudes, perception mathematics scores, and mathematics scores mechanics scores was detected. Metacognitive strategies exhibited by the learners can be classified as internal and external metacognitive strategies. Problem-solving strategies preferred by the learners were exposure to various problems with varying difficulty levels to build confidence in the learning process. Additionally, learners preferred guided visualization of problem-solving as it helped them understand the concepts involving the variables they were studying.
Reference Key
persistent_1760661873_68f1917104068 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Sales, Jorge Victor M.
Journal Malay Journal
Year 2023
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdd_scied/26
Keywords Keywords not found

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.