scholarly journals In-service and Pre-service Teachers’ Perceptions on “Making” in Science Learning: Based on Teaching and Learning Experiences of “Making”

2019 ◽  
Vol 60 (2) ◽  
pp. 291-300
Author(s):  
Kazuki OHTA ◽  
Shingo UCHINOKURA
Keyword(s):  
Teaching And Learning ◽  
Science Learning ◽  
Learning Experiences ◽  
Teachers Perceptions

scholarly journals Authentic learning for teaching reading: Foundation phase pre-service student teachers’ learning experiences of creating and using digital stories in real classrooms

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Trevor Moodley ◽  
Shelley Aronstam
Keyword(s):  
Student Teachers ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Teachers Perceptions ◽  
Digital Stories ◽  
The Creation ◽  
Group Interviews

Teaching and learning, an evolving endeavour, is associated with many factors, with advancements in technology, playing an ever-growing role in the classroom. It is therefore important to include the use of interactive communication technologies (ICTs) in university curricula of teacher education programmes. Universities ought to be creative in advancing autonomous learning among their students by providing opportunities for integrated and rich learning experiences. Accordingly, the purpose of this study was to intentionally integrate ICTs in the planning and delivery of foundation phase reading lessons. This was achieved by providing authentic learning opportunities to final year foundation phase student teachers through the provision of training in the creation of digital stories (DS), collaborating within communities of practice (COP) (peers and other relevant parties), and then using their creations in ‘real-world’ classroom contexts. The aims of this study were to explore student teachers’ perceptions and experiences of developing DS in groups with minimal formal initial input and their use of DS during foundation phase (FP) reading lessons in real-class settings during teaching practice. Data were collected via focus group interviews and participants’ reflection essays. The study’s findings indicate that the creation of their own DS provided rich, rewarding multidimensional learning experiences to student teachers. Participants reported that they found the ‘assignment’ to be of real value, since it was directly linked to classroom practice, and despite the cognitive demands of the assignment; the nature of the task nurtured, an agentic disposition towards their own learning. Participants further reported that the DS provided enthusiasm among young learners during the delivery of lessons and were of pedagogical value, despite experiencing some challenges in using DS during reading lessons. Participants were of the view that the use of DS in advancing reading and literacy holds much pedagogical promise, because it resonates with the this generation of digital natives, the present generation of learners who have been born into a world where they interact with digital technology from an early age.

scholarly journals Teachers’ Pedagogical Practices and Students’ Learning Experiences in an Ethiopian University Setting

2020 ◽  
Vol 16 (2) ◽  
pp. 205
Author(s):  
Tefera Tadesse ◽  
Catherine Manathunga ◽  
Robyn Gillies
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Quality Measurement ◽  
Pedagogical Practices ◽  
University Teaching ◽  
Teachers Perceptions ◽  
Continuous Quality ◽  
Teachers And Students

There is a growing interest among higher education (HE) researchers regarding the relevance of measuring quality via the lived experiences of teachers and students. However, relatively few studies have examined more broadly the pedagogical practices and student learning experiences in HE. In addition, there is a minimal study that compared students’ perceptions of learning behaviors with that of their teachers. The current study explores students’ and teachers’ perceptions about the existing pedagogical practices and learning experiences by analyzing each group’s responses and examining similarities and differences between their perspectives. For this, undergraduate students (n = 536) and teachers (n =89) at Jimma University, Ethiopia voluntarily participated in filling out two separate questionnaires. The findings show that university teaching and student learning in Ethiopia face considerable challenges that originated from different sources of influences, including input, process, and outcome dimensions. As the study participants reported, they faced high challenges in teaching and learning mainly due to the shortage of required inputs and processes. The role of pedagogical practices and learning experiences within universities' quality measurement and developing strategies to use such data for continuous quality improvement are discussed.

EFEKTIVITAS PENERAPAN METODE CONTEXTUAL TEACHING AND LEARNING TERHADAP PENINGKATAN HASIL BELAJAR SISWA DALAM MATA PELAJARAN ILMU PENGETAHUAN ALAM (IPA) KHUSUS DALAM MATERI SIFAT-SIFAT CAHAYA

2018 ◽  
Vol 2 (3) ◽  
pp. 329
Author(s):  
Ni Wayan Rusniati
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Material Properties ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Model ◽  
Learning Material ◽  
Average Value ◽  
Lecture Method ◽  
Contextual Teaching

The process and student learning outcomes in science learning material properties of light is a problem faced by class IV SD Negeri 3 Mengwi. Student activity and learning outcomes have not been maximized because the teacher delivered science learning materials using the lecture method. This is the background of the researchers to conduct research with the aim of improving the process and learning outcomes of science with material properties of light with learning models Contextual Teaching and Learning. This research is a type of classroom action research conducted in SD Negeri 3 Mengwi. The subjects of this study were fourth grade students, amounting to 27 students consisting of 14 female students and 13 male students. The implementation of this study used 2 cycles. Instruments used to collect data are observation sheets, interviews, documentation and test questions. The results of this study indicate that science learning outcomes with material properties of light using the Contextual Teaching and Learning model in SD Negeri 3 Mengwi have increased in two cycles with quite satisfactory values. There was an increase in learning outcomes from cycle 1 an average value of 68.51 to 75.37 in cycle 2. In addition, there was an increase in the learning process of students in science learning carried out by teachers using the Contextual Teaching and Learning model. Keywords: Learning process, learning outcomes, Contextual Teaching and Learning

The Implementation Of Make A-Match Model In Social Science Learning To Improve Student Learning Outcomes In Class IV SDN 115 Manado

2019 ◽  
Vol Volume 2 Nomor 2 ◽  
Keyword(s):  
Social Science ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Science Learning ◽  
Design Activity ◽  
Test Results ◽  
Match Model ◽  
Fourth Grade Students ◽  
Improve Student Learning

There is a tendency in the education field today to return to the idea that children will learn better if the environment is created naturally. Learning will be more meaningful if children "experience" themselves what they are learning, not 'knowing' it. Target-oriented learning of material mastery proves to be successful in short-term 'remembering' competitions, but fails to equip children to solve problems in long-term life. The problems that would to be studied in this study are: (a) how is the improvement of Social Science learning outcomes by applying the Make A-Match Model to it? (b) how does the Make A-Match Model apply towards the learning motivation? The objectives of this study are: (a) want to know the improvement in Social Science learning achievement after the implemetation of the Make A-Match Model. (b) want to know the effect of Make A-Match Model towards students’ motivation of the subject after it is applied. This research is used two rounds of action research. In each round consists of four stages, namely: design, activity and observation, reflection and revision. The target of this research is the fourth grade students of Mongodow. The data obtained in the form of formative test results, observation sheets of teaching and learning activities. From the results of analysts obtained student achievement has increased from cycle I to cycle II namely, cycle I (65%), cycle II (83%). The conclusion of this research is the Make A-Match Model of Social Science learning could positively influence the motivation of learning of central students, and this learning model could be used as an alternative to Social Science learning.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

Growing Healthy Minds, Bodies, and Communities: Early childhood teachers’ perceptions of a nutrition-integrated pilot curriculum

2021 ◽  
pp. 1-24
Author(s):  
Alicia Cooper Stapp ◽  
Gerogianna Mann ◽  
Laurel Lambert ◽  
Kenya Wolff
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Eating Behaviors ◽  
Early Childhood Teachers ◽  
Research Approach ◽  
Learning Collaborative ◽  
Convenience Sample ◽  
Teachers Perceptions ◽  
Hands On Learning ◽  
Flexible Schedule

Abstract Objective: Healthy eating behaviors are often developed early in life, yet nutrition is rarely emphasized in early childhood education. Integration of nutrition into academic content is warranted, still, its ability to positively impact teaching and learning has been understudied. Therefore, this study explored the feasibility of application in the classroom and the perceived usability of a nutrition-integrated pilot curriculum. Design: Early childhood teachers’ perceptions of four nutrition-integrated lessons were explored through a qualitative research approach. Data were collected through pre- and post-focus groups, lesson observations, and teacher feedback. Focus group transcripts were analyzed using inductive thematic analysis and supplemented with observations and lesson feedback. Setting: This pilot study took place in Northwest Mississippi at three preschools which are part of the Mississippi Early Learning Collaborative. Participants: A non-probability convenience sample was utilized to acquire participants. Ten early childhood teachers and 132 Pre-K4 students participated in the study. Results: Three themes emerged and were categorized accordingly: (a) preconceived concern of the unknown versus experienced reality; (b) promoting buy-in and engagement through hands-on learning experiences; and (c) manifestation of perceived prioritization. Conclusions: Nutrition-integrated lessons were reported to be creative, facilitate positive food behaviors, and highly engaging for teachers and children. Concerns for new and unfamiliar curriculum were noted but could be alleviated with more detailed instructions. Future nutrition-integrated curriculum efforts should include detailed video instructions and offer a gradual and flexible schedule allowing teacher autonomy in how to prioritize implementation.

Exploring the Perspectives of Basic School Ghanaian Language Teachers on the Integration of ICTs in Teaching and Learning

2021 ◽  
Vol 10 (1) ◽  
pp. 242-264
Author(s):  
Ernest Nyamekye ◽  
Daniel Baffour-Koduah ◽  
Esther Asare
Keyword(s):  
Teaching And Learning ◽  
Survey Design ◽  
Language Teaching ◽  
Language Teachers ◽  
Ict Integration ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Service Training ◽  
Basic School ◽  
Descriptive Survey

Since the advent of Information and Communication Technology (ICT), teaching and learning have somewhat taken a paradigm shift. It is, thus, imperative for teachers in all disciplines to appreciate the essence of integrating ICTs in teaching and learning. In this regard, this study sought to explore Basic School Ghanaian Language teachers’ perceptions of ICT integration in Ghanaian language teaching. The study employed a descriptive survey design. Stratified random sampling was used to obtain data from 205 teachers in the Bono, Bono East and Ahafo region of Ghana. Analysis of data collected through a self-developed questionnaire reveals that Ghanaian language teachers exhibit a positive perception of ICT integration in education. However, in practice, they tend to integrate ICT in their instruction on occasional basis. Also, it was revealed that a lack of financial support for ICT resources and lack of in-service training on ICT use were factors that militated against ICT integration in Ghanaian language teaching. Finally, the study revealed a statistically significant difference between degree holders and diploma holders’ perception of ICT integration in teaching and learning Ghanaian language.

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