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Download full textWienecke, Lisa-Marie; Leiss, Dominik; Ehmke, Timo – International Electronic Journal of Mathematics Education, 2023
This study investigates the extent to which student and task-related characteristics are associated with different types of note-taking and analyzes how task success depends on these elements. For this purpose, a sample of n=866 students (age: mean=13.99) completing two reality-based tasks as part of a paper and pencil test are considered. The…
Descriptors: Notetaking, Problem Solving, Mathematics Education, Authentic Learning
Ozkan, Tuba; Kilicoglu, Elif – Acta Didactica Napocensia, 2021
In this research, the effect of authentic activities on the scientific process skills of 7th grade students was investigated. Research has been studied in a secondary school with 37 students in Turkey. In the research, authentic learning based education was carried out for 5 weeks in the 2017-2018 academic year. In this semi-experimental model,…
Descriptors: Authentic Learning, Science Process Skills, Mathematics Achievement, Grade 7
Gun Sahin, Zuhal; Gurbuz, Ramazan – Acta Didactica Napocensia, 2022
In Realistic Mathematics Education (RME), students should reach formal mathematics knowledge and explore mathematics based on their informal knowledge. The problems chosen in the exploration process should apply mathematics to real-life situations and be suitable for students to explore and create mathematical structures. In the current study, the…
Descriptors: Mathematics Instruction, Teaching Methods, Mathematics Education, Films
Philip A. Jones – Design and Technology Education, 2024
This study explores the integration of Design Thinking into the Key Stage 3 Design and Technology (D&T) curriculum at a school in North-West England, focusing on fostering 21st-Century Skills alongside subject-specific knowledge. The research draws on a multiple case study approach derived from the 'Solving Genuine Problems for Authentic Users…
Descriptors: Foreign Countries, Design, Thinking Skills, 21st Century Skills
