scholarly journals A Case Study of Teaching Strategies for the Construction of the Scientific Concept of Mass: Verification of the Effect of Different Metacognitive Support

2021 ◽  
Vol 62 (2) ◽  
pp. 389-401
Author(s):  
Shinichi OKINO ◽  
Takekuni YAMAOKA ◽  
Shinji MATSUMOTO
Keyword(s):  
Teaching Strategies ◽  
Scientific Concept

scholarly journals Conceptualizing community resilience to natural hazards – the emBRACE framework

2017 ◽  
Vol 17 (12) ◽  
pp. 2321-2333 ◽  
Author(s):  
Sylvia Kruse ◽  
Thomas Abeling ◽  
Hugh Deeming ◽  
Maureen Fordham ◽  
John Forrester ◽  
...  
Keyword(s):  
Natural Hazards ◽  
Community Resilience ◽  
Scientific Concept ◽  
Risk Governance ◽  
Community Stakeholders ◽  
Societal Context ◽  
Key Drivers ◽  
Community Forces ◽  
The One

Abstract. The level of community is considered to be vital for building disaster resilience. Yet, community resilience as a scientific concept often remains vaguely defined and lacks the guiding characteristics necessary for analysing and enhancing resilience on the ground. The emBRACE framework of community resilience presented in this paper provides a heuristic analytical tool for understanding, explaining and measuring community resilience to natural hazards. It was developed in an iterative process building on existing scholarly debates, on empirical case study work in five countries and on participatory consultation with community stakeholders where the framework was applied and ground-tested in different contexts and for different hazard types. The framework conceptualizes resilience across three core domains: (i) resources and capacities, (ii) actions and (iii) learning. These three domains are conceptualized as intrinsically conjoined within a whole. Community resilience is influenced by these integral elements as well as by extra-community forces comprising disaster risk governance and thus laws, policies and responsibilities on the one hand and on the other, the general societal context, natural and human-made disturbances and system change over time. The framework is a graphically rendered heuristic, which through application can assist in guiding the assessment of community resilience in a systematic way and identifying key drivers and barriers of resilience that affect any particular hazard-exposed community.

scholarly journals Innovation in the classroom: Engaging English as a foreign learning students using project-based learning

LingTera ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 61-67
Author(s):  
Alif Karyawati ◽  
Ashadi Ashadi
Keyword(s):  
Critical Thinking ◽  
Teaching Strategies ◽  
Learning Process ◽  
Project Based Learning ◽  
Instructional Approach ◽  
Teaching English ◽  
English Drama ◽  
New Learning ◽  
Speaking Skill

Project based learning (PBL) is an instructional approach that focuses on student centre learning, learning process, and students’ autonomy. This study was conducted at International Class Program in one of universities in Salatiga. Furthermore, this study explained the teaching strategies by using project based learning in English drama class. The researcher used a case study as the design and collected the data by using interview and observation. The participants of this study were an English drama lecturer and 20 students of International Class Program (ICP). The findings indicate that ICP students dominated the class especially to improve their speaking skill and the lecturer provided new learning atmosphere in teaching English by giving some activities which contains communication, critical thinking, collaboration, and creativity or 4Cs skills.

scholarly journals Linguistic Impediments of Communicative Proficiency: A Case Study of Students in the CSHS, Shaqra University, Thadiq, KSA

2021 ◽  
Vol 14 (11) ◽  
pp. 61
Author(s):  
Hatim Hassan Tawfiq ◽  
Abdelshafie Alrayeh Abdelshafie
Keyword(s):  
Saudi Arabia ◽  
Teaching Strategies ◽  
English Language ◽  
Communicative Competence ◽  
Linguistic Barriers ◽  
Language Communication

This paper examines the linguistic barriers that impede English language communicative proficiency of the students of English language in the college of sciences and humanity studies, Thadiq, Shaqra University, Saudi Arabia. The paper gives the specific linguistic problems that detain attaining a perfect English language communicative competence. The paper also examines the teaching strategies that help students reach competency in oral skill. It concludes with some suggestions that help students to achieve a higher proficiency in English language communication. 

Emergence of Analogies in Collaboratively Conducted Computer Simulations

2009 ◽  
pp. 340-361
Author(s):  
Wolff-Michael Roth
Keyword(s):  
Computer Simulations ◽  
Teaching Strategies ◽  
Real World ◽  
Relevant Information ◽  
Multimedia Application ◽  
The Real ◽  
Physics Course

To learn by means of analogies, students have to see surface and deep structures in both source and target domains. Educators generally assume that students, presented with images, texts, video, or demonstrations, see what the curriculum designer intends them to see, that is, pick out and integrate information into their existing understanding. However, there is evidence that students do not see what they are supposed to see, which precisely inhibits them to learn what they are supposed to learn. In this extended case study, which exemplifies a successful multimedia application, 3 classroom episodes are used (a) to show how students in an advanced physics course do not see relevant information on the computer monitor; (b) to exemplify teaching strategies designed to allow relevant structures to become salient in students’ perception, allowing them to generate analogies and thereby learn; and (c) to exemplify how a teacher might assist students in bridging from the multimedia context to the real world.

scholarly journals A ‘think aloud’ exercise to develop self-awareness of clinical reasoning in students

2020 ◽  
Vol 12 (8) ◽  
pp. 310-314
Author(s):  
Simon Downs ◽  
Amy Halls
Keyword(s):  
Clinical Reasoning ◽  
Teaching Strategies ◽  
Online Survey ◽  
Qualitative Approach ◽  
Think Aloud ◽  
Self Awareness ◽  
Survey Tool ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

Aims: This study aimed to evaluate the ‘think aloud’ teaching exercise's ability to develop clinical reasoning skills of student paramedics, and to ascertain its feasibility as an ongoing method to enhance clinical reasoning teaching and potentially alleviate problems around applying theoretical learning to practice. Methods: A qualitative approach was taken to seek the opinions and experiences of students taking part in the activity to determine levels of enjoyment, how relatable it was to students, and awareness of the skills it was intended to develop. Data collected via an online survey tool were analysed to identify themes and comments. Findings: Student enjoyment and engagement were evident, and the exercise permitted independence of thought and working, promoting self-appraisal among students of the effectiveness of the working strategy. Conclusion: The results of this case study indicate that the think aloud exercise could be effective in developing students' clinical reasoning skills. It complements established teaching strategies, such as core lectures, seminars and supervised practice.

scholarly journals The Flipped Classroom: A Twist On Teaching

2016 ◽  
Vol 9 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Stacy M. P. Schmidt ◽  
David L. Ralph
Keyword(s):  
Elementary School ◽  
Graduate School ◽  
Teaching Strategies ◽  
Flipped Classroom ◽  
Traditional Classroom ◽  
Advantages And Disadvantages ◽  
Preparation Work ◽  
At Home

The traditional classroom has utilized the “I Do”, “We Do”, “You Do” as a strategy for teaching for years.  The flipped classroom truly flips that strategy.  The teacher uses “You Do”, “We Do”, “I Do” instead.  Homework, inquiry, and investigation happen in the classroom.  At home students participate in preparation work including watching videos, PowerPoint’s, and completing readings.  After completing the preparation work, students arrive in class ready to start solving problems, analyzing text, or investigating solutions.  The flipped classroom is fairly new in the teaching field as a strategy for teaching.  It has been used by teachers from elementary school to graduate school.  As with most strategies, the flipped classroom has a variety of ways to implement in the classroom.  This article is a case study of the flipped classroom.  It reviews and provides research on the implementation of the flipped classroom.  In addition, the article provides a variety of implementation methods and tools to be utilized in a flipped classroom.  As with all teaching strategies there are advantages and disadvantages to the flipped classroom which are explained as well.

scholarly journals Teacher’s Teaching Strategies in EFL Class

2021 ◽  
Vol 1 (3) ◽  
pp. 330-341
Author(s):  
Anrems Rafika Hayati ◽  
Zelvia Liska Afriani ◽  
Ali Akbarjono
Keyword(s):  
Small Group ◽  
Direct Instruction ◽  
Teaching Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Role Play ◽  
First Grade ◽  
English Teacher ◽  
Research Show

Abstract The purpose of this study was to analyze on how the implementation of teaching strategies used by English teacher and the reasons teacher used certain strategies for teaching in SMPN 20 Kota Bengkulu. The subject of this research is English teacher who taught at the first grade in SMPN 20 Kota Bengkulu. The researcher used Roy Killen’s theory to analyze the teaching strategies used by English teacher. The theory of Roy Killen has nine teaching strategies that can be applied by English teacher in teaching and learning process in the classroom. There are direct instruction, discussion, small-group work, co-operative learning, problem solving, research, role play, case study, and writing. The research method used by the researcher was qualitative approach. The techniques of data collection were observation, interview, and documentation. The results of this research show that the teacher used some varieties of teaching strategies which are: direct instruction, discussion, small-group, and role play. The reasons teacher those strategies because those strategies made students more actively on follow the learning process, students could learn together and share their knowledge each other. The teacher used the same strategies for teaching English at first grade, but in term implementation of teaching strategies, the teacher still has difficulties to apply strategies in class during Covid-19 pandemic. Keywords: Teacher, EFL, Teaching Strategies

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