scholarly journals Scientific Attitude of Young Children through Literature and Project-Based Learning Organization

2021 ◽  
Vol 7 (2) ◽  
pp. 217
Author(s):  
Veena Prachagool
Keyword(s):  
Young Children ◽  
Learning Organization ◽  
Project Based Learning ◽  
Scientific Attitude ◽  
Behavior Observation ◽  
Attitude Inventory ◽  
Group Interviews ◽  
High Level ◽  
Learning Plans ◽  
Actual Learning

Young children’s scientific attitude is a basic norm of human kind to cultivated actual learning which has been an expected to be a curious, motivated, generous and responsible person. The study aims to investigate scientific attitude of young children through literature-based and project-based learning organization (LPBL). Participants were 25 of young children, age 5-6 years from Mahasarakham University Demonstration School (Elementary), Thailand. The duration of experiment was 8 weeks, 4 days a week and 90 minutes per day that was 32 times. The research instruments were 32 LPBL learning plans, learning behavior observation forms, scientific attitude inventory, and debriefing focuses group interviews. The statistics used in the study were average and standard deviation. The results showed that young children have scientific attitudes was at high level by means of LPBL learning organization. The qualitative data supported that they express scientific attitude accordance with nature of learning.

EFL motivation development in an increasingly globalized local context: A longitudinal study of Chinese undergraduates

2014 ◽  
Vol 5 (1) ◽  
pp. 73-97 ◽  
Author(s):  
Yihong Gao ◽  
Xiaoying Wang ◽  
Yan Zhou
Keyword(s):  
Longitudinal Study ◽  
Language Learning ◽  
Local Context ◽  
Global Identity ◽  
Home Culture ◽  
Undergraduate Study ◽  
Motivational Intensity ◽  
Group Interviews ◽  
High Level ◽  
Situational Motivation

AbstractAs part of a larger longitudinal study, this paper examines the development of Chinese students' EFL learning motivation throughout university undergraduate study, in an increasingly globalized local context. The study adopted a social constructivist perspective of language learning and combined research methods; the participants were over 1,000 undergraduates from 5 universities. The quantitative data were collected through a questionnaire (based on Gao et al. 2004) including motivational intensity and motivation types – instrumental, cultural, and situational, implemented annually from university entrance to graduation. The qualitative data consisted of individual and group interviews, student journals, and observations. Integrated data analysis revealed that sustained high-level long-term instrumental motivations coexisted with an increase of L2- oriented cultural motivations and situational motivation, particularly in the first and fourth year. The increased L2-oriented cultural motivations indicated neither ``ntegrativeness'' in the sense of becoming a member of the native English speaker community, nor a culturally neutral ``global identity.'' The increase of such L2- oriented cultural motivations was also accompanied by a sustained ``social responsibility'' motivation oriented to learners' home culture. Such complexities of motivational development call for further investigation in increasingly globalized EFL contexts.

ANALYSIS OF THE REASONS FOR THE REFUSAL OF THE POPULATION FROM VACCINES

Vestnik ◽  
2021 ◽  
pp. 280-284
Author(s):  
Х. Б. Сарсенбай ◽  
А. Н. Турсынханова ◽  
Б. А. Конысов
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Disease Prevention ◽  
Infectious Diseases ◽  
Respiratory Infections ◽  
Epidemiological Studies ◽  
Recurrent Respiratory Infections ◽  
High Level ◽  
Mandatory Vaccination

Согласно данным ВОЗ, современные эпидемиологические исследования показали, что рецидивирующие респираторные инфекции у детей раннего и дошкольного возраста сохраняются на высоком уровне 10-50% в течение более 40 лет. Конец вакцинации может спровоцировать массовые инфекционные заболевания. Врачи бьют тревогу, что число отказников от обязательной вакцинации растет. Только в каждой поликлинике Алматы 30-40 родителей в год говорят о готовности к профилактике заболеваний. Среди тех, кто категорически отказывается трогать своих детей иголками, - те, кто идет по пути религии. Они считают, что прививка противоречит убеждениям. В последнее время список недовольных групп пополняют и простые жители, которые скептически относятся к квалификации белых. According to WHO, current epidemiological studies have shown that recurrent respiratory infections in young children and preschool children persist at a high level of 10-50% for more than 40 years. The end of vaccination can provoke mass infectious diseases. Doctors are sounding the alarm that the number of refusers from mandatory vaccination is growing. Only in every polyclinic in Almaty, 30-40 parents a year talk about their readiness for disease prevention. Among those who categorically refuse to touch their children with needles are those who follow the path of religion. They believe that vaccination is contrary to their beliefs. Recently, the list of discontented groups has been supplemented by ordinary residents who are skeptical about the qualifications of whites.

Teaching linguistics through language construction

2021 ◽  
Author(s):  
Yılmaz Köylü
Keyword(s):  
Language Learning ◽  
Linguistic Diversity ◽  
Project Based Learning ◽  
Learning Skills ◽  
The Us ◽  
Students First ◽  
Long Course ◽  
High Level ◽  
Semantic Properties ◽  
Specific Project

Abstract This article details how introductory linguistics courses can increase student engagement and learning through a project-based approach, whereby the students first study the subfields of linguistics with a view to complete the main project of the course, namely to construct a novel language. I provide information from a semester-long course with specific project-based activities teachers could utilize in their classes. I also thoroughly examine the constructed language projects based on 33 student submissions in an introductory linguistics course in the US. The analysis indicates a high level of engagement and creativity by the students in creating a distinct orthography, phonetic, morphological, and syntactic rules and semantic properties for their constructed languages. The results from a 20-item questionnaire and student exit interviews indicate that the project-based approach adopted in the completion of their constructed languages proved effective in (a) improving student motivation and engagement; (b) helping students apply the knowledge of the material to carry out linguistic analysis; (c) enhancing students’ language learning skills; (d) encouraging them to study additional foreign languages; and finally (e) promoting linguistic diversity. Hence, as an innovative and effective method still in its infancy, project-based learning should be more widely implemented in linguistics instruction.

scholarly journals Teachers and Parents Perspective: Is It Difficult for Project-Based Learning (PjBL) During the Covid-19 Pandemic?

2021 ◽  
Vol 5 (4) ◽  
pp. 515
Author(s):  
Ni Wayan Rati ◽  
Ni Nyoman Rediani
Keyword(s):  
Learning Process ◽  
Project Based Learning ◽  
Assessment Process ◽  
Learning Tools ◽  
Innovative Learning ◽  
Materials Used ◽  
Teachers And Parents ◽  
Learning Plans ◽  
Process Constraints ◽  
Collection Methods

PjBL learning is one of the innovative learning models developed with a constructivist approach, where the learning process provides opportunities for students to be more active in the learning process. The purpose of this study was to identify the obstacles faced by teachers and parents in implementing the PjBL model in the network during the Covid-19 pandemic. The type of research conducted is descriptive qualitative. The sample of this research is 68 teachers and 390 students' parents. data collection methods used are interviews and questionnaires. Before using the instrument, the validity of the instrument was analyzed using the CVR, it was obtained that the CVR value for the teacher constraint questionnaire, the VCR results showed that the 38 instruments developed were valid with a score of 0.73-1. Meanwhile, for the reliability test, the Cronbach Alpha coefficient of 0.82 was obtained. Meanwhile, for parental instruments, CVR showed that the 25 instruments developed were valid with a score of 1 reliability with Cronbach's Alpha, obtained a score of 0.93. Analysis of the data used is the analysis of the data in the study carried out interactively. The results of the analysis show that the constraints are constraints on making learning plans, the availability of learning tools, the availability of tools and materials used in the PjBL learning process, constraints on the participation of other parties in the PjBL learning process, obstacles in the implementation of PjBL learning, especially the implementation of PjBL syntax and the last obstacle. is the PjBL assessment process. As well as the obstacles faced by parents in assisting students to learn, among others, are some parents still have problems providing facilities even though the numbers are not too large, another obstacle faced is that parents experience problems if the tools and materials used in PjBL learning are difficult to obtain, besides that, the obstacles experienced are that parents have difficulty because they do not understand the material being studied by students.

scholarly journals Literature and Project-Based Learning and Learning Outcomes of Young Children

2021 ◽  
Vol 14 (12) ◽  
pp. 93
Author(s):  
Veena Prachagool
Keyword(s):  
Young Children ◽  
Learning Outcomes ◽  
Quantitative Methods ◽  
Project Based Learning ◽  
Early Years ◽  
Qualitative And Quantitative ◽  
Childhood Education ◽  
Qualitative And Quantitative Methods ◽  
Level Of Understanding ◽  
Literary Learning

In the early years, children learn by taking an action and touching opportunities which experiences the world as much as possible. It is an internal process that allows children to meaningfully reflect their experiences from abstract to further learning. Literature and project-based learning management is a learning approach that strengthens the attitude of the pursuit of knowledge, helping children to have a habit of reading, creating opportunities to leading in the discovery of something meaningful to life. The research objectives were to study learning outcomes of young children through literature and project-based learning. Twenty-five young children were studied and reported their learning outcomes. Data were collected through variety of methods: observation, debriefing focus group, and interviews after the scenario. Data were collected by qualitative and quantitative methods. The findings indicated that young children had the highest level of understanding and ability to manage literary learning and projects. They also had ability to provide the most literary and project management environment were ranges low and highest based on the different perception and potential of learning. It can be recommended literature and project-based learning is suitable for early childhood education.

scholarly journals Implementation of Production Based Learning Models in the Workshop Program of Education of Building Engineering Education Sebelas Maret University

2021 ◽  
Vol 3 (6) ◽  
pp. 43-45
Author(s):  
Roemintoyo Roemintoyo ◽  
Chyntia Dinda Nugraheni ◽  
Ida Nugroho Saputro ◽  
Mochamad Kamil Budiarto
Keyword(s):  
Engineering Education ◽  
Sampling Technique ◽  
Education Institution ◽  
Project Based Learning ◽  
Snowball Sampling ◽  
Business World ◽  
Learning Plan ◽  
Product Sales ◽  
Learning Plans ◽  
Building Engineering

Building Engineering Education becomes a vocational education institution that prepares competent and professional graduates in building engineering. The background of this research is from the problem of the learning process that is not in accordance with the business world and the industrial world (DUDI). Through this research to see the products in Building Engineering Education seen from the teaching factory components. The purpose of this research is to find out: (1) competence delivered, (2) completion time, (3) the product is required internally/ externally. (4) investment needs. This research uses a descriptive qualitative method. The data used is the semester learning plan, college contracts and interviews. Sampling in this study using purposive sampling technique with snowball sampling technique. Based on the research results, it concluded that: (1) the competencies that are delivered from three managerial functions, namely learning planning in the form of semester learning plans (RPS) are following the existing planning stages; implementation of learning methods used project-based learning, (2) time for completion of the product processing process is completed on time according to the college contract, (3) products needed internally / externally, preferably the type of product that is in accordance with the market, (4) investment needs can be accepted in the market or used for further practice, the proceeds from product sales are allocated for maintenance and developments of tools.

scholarly journals Melatih Keterampilan Berpikir Kreatif melalui Pembelajaran Berbasis Proyek dalam Mempersiapkan Tenaga Kerja untuk Menghadapi Kompetisi Global

2019 ◽  
Vol 3 (2) ◽  
pp. 39-44
Author(s):  
Muhammad Munib
Keyword(s):  
Education System ◽  
Creative Thinking ◽  
Soft Skills ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Technology Literacy ◽  
Educational Institutions ◽  
Skilled Workers ◽  
The Future ◽  
High Level

Often we find the fact that skills gaps begin with the basic idea that many jobs exist, but skilled workers do not. The relationship exists between labor readiness, business and industrial development, and educational institutions have been around for a long time. However, this relationship cannot refute the fact that prospective employees are not ready to enter the workplace in the future. The Law of the Republic of Indonesia concerning the national education system addresses the importance of training in creative thinking skills by stating that the education system must develop the potential of students to be religious, respectful, well-educated, and competent in thinking creatively, independently, democratically, and responsibly. While empirical studies show that Indonesian students have unsatisfactory creative thinking skills. This study aims to describe how to train Creative Thinking Skills through project-based learning in preparing the Workforce to face global competition. From the results of the discussion it was concluded: 1) The government needs to be more serious in entering tertiary education and setting targets for maximum workforce readiness. 2) Educational institutions in their learning activities need to improve their mastery of high-level thinking skills in determining their educational success by improving high-level cognitive functions (metacognition, metamemory and metacomprehension, or assessing the truth of one's own memories; solving problems, or taking appropriate steps when dealing with unknown things, and think critically, or evaluate the quality of ideas). 3) For most educators today who are well connected and driven by technology, the mastery of technology literacy in education is still lacking, therefore mastery of technology literacy needs to be improved at the level of the teachers in this country. 4) Potential to integrate Project Based Learning (PBL) in the classroom to improve students' soft skills which in turn will ensure greater results for them in the future. To achieve that, their soft skills need to be improved by using the PBL approach. This approach is relevant to the concept of 21st century learning, especially in education.

Tools for Project-Based Active Learning of Amorphous Systems Design: Scenario Prototyping and Cross Team Peer Evaluation

2009 ◽  
Author(s):  
Kosuke Ishii ◽  
Sun K. Kim ◽  
Whitfield Fowler ◽  
Takashi Maeno
Keyword(s):  
Active Learning ◽  
Systems Design ◽  
Practical Experience ◽  
Project Based Learning ◽  
Project Teams ◽  
Societal Needs ◽  
Wide Range ◽  
New Graduate ◽  
Team Project ◽  
High Level

Whereas team project-based learning of engineering design has attracted wide acceptance, it is still rare to see a curriculum that addresses high level societal needs involving diverse students with a wide range of practical experience. Such a curriculum should develop a shared understanding of the use of scenarios for amorphous products and a process to objectively evaluate the project progress while the design concepts mature. This paper describes two key tools that respond to these challenges: 1) scenario prototyping and 2) cross-team project scorecarding. These tools evolved through a collaborative curriculum development of Keio University, MIT, and Stanford in the development of the Active Learning Project Sequence (ALPS), a capstone experience for Keio’s new Graduate School of System Design and Management (SDM). ALPS selected a theme from the “Voice of Society,” according to which the project teams generated solution scenarios, identified requirements, and described the proposed system using appropriate prototypes of not only hardware but other amorphous means as well. The twelve ALPS teams in 2008 addressed the theme “Enhancing the Lives of Seniors in Japan,” which led to more specific scenarios. The paper gives an overview of the ALPS workshop sequence, and describes in detail two key learning modules that were essential in integrating the multi-disciplinary teams: a) scenario prototyping and b) cross-team project scorecarding. These methods are going through further trials in Stanford’s own Design for Manufacturability curriculum involving 10 project teams in the US and Japan.

What does the state know (and want to know) about parental involvement in children’s school education?

2021 ◽  
Vol 604 (9) ◽  
pp. 49-60
Author(s):  
Joanna Kołodziejczyk ◽  
Bartłomiej Walczak
Keyword(s):  
Decision Making ◽  
Parental Involvement ◽  
Educational Level ◽  
Survey Study ◽  
Parental Participation ◽  
School Type ◽  
Educational Law ◽  
Level Of Satisfaction ◽  
Group Interviews ◽  
High Level

The article poses a question about the scope of information concerning parental involvement, the collection of which results from the provisions of the educational law. The characteristics of the “Parents are school’s partners” requirement have been referred to the framework proposed by Epstein (1995). The analysis of the amendments of the Regulation demonstrates some slight changes in the approach to parental participation, limited to the four types in Epstein’s model (out of the six proposed by this researcher): parenting, communication between the school and the students’ homes, parental volunteering and decision-making participation. The changes are aimed at subtly limiting the of parents' influence, there are no attempts to extend the provisions of the Regulation to include other forms of participation. Then, based on the data collected during external evaluations in 94 schools (survey study on a non-random sample of 6676 parents and 86 group interviews with parents), a descriptive and comparative analysis of individual indicators was carried out, as well as thematic coding of fragments of the transcription of group interviews. Parents declare a relatively high level of satisfaction with the received support and decision-making participation, slightly lower with communication. These results vary depending on educational level and school type, which may be explained by the connection between involvement and child’s age and the differentiation in class allocation. The qualitative analysis shows that the decision-making participation, in most cases, does not exceed the minimum required by the educational law, and the exceptions to this rule are mostly artifactic activities.

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