The  effect of transformative blog pages to solve real-world physics problems

M. Anas  THOHIR; Jumadi  JUMADI; Warsono  WARSONO

doi:10.36681/

Authors

M. Anas THOHIR
Jumadi JUMADI
Warsono WARSONO

DOI:

https://doi.org/10.36681/

Keywords:

Blog, problem-solvin, physics, technological pedagogical content knowledge

Abstract

A blog page is a vital tool to share and discuss information in real-world problem-solving. Unfortunately, this potential of blogs rarely was used to facilitate the problem-solving in specific physics topics. This study aimed to describe and examine a blog transformation in improving students’ problem-solving. Through 40 university students, this study compared two physics learning sessions using transformation blogs and modules as resources. The results showed the advantages of blog transformation. We also discussed the differences between students’ cognitive levels based on the new taxonomy of educational objectives. Instructors can model this study in designing a transformative technology to solve, map, and improve students’ problem-solving skills in the semiconductor topic.

Downloads

Download data is not yet available.

References

Aiken, L. R. (1980). Content validity and reliability of single items or questionnaires.

Educational and Psychological Measurement, 40(4), 955–959. https://doi.org/10.1177/001316448004000419

Akçay, A., & Arslan, A. (2010). The using of blogs in Turkish education. Procedia - Social and Behavioral Sciences, 2(2), 1195–1199. https://doi.org/10.1016/j.sbspro.2010.03.171

Al-rahmi, W. M., & Zeki, A. M. (2016). A model of using social media for collaborative learning to enhance learners ’ performance on learning. Journal of King Saud University Computer and Information Sciences, (September). https://doi.org/10.1016/j.jksuci.2016.09.002

Alev, N., Karal-Eyuboglu, I. S., & Yigit, N. (2012). Examining pre-service physics teachers’ pedagogical content knowledge (PCK) with web 2.0 through designing teaching activities. Procedia - Social and Behavioral Sciences, 46, 5040–5044. https://doi.org/10.1016/j.sbspro.2012.06.383

Amir, Z., Ismail, K., & Hussin, S. (2011). Blogs in language learning: Maximizing students ’ collaborative writing, 18, 537–543. https://doi.org/10.1016/j.sbspro.2011.05.079

Anderson, L. W., Krathwohl, D. R., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., … Wittrock, M. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy. New York: Longman Publishing.

Angeli. C. (2005). Transforming a teacher education method course through technology:

Effects on preservice teachers’ technology competency. Computers and Education, 45(4), 383–398. https://doi.org/10.1016/j.compedu.2004.06.002

Angeli, C., Valanides, N., Mavroudi, A., Christodoulou, A., & Georgiou, K. (2015). Introducing e-TPCK: An adaptive e-learning technology for the development of teachers’ technological pedagogical content knowledge. (C. Angeli & N. Valanides, Eds.), Technological Pedagogical Content Knowledge: Exploring, Developing, and Assessing TPCK. Boston, MA: Springer US. https://doi.org/10.1007/978-1-4899-8080-9

Angeli, C., & Valanides. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers and Education, 52(1), 154–168. https://doi.org/10.1016/j.compedu.2008.07.006

Angeli, C., & Valanides. (2013). Technology mapping: An approach for developing technological pedagogical content knowledge. Journal of Educational Computing Research, 48(2), 199–221. https://doi.org/10.2190/EC.48.2.e

APJII. (2017). Infogarfis: penetrasi & Perilaku Pengguna Internet Indonesia [Infographics: penetration & behavior of Indonesian Internet Users]. Retrieved from https://www.apjii.or.id/content/read/39/342/Hasil-Survei-Penetrasi-dan-PerilakuPengguna- Internet-Indonesia-20

Bajracharya, R. R., & Thompson, J. R. (2016). Analytical derivation: An epistemic game for solving mathematically based physics problems. Physical Review Physics Education Research, 12, 0101241–01012421.

https://doi.org/10.1103/PhysRevPhysEducRes.12.010124

Bokstein, B. S., Mendelv, M. I., & Srolovtz, D. J. (2005). Science, Thermodynamics & kinetics in materials. New York: Oxford University Press.

Chanayotha, P., & Na-songkhla, J. (2015). Development of the open educational rajabhat university students resources using service learning to enhance public consciousness and creative problem solving. Procedia - Social and Behavioral Sciences, 174, 1976–1982.

https://doi.org/10.1016/j.sbspro.2015.01.863

Chung, D. D. L. (2001). Applied Materials Science. New York. Florida: CRCPress LLC. https://doi.org/10.1201/9781420040975

Docktor, J. L., Dornfeld, J., Frodermann, E., Heller, K., Hsu, L., Jackson, K. A., … Yang, J. (2016). Assessing student written problem solutions: A problem-solving rubric with application to introductory physics. Physical Review Physics Education Research, 12(1), 010130. https://doi.org/10.1103/PhysRevPhysEducRes.12.010130

Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics - Physics Education Research, 10(2), 1–58. https://doi.org/10.1103/PhysRevSTPER.10.020119

Docktor, J. L., Strand, N. E., Mestre, J. P., & Ross, B. H. (2015). Conceptual problem solving in high school physics. Physical Review Special Topics - Physics Education Research, 11(2). https://doi.org/10.1103/PhysRevSTPER.11.020106

Dostál, J. (2015). Theory of problem solving. Procedia - Social and Behavioral Sciences, 174, 2798–2805. https://doi.org/10.1016/j.sbspro.2015.01.970

Forster, F. (2008). Distributed creative problem solving over the web. Proceedings - 3rd International Conference on Internet and Web Applications and Services, ICIW 2008, 283–288. https://doi.org/10.1109/ICIW.2008.11

Gabriela, S. (2012). The use of blogs and social media for technical education in specific field of materials processing. Procedia - Social and Behavioral Sciences, 3(12), 337–342. https://doi.org/10.1016/S2212-5671(12)00161-X

Gikas, J., & Grant, M. M. (2013). Internet and higher education mobile computing devices in higher education:Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 18–26. https://doi.org/10.1016/j.iheduc.2013.06.002

Gök, T. (2012). Real-time assessment of problem-solving of physics students using computerbased technology. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 43, 210–221. Retrieved from http://dergipark.ulakbim.gov.tr/hunefd/article/download/5000048241/5000045561

Hughes, R. T. (1996). Expert judgement as an estimating method. Information and Software Technology, 38(2), 67–75. https://doi.org/10.1016/0950-5849(95)01045-9

Hwee, J., & Koh, L. (2017). Designing and integrating reusable learning objects for meaningful learning: Cases from a graduate programme. Australasian Journal of Educational Technology, 33(5), 136–151.

Irene, E. A. (2005). Electronic Materials. New Jersey: John Wiley & Sons, Inc.

Jang, S. J., & Chang, Y. (2016). Exploring the technological pedagogical and content knowledge (TPACK) of Taiwanese university physics instructors. Australasian Journal of Educational Technology, 32(1), 107–122. https://doi.org/https://doi.org/10.14742/ajet.2289

Jang, S. J., & Chen, K. C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19(6),

–564. Retrieved from http://www.jstor.org/stable/40925918

Karyotaki, M., & Drigas, A. (2016). Online and other ICT-based training tools for problemsolving skills. International Journal of Emerging Technologies in Learning, 11(6), 35– 39. https://doi.org/10.3991/ijet.v11i06.5340

Koehler, M. J., & Mishra, P. (2005). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94–102. https://doi.org/10.1.1.130.7937

Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers and Education, 49(3), 740–762. https://doi.org/10.1016/j.compedu.2005.11.012

Kronig, R. de L., Penney, W. G. (1931). Quantum mechanics of electrons in crystal lattices.

In Proceedings of the Royal Society A: Mathematical, Physical and Engineering Sciences (Vol. 130, pp. 499–513). https://doi.org/10.1098/rspa.1931.0019

Kuo, F. R., Chen, N. S., & Hwang, G. J. (2014). A creative thinking approach to enhancing the web-based problem solving performance of university students. Computers and Education, 72, 220–230. https://doi.org/10.1016/j.compedu.2013.11.005

Lee, Y.-J. (2015). Analyzing log files to predict students’ problem solving performance in a computer-based physics tutor. Educational Technology & Society, 18(2), 225–236.

Lee, Y. (2018). The influence of structured guidance on pre-service teachers’ blog writing. Australasian Journal of Educational Technology, 34(3), 30–38. https://doi.org/https://doi.org/10.14742/ajet.3094

Li, L. M., Li, B., & Luo, Y. (2015). Using a dual safeguard web-based interactive teaching approach in an introductory physics class. Physical Review Special Topics - Physics Education Research, 11(1), 1–12. https://doi.org/10.1103/PhysRevSTPER.11.010106 Lunenberg, M., Dengerink, J., & Korthagen, F. (2014). The professional teacher educator. Sense Publishers (Vol. 28). Rotterdam: SensePublishers. https://doi.org/10.1007/978-946209-518-2

Mansor, A. Z. (2011). The use of blog in decision making skills course. Procedia - Social and Behavioral Sciences, 18, 491–500. https://doi.org/10.1016/j.sbspro.2011.05.072

Masir, R. M., Vasilopoulos, P., & Peeters, F. M. (2009). Magnetic kronig - penney model for dirac electrons in single-layer graphene. New Journal of Physics, 11. https://doi.org/10.1088/1367-2630/11/9/095009

Mcdaniel, M. A., Stoen, S. M., Frey, R. F., Markow, Z. E., Hynes, K. M., Zhao, J., & Cahill, M. J. (2016). Dissociative conceptual and quantitative problem solving outcomes across interactive engagement and traditional format introductory physics. Physical Review

Physics Education Research, 020141, 1–16.

https://doi.org/10.1103/PhysRevPhysEducRes.12.020141

Mckenney, S., & Voogt, J. (2017). Expert views on TPACK for early literacy: Priorities for teacher education. Australasian Journal of Educational Technology, 33(5), 1–14. Retrieved from https://www.researchgate.net/profile/Susan_Mckenney/publication/314302570_Expert_v iews_on_TPACK_for_early_literacy_Priorities_for_teacher_education/links/58c3cea4ac a272e36dd1d9c4/Expert-views-on-TPACK-for-early-literacy-Priorities-for-teachereducation.pd

Melo-Niño, L. V., Cañada, F., & Mellado, V. (2017). Initial characterization of colombian high school physics teachers’ pedagogical content knowledge on electric fields. Research in Science Education, 47(1), 25–48. https://doi.org/10.1007/s11165-015-94884

Miyazoe, T., & Anderson, T. (2012). Discuss, reflect, and collaborate: A qualitative analysis of forum, blog, and wiki use in an EFL blended learning course. Procedia - Social and Behavioral Sciences, 34(0), 146–152. https://doi.org/10.1016/j.sbspro.2012.02.030

Moehring, A., Schroeders, U., Leichtmann, B., & Wilhelm, O. (2016). Intelligence Ecological momentary assessment of digital literacy: Influence of fluid and crystallized intelligence, domain-specific knowledge, and computer usage. Intelligence. https://doi.org/10.1016/j.intell.2016.10.003

Mohamed, A., Al, A., & Alsayadi, S. (2015). Designing educational blogs effect on the student’s knowledge acquisition in the secondary stage: Case study of KSA schools.

Procedia Procedia Computer Science, 65(Iccmit), 519–528. https://doi.org/10.1016/j.procs.2015.09.125

Muscat, A. J., Allen, E. L., Green, E. D. H., & Vanasupa, L. S. (1998). Interdisciplinary teaching and learning in a semiconductor processing course. Journal of Engineering Education. https://doi.org/10.1002/j.2168-9830.1998.tb00373.x

Niess, M., & Gillow-Wiles, H. (2017). Expanding teachers’ technological pedagogical reasoning with a systems pedagogical approach. Australasian Journal of Educational Technology, 33(3), 77–95. https://doi.org/10.14742/ajet.3473

Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509–523. https://doi.org/10.1016/j.tate.2005.03.006

Noel, L. (2015). Using blogs to create a constructivist learning environment. Procedia -

Social and Behavioral Sciences, 174, 617–621. https://doi.org/10.1016/j.sbspro.2015.01.591

Okan, Z., & Ula, H. (2013). The use of blogs in second language teacher education. Procedia Social and Behavioral Sciences, 83, 282–289. https://doi.org/10.1016/j.sbspro.2013.06.055

Palm, T. (2006). Word problems as simulations of real-world situations: a proposed framework. For the Learning of Mathematics, 26(1), 42–47. Retrieved from http://jproxy.lib.ecu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&d b=ehh&AN=20393283&site=ehost-live

Polya, G. (1973). How to solve it. USA: United States of America.

Rahimpour, S. (2014). Blogs : A resource of online interactions to develop stance-taking.

Procedia Social and Behavioral Sciences, 98, 1502–1507. https://doi.org/10.1016/j.sbspro.2014.03.571

Rahman, E. A., & Yunus, M. (2012). Students’ experiences on using blog as learning journals. Procedia - Social and Behavioral Sciences, 67(November 2011), 135–143.

https://doi.org/10.1016/j.sbspro.2012.11.314

Razeghi, M. (2009). Fundamentals of solid state engineering, 3rd Edition. New York: Springer Science. https://doi.org/10.1007/978-0-387-92168-6

Rokhmat, J., Marzuku, Wahyudi, & Putrie, S. D. (2019). A strategy of scaffolding development to increase students’ problem-solving abilities: The case of physics learning with causalitic-thinking approach. Journal of Turkish Science Education, 569–580. https://doi.org/10.36681/tused.2020.8

Rosen, Y. (2015). Computer-based assessment of collaborative problem solving: Exploring the feasibility of human-to-agent approach. International Journal of Artificial Intelligence in Education, 25(3), 380–406. https://doi.org/10.1007/s40593-015-0042-3

Ryan, Q. X., Frodermann, E., Heller, K., Hsu, L., & Mason, A. (2016). Computer problemsolving coaches for introductory physics: Design and usability studies. Physical Review

Physics Education Research, 12(1), 010105.

https://doi.org/10.1103/PhysRevPhysEducRes.12.010105

Santrock, J. W. (2011). Educational psychology. New York: McGraw-Hill Companies, Inc.

Sawmiller, A. (2010). Classroom blogging: What is the role in science learning? The Clearing House, 83(June), 44–48. https://doi.org/10.1080/00098650903505456

Shen, B. (2012). Research and practice on web 2.0-based collaborative learning. IERI Procedia, 2, 655–659. https://doi.org/10.1016/j.ieri.2012.06.149

Sophonhiranrak, S., Suwannatthachote, P., & Ngudgratoke, S. (2015). Factors affecting creative problem solving in the blended learning environment: A review of the literature.

Procedia Social and Behavioral Sciences, 174(1982), 2130–2136. https://doi.org/10.1016/j.sbspro.2015.02.012

Srisawasdi, N. (2012). The role of TPACK in physics classroom: Case studies of preservice physics teachers. Procedia - Social and Behavioral Sciences, 46, 3235–3243. https://doi.org/10.1016/j.sbspro.2012.06.043

Virkkula, Esa; Nissilä, S.-P. (2014). In-service teachers’ learning through integrating theory and practice. SAGE Open, (4), 1–8. https://doi.org/10.1177/2158244014553399

Yeh, Y., Hsu, Y. S., Wu, H. K., Hwang, F. K., & Lin, T. C. (2014). Developing and validating technological pedagogical content knowledge-practical (TPACK-practical) through the Delphi survey technique. British Journal of Educational Technology, 45(4), 707–722. https://doi.org/10.1111/bjet.12078