scholarly journals Case Analysis and Thinking of Scheme Analysis Based on Mobile New Systems in Psychological Education

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Chun-Hung Ko ◽  
Shun Tang ◽  
Yucheng Shen
Keyword(s):  
Research Method ◽  
Teaching Method ◽  
Case Analysis ◽  
Psychological Problems ◽  
School Students ◽  
Spss Software ◽  
Psychological Education ◽  
Scheme Analysis ◽  
Elementary And Middle School ◽  
Experimental Survey

Education has improved the ideological style of society, improved people’s spiritual quality, and improved people’s lifestyle, provided sincere principles for people’s enthusiasm, and provided goals and political power for people’s ideals and contemporary thinking. Thinking diagrams are a teaching method that helps people sort out their ideas and solve difficult problems and can clearly connect the relationships between various concepts. This article is intended to explore the auxiliary effects of case analysis and thinking in psychological education in the context of mobile new systems. Through a series of research methods such as literature research method, action research method, mathematical statistics method, etc., finally 110 elementary and middle school students with psychological problems in a city conducted an experimental survey, and SPSS software was used to analyze and research the statistical results. The experimental results of this article show that psychological teachers use mental icons to provide psychological counseling to students with psychological problems. The success rate of counseling can be increased by 5–10%. It can be seen that an effective method of thinking diagram education can promote the better development of students, and it can also help more teenagers with psychological problems to get rid of psychological barriers.

Effect of Concept Mapping as an Innovative Teaching Method on Senior School Students’ Interest in Chemistry

2019 ◽  
pp. 66-74
Author(s):  
Offor E. N.
Keyword(s):  
Concept Mapping ◽  
Teaching Method ◽  
Mapping Method ◽  
Control Group ◽  
School Students ◽  
Innovative Teaching ◽  
Chemistry Students ◽  
Lecture Method ◽  
Significant Difference ◽  
Innovative Teaching Method

The study was designed to explore the effect of concept mapping as an innovative teaching method on senior school students‟ interest in chemistry. The pre -test post- test quasi experimental design was adopted for the study. The population for the study comprised 1425 senior secondary two (SS2) chemistry students in Agbani Education Zone. A total of 189 SS2 chemistry students were drawn from three secondary schools selected in the zone through purposive sampling method. Two research questions and two hypotheses guided the study. In each of the schools used for the study, all the chemistry students in their intact classes were used. The experimental group was taught using concept mapping while the control group was taught using the lecture method of teaching. The treatment lasted for six weeks. The instrument for data collection was Chemistry Interest Scale (CIS). The CIS was validated by three experts. Before the treatment commenced, a pre- interest scale was administered and a reliability coefficient of 0.72 was established using Cronbach Alpha. The data collected was analyzed using analysis of co variance (ANCOVA). The result of the data analysis showed that there is a significant difference between the mean interest scores of students taught chemistry with concept mapping and those taught with lecture method. The study concludes by recommending that concept mapping method of teaching should be adopted in teaching of chemistry as this has helped to stimulate interest in chemistry which will help to enhance their achievement.

scholarly journals Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

2021 ◽  
Author(s):  
Tun Zaw Oo ◽  
Andrea Magyar ◽  
Anita Habók
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Classroom Environment ◽  
Teaching Method ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Experimental Group

AbstractThis study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and predicting) was applied. This study used cluster randomized trials. Two groups participated in the research: the experimental group, who were taught with the RBRT approach, and the control group, who were taught with traditional methods. Results showed that the RBRT approach has a strong effect on students’ English reading comprehension achievement. The experimental group increased its achievement on the posttest significantly, and the students’ results showed high effect size. It was also found that teachers’ reflection on the instructional context had a considerable impact on raising students’ reading comprehension achievement. The RBRT approach can be successfully applied in the classroom environment to develop students’ reading comprehension in English in Myanmar.

CASE ANALYSIS AS A TEACHING METHOD IN THE PARACLINICAL SCIENCES

1981 ◽  
Vol 1 (5) ◽  
pp. 250-251 ◽  
Author(s):  
Adrian Lee ◽  
Elizabeth H. Hegarty
Keyword(s):  
Teaching Method ◽  
Case Analysis
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