scholarly journals FALKE: Experiences From Transdisciplinary Educational Research by Fourteen Disciplines

2021 ◽  
Vol 5 ◽  
Author(s):  
Anita Schilcher ◽  
Stefan Krauss ◽  
Petra Kirchhoff ◽  
Alfred Lindl ◽  
Sven Hilbert ◽  
...  
Keyword(s):  
Subject Matter ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Academic Disciplines ◽  
Teacher Competency ◽  
School Subjects ◽  
Administrative Framework ◽  
Educational Sciences ◽  
Speech Science ◽  
Subject Matter Didactics

This article details how the FALKE research project (Fachspezifische Lehrerkompetenzen im Erklären; Engl.: subject-specific teacher competency in explaining) integrates 14 heterogeneous disciplines in order to empirically examine the didactic quality of teacher explanations in eleven school subjects by bringing together trans-, multi-, and interdisciplinary perspectives. In order to illustrate the academic landscape of the FALKE project we briefly outline the nature of the transdisciplinary German “Fachdidaktiken” (Engl.: subject-matter didactics, i.e., special academic disciplines of teaching and learning specific school subjects). The FALKE project required the willingness of all researchers from eleven participating subject-matter didactics to rely on both the concepts and the methods of educational sciences as an overarching research framework (transdisciplinary aspect). All researchers of subject-matter didactics had to develop a shared conceptual, methodological, and administrative framework in order to empirically investigate commonalities in and differences between “good explanations” across the range of school subjects represented (multidisciplinary aspect). The additional perspectives of researchers in speech science and linguistics proved fruitful in recognizing rhetorical and linguistic aspects of teacher explanations (interdisciplinary aspect). Data management and statistical analysis were provided by the discipline methods of educational sciences. Rather than reporting empirical results, we here discuss opportunities and challenges as well as the lessons learned from the FALKE project regarding cognitive-epistemic reasoning, communication, and organization.

scholarly journals PENINGKATAN BELAJAR MATEMATIKA TENTANG PENGERJAAN HITUNG BILANGAN BULAT MELALUI BERBAGAI MEDIA

2018 ◽  
Vol 10 (2) ◽  
pp. 147
Author(s):  
Anita Anita
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Learning Process ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
School Level ◽  
Improvement Program ◽  
Learning Improvement ◽  
The Subject

Abstract: To improve learning outcomes especially to accelerate the mastery of subject matter at elementary school level, the need for improvements in teaching and learning process through learning improvement program, especially in Mathematics subjects in order to obtain learning mastery. At Teluk Teluk State Elementary School, Kec, Nanga Pinoh Kab. Melawi found that students' learning outcomes were not appropriate for their absorption. Students were considered successful in classical learning when their absorption rate was 85% or more, and scored above 6.5. In accordance with the assessment technical guidance, if the student did not achieve the absorptive capacity 85 % and scores below 6.5, educators classify these students as students with low learning outcomes. In the learning process that is conveyed to 20 students of class V in daily examination, recorded students who master the subject matter with a value above 6.5 only 6 people (30%) and 14 0rang students (70%) have not been able to master the subject matter. During the learning process, the absence of students asking questions or responding to teacher explanations. Based on these findings, the authors asked colleagues to identify the shortcomings of the lessons learned.  

Career Development Theory: An Integrated Analysis

2020 ◽  
Author(s):  
Julia Yates
Keyword(s):  
Career Choice ◽  
Subject Matter ◽  
Academic Disciplines ◽  
Development Theory ◽  
Integrated Analysis ◽  
Theoretical Frameworks ◽  
Wide Range ◽  
Comprehensive Picture ◽  
The Subject ◽  
Career Practice

Career theories are developed to help make sense of the complexity of career choice and development. The intricacy of the subject matter is such that career theories most often focus on one or two aspects of the phenomenon. As such, the challenges of integrating the theories with each other, and integrating them within career practice, are not insignificant. In this chapter, an overview of the theoretical landscape is offered that illustrates how the theories align with each other to build up a comprehensive picture of career choice and development. The chapter introduces a wide range of theoretical frameworks, spanning seven decades and numerous academic disciplines, and discusses the most well-known theorists alongside less familiar names. The chapter is structured around four concepts: identity, environment, career learning, and psychological career resources. Suggestions are offered for the incorporation of theories in career practice.

Adopting Technology in Third World Classrooms: Students' Viewpoint about Computers in Science Teaching and Learning

1992 ◽  
Vol 20 (4) ◽  
pp. 327-334 ◽  
Author(s):  
Olugbemiro J. Jegede ◽  
Peter Akinsola Okebukola
Keyword(s):  
Grade Level ◽  
Teaching And Learning ◽  
Third World ◽  
Economic Status ◽  
Effective Strategies ◽  
School Subjects ◽  
Nigerian Students ◽  
Senior Secondary ◽  
Developed World

The use of computers in education, which has emerged as a result of the considerable growth in information technology, has several implications for the global search for effective strategies in teaching school subjects. In contrast to what happens in the developed world, several developing countries like Nigeria are yet to fully appreciate the full benefits of computers and their usage in every day life. In Nigeria the Federal Government has only just taken the bold step to introduce computers into some selected classrooms as a modest beginning to the full scale use of computers in the society. The literature is replete with accounts indicating that the importation of several ideas into environments other than where they have been developed or meant, has often caused pedagogic and cultural problems. The paradigm of constructivism argues for the need to begin any instructional endeavor with pupils constructing their own knowledge using prior knowledge. This proposition motivated this study with the aim of seeking information that could be relevant to the effective introduction and use of computer in Third World classrooms. What for example, do Nigerian pupils perceive as the role of computers in the classroom? What is their concept of a computer and do they nurse any apprehensions? What sociocultural consequences would this have? This study was designed to gather and provide answers to these and other related questions. Using a four-part questionnaire with a total of 29 items, data were collected from a sample of 200 senior secondary one (grade level 10) students from the Lagos metropolitan area. The results of this study strongly suggest that the majority of Nigerian students: welcome and are enthusiastic about the introduction of computers into their classrooms; are concerned about their socio-economic status; demonstrate possession of computers have significant effect on their attitudes; and most of the students nurse some social and cultural apprehensions regarding the presence of computers in their classrooms.

Creative collaboration: student creative works in the institutional repository

2018 ◽  
Vol 34 (1) ◽  
pp. 20-31
Author(s):  
Rose Sliger Krause ◽  
Andrea Langhurst Eickholt ◽  
Justin L. Otto
Keyword(s):  
Teaching And Learning ◽  
Music Performance ◽  
Lessons Learned ◽  
Institutional Repository ◽  
Student Centered ◽  
Student Work ◽  
Content Type ◽  
Music Department ◽  
Eastern Washington ◽  
The University

Purpose The purpose of this paper is to describe the music performance collection preserved in Eastern Washington University’s institutional repository (IR). This collection of recordings of student music performances is the result of an ongoing collaboration between the university?s library and music department, which serves to provide discoverability, preservation and access to a collection of student creative works, which had heretofore been a hidden collection. Design/methodology/approach This collection of student creative work was identified as a suitable project for the Eastern Washington University’s IR while it was still in the planning stages because it was identified as an existing need that the new IR could address. Much of the groundwork for the collaboration between the library and music department was completed prior to IR implementation. Thus, the library was ready to begin work on this collection once the IR was operational. Findings The student music performance collection has been a successful project for the IR, which benefits the music department by making student performances discoverable and accessible, and benefits the library by providing the opportunity to demonstrate that the then-new IR could support the university’s student-centered focus on teaching and learning. Originality/value While there is a growing body of literature on IRs emphasizing student work, there is little literature on music or other creative works’ collections in IRs, much less on creative works by students. This paper adds to the limited body of literature on student creative works in the IR by describing the development, implementation and lessons learned from the successful music performances collection.

THE EFFECT OF LEARNING OUTCOMES USING THE CONTEXTUAL TEACHING AND LEARNING MODEL ON MATEMATICS

2020 ◽  
Vol 1 (1) ◽  
pp. 18-24
Author(s):  
Khusnul Tri Hartanti ◽  
Udjang Pairin M. Basir ◽  
Claudya Zahrani Susilo
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Surrounding Environment ◽  
Student Learning Outcome ◽  
Contextual Teaching ◽  
The One

Many students find it difficult to accept fraction material from the teacher because student are more receptive to material through the surrounding environment such as fruit, bread, marbles, stones, etc. The purpose of this researchs to determine student learning outcome whether thereis influence when use the Contextual Teaching and Learning (CTL) model of mathematics subject matter in the 4th grade SDN Jombatan IV Jombang. This type of research is PreExperimental Design, the design used is one-group pretest -posttest design. The study focus on student learning outcomes in fraction material with the CTL model. Based on research that has been done, it can seen than more than 90% of students can achieve KKM value. In testing the test-t if the value of t is greater than t table then the hypothesis is accepted. It is evident from the results of the study that tcount = 5.344219271 and ttable = 2.178812827, which means that it has a strong signification shows that there is an influencer on student learning outcomes. The one-party test, it turns out that tcount falls in the area of acceptance of Ha, which the result test shows menunjukkan thitung ˃ ttabel so that the conclusion are Ha is accepted and Ho is rejected. So it can be said that learning uses Contextual Teaching and Learning (CTL) can affect of student learning outcomes.

Covid-19: Interdisciplinary Explorations of Impacts on Higher Education

2021 ◽  
Keyword(s):  
Higher Education ◽  
South African ◽  
Teaching And Learning ◽  
Academic Disciplines ◽  
Research And Innovation ◽  
Innovation Activities ◽  
African Higher Education ◽  
Production Knowledge ◽  
South African Higher Education ◽  
The Impact

Premised on the disruption and lessons learnt from the Covid-19 pandemic, and in meticulous response to the impact of the pandemic on higher education – especially in South Africa – this collection of chapters spotlights the effects, consequences, and ramifications of an unprecedented pandemic in the areas of knowledge production, knowledge transfer and innovation. With the pandemic, the traditional way of teaching and learning was completely upended. It is within this context that this book presents interdisciplinary perspectives that focus on what the impact of Covid-19 implies for higher education institutions. Contributors have critically reflected from within their specific academic disciplines in their attempt to proffer solutions to the disruptions brought to the South African higher education space. Academics and education leaders have particularly responded to the objective of this book by focusing on how the academia could tackle the Covid-19 motivated disruption and resuscitate teaching, research, and innovation activities in South African higher education, and the whole of Africa by extension.

scholarly journals Design and evaluation of two blended learning approaches: Lessons learned

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Wing Sum Cheung ◽  
Khe Foon Hew
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Graduate Programs ◽  
Lessons Learned ◽  
University Teaching ◽  
Learning Approach ◽  
Learning Approaches ◽  
Communication Tool ◽  
Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

scholarly journals Elements of Smart Computer Graphics – A Potential Basis for New Experimental Method of Teaching and Learning

2020 ◽  
Vol 15 (13) ◽  
pp. 221
Author(s):  
Renáta Bernátová ◽  
Milan Bernát ◽  
Janka Poráčová ◽  
Ladislav Rudolf ◽  
Andrea Kľučarová
Keyword(s):  
Computer Graphics ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Natural Systems ◽  
Computer Animations ◽  
Naked Eye ◽  
School Subjects ◽  
Speed Up ◽  
Potential Basis ◽  
Teaching Learning

This paper outlines the possibilities of implementing the elements of smart computer graphics (applets and animations) into the curriculum of science-oriented school subjects. Applet is a purposeful (especially educational) program, which was developed on the platform of modern elements of smart computer graphics. These elements allow us to visualize technical and natural objects, phenomena or processes in such a degree of clarity which cannot be achieved by traditional ways of visualisation or by using traditional technological techniques. To be more specific, thanks to computer animations and simulations it is possible to slow down, speed up or shred the processes over time as well as phenomena taking place in natural systems. Moreover, we are able to visualize objects that cannot be seen with the naked eye because of their size (too small or too large), inaccessibility to humans or, in fact, their non-existence. Application components called Interactive Computer Graphics (hypertext, drag and drop, etc.) as well as Flash animations included into the teaching-learning process are together with a comprehensive methodology of their application, a part of newly designed teaching method. The efficiency of this method is verified by pedagogical experiment.

scholarly journals Mekanisme Transmisi Pengetahuan dengan Modus Imperatif Kesiapan dan Kemampuan Penerapan Pembelajaran dalam Perspektif Pendidikan Islam

2019 ◽  
Vol 3 (1) ◽  
pp. 113-122
Author(s):  
Sudar Kajin
Keyword(s):  
Teaching And Learning ◽  
Intellectual Development ◽  
Human Life ◽  
Lessons Learned ◽  
Islamic Education ◽  
Human Beings ◽  
Religious Knowledge ◽  
Transmission Of Knowledge ◽  
Knowledge Based ◽  
Readiness To Learn

Grounding the transmission of knowledge by simplifying the learning process on real-world problems helps students maintain what is taught and remembers lessons learned when and when needed will have benefits and can be achieved using a variety of student-friendly teaching and learning methods that take into account interests, needs, and levels students. This article was written with the aim of studying the mechanism of knowledge transmission with the Readiness and Ability to Apply Learning Mode in the Islamic Education Perspective. The results of the discussion conclude that: 1) The concept of learning from teacher to student is popularly referred to as the 'Transmission' paradigm in learning and the process as a 'Transmission mechanism' with a different hierarchical Imperative mode; 2. In Islam, education is based on what Islamic ideals once held about educating all human beings rather than the narrow transmission of discursive knowledge. Islamic knowledge is the knowledge contained in the human body and the ways in which Muslims use it to archive, transmit, decode, and actualize religious knowledge based on a combination of imperative modes; 3) Islamic education aims to develop humans holistically, contrary to western education which focuses primarily on intellectual development. The main purpose of Islamic education is to reform and build human life and develop balanced relationships between individuals, communities and the world based on ethical concepts; 4) regardless of the frame of 'readiness to learn' or 'readiness for school', there is far more preparedness than this and far more that we can do to help everyone become more prepared to learn and overcome life.

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