A Progressive Prompting Approach to Conducting Context-Aware Learning Activities for Natural Science Courses

2014 ◽  
Vol 26 (4) ◽  
pp. 348-359 ◽  
Author(s):  
C.-H. Chen ◽  
G.-J. Hwang ◽  
C.-H. Tsai
Keyword(s):  
Natural Science ◽  
Learning Activities ◽  
Context Aware ◽  
Science Courses

scholarly journals Virtual and in‐person teaching and learning activities for core food science courses

2021 ◽  
Vol 20 (2) ◽  
pp. 72-75
Author(s):  
Patricia Hingston ◽  
Rosalia Garcia‐Torres ◽  
Vinay Mannam
Keyword(s):  
Teaching And Learning ◽  
Learning Activities ◽  
Food Science ◽  
Science Courses

scholarly journals Asking and Answering Questions: Partners, Peer Learning, and Participation

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
John Rivers ◽  
Aaron B. Smith ◽  
Denise Higgins ◽  
Ruth Mills ◽  
Alex Gerd Maier ◽  
...  
Keyword(s):  
Experimental Design ◽  
Peer Learning ◽  
Learning Activities ◽  
Peer Mentors ◽  
Peer Assisted Learning ◽  
Scientific Content ◽  
Science Courses ◽  
Asking Questions ◽  
Answering Questions

Science is about asking questions but not all science courses provide students with opportunities to practice this essential skill. We give students ownership of the processes of asking and answering questions to help them take greater responsibility for their own learning and to better understand the process of science with its inherent uncertainty. Peer learning activities throughout the course embed multidirectional feedback within and between students and instructors. Students are our partners in the design and evaluation of exam questions and we learn from them as they rise to the challenge of identifying important information and applying it. The lab program is supported by peer assisted learning in which peer mentors partner with instructors to generate activities addressing the use of evidence and experimental design. While not all students engage as partners, those who do value these experiences and demonstrate they can use scientific content creatively and critically.

scholarly journals Using Rummy Game Method to Improve Students’ Learning Activities and English Dialog

2012 ◽  
Vol 5 (1) ◽  
pp. 101
Author(s):  
Supriyanto Supriyanto
Keyword(s):  
High School ◽  
Action Research ◽  
Natural Science ◽  
Performance Test ◽  
The State ◽  
Senior High School ◽  
Learning Activities ◽  
Self Assessment ◽  
Previous Condition ◽  
And Performance

This classroom action research was aimed at improving students’ learning activities and students’ English dialog skills in the state senior high school 3 Salatiga. The research was carried out in the state senior high school 3 Salatiga from January to June 2012. The subject of the research was 38 students of grade XI natural science 2. While the objects of research were  rummy game method, students’ learning activities and students’ English dialog skills. This action research was conducted in two cycles. Each consisted of planning, acting, observing, and reflecting. In cycle 1, the researcher implemented  rummy game method with big groups and ready made cards while in cycle 2, the researcher applied  rummy game method with small groups and student designed cards. To collect the data the researcher gave self-assessment test and performance test before the first cycle, after the first cycle, and after the second cycle. The data analysis was done by descriptive comparison namely by comparing scores in the previous condition with those of the first cycle and the second cycle. The research findings revealed that there was significant improvement of average scores in students’ learning activities namely 13.8 % from 56.8 % in the previous condition to 70.6 % in cycle 2 and in students’ English dialog skill namely 5.8 from 72.7 in the previous condition to 78.5 in cycle 2. Hence, hypothesis stating that using  rummy game method is able to improve students’ learning activities and English dialog skill in the state senior high school 3 Salatiga grade XI natural science 2 even semester year 2011/2012 is proven right.Keywords:  Rummy Game Method; Learning Activities; English Dialog Skill

Mobile Technology-Enhanced Learning

2015 ◽  
pp. 541-548 ◽  
Author(s):  
Gwo-Jen Hwang
Keyword(s):  
Mobile Technology ◽  
Communication Technologies ◽  
Learning Activities ◽  
Mobile Technologies ◽  
Technology Enhanced Learning ◽  
Digital Learning ◽  
Science Courses ◽  
Real World Learning ◽  
Learning Scenarios ◽  
Enhanced Learning

Educators have pointed out the necessity of situating students in real-world learning scenarios. They have also indicated the importance of providing a technology-enhanced learning environment that enables students to access digital learning resources in anywhere and at any time. The popularity of mobile and wireless communication technologies has provided a good opportunity to accomplish these objectives. In the past decade, many studies that employ those technologies in various practical educational settings, such as the learning activities of computer, mathematics, engineering, social science and natural science courses, have been reported. In addition, various strategies and tools have been proposed to help students more effectively learn with mobile devices. In this article, the strategies, applications and trends of mobile technology-enhanced learning are reported based on the literature. It is expected that the article would benefit those who are interested in applying mobile technologies to learning activities or training programs.

Introducing Computational Thinking Unplugged in Early Childhood Education Within the Context of Physical and Natural Science Courses

2022 ◽  
pp. 197-222
Author(s):  
Michail Kalogiannakis ◽  
Kalliopi Kanaki
Keyword(s):  
Early Childhood ◽  
Pilot Study ◽  
Natural Science ◽  
Computational Thinking ◽  
Second Grade ◽  
Educational Activities ◽  
Science Courses ◽  
Digital Era ◽  
Educational Framework ◽  
Second Grade Students

In the contemporary digital era, introducing computational thinking concepts is considered an imperative need at all stages of schooling, since they are inextricably linked to skills applicable and beneficial in everyday life. This chapter presents a novel educational framework that aims to foster the growth of computational thinking at early childhood stages, within the context of physical and natural science courses, pursuing the unplugged philosophy and following the principles of game-based, project-based and collaborative learning. This chapter also presents a relevant pilot study, conducted with second grade students of a Greek primary school, with the objective of assessing the feasibility of the proposed educational framework, as well as examining its effectiveness. The results stemming from the pilot are promising and reveal that the proposed approach serves our goal to enhance computational thinking at the first stages of schooling through engaging and fun educational activities that appeal to young students.

A two-tier test approach to developing location-aware mobile learning systems for natural science courses

2010 ◽  
Vol 55 (4) ◽  
pp. 1618-1627 ◽  
Author(s):  
Hui-Chun Chu ◽  
Gwo-Jen Hwang ◽  
Chin-Chung Tsai ◽  
Judy C.R. Tseng
Keyword(s):  
Mobile Learning ◽  
Natural Science ◽  
Learning Systems ◽  
Science Courses ◽  
Location Aware

Control of the Formation of Elements of Functional literacy in the Framework of Natural Science Courses

2020 ◽  
Vol 8 (6) ◽  
pp. 3-12
Author(s):  
Dmitriy Dobrotin
Keyword(s):  
Natural Science ◽  
Normative Documents ◽  
Science Courses ◽  
Evaluation Procedures ◽  
Current Trends ◽  
Current State ◽  
International Comparative ◽  
Natural Science Education ◽  
Russian Education

The article analyzes the normative documents that serve as the basis for the construction of control measuring materials, discusses current trends in the selection of content for control and evaluation procedures, approaches to the formulation of tasks used in the framework of international monitoring studies of the quality of education and state final certification, provides examples of tasks from various subjects of the natural science cycle; the article describes the current state of natural science education in terms of the results of Russian schoolchildren in international comparative studies of PISA and TIMSS; identifies possible reasons for insufficient results and suggests ways to improve them; analyzes the opinions of various experts on the current state and prospects for the development of school education, and discusses the feasibility of shifting the emphasis in Russian education towards a competence-based approach.

Sign in / Sign up

Export Citation Format

Share Document