scholarly journals Effects of the Teaching Strategy of ‘Conflict Maps’ to Induce Conceptual Change: Case Study of a Science Lesson on the ‘Movement of Pendulums’

2014 ◽  
Vol 55 (1) ◽  
pp. 37-46
Author(s):  
Makoto SHIMIZU ◽  
Kazuhiro JITSUKAWA
Keyword(s):  
Conceptual Change ◽  
Teaching Strategy ◽  
Science Lesson

scholarly journals Instructional improv to analyze inquiry-based science teaching: Zed’s dead and the missing flower

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Maggie Dahn ◽  
Christine Lee ◽  
Noel Enyedy ◽  
Joshua Danish
Keyword(s):  
Mixed Reality ◽  
School Science ◽  
Second Grade ◽  
Science Lesson ◽  
Instructional Decisions ◽  
Case Study Analysis ◽  
Second Grade Students ◽  
Lesson Context ◽  
Power And Agency

AbstractIn inquiry-based science lessons teachers face the challenge of adhering to curricular goals while simultaneously following students’ intuitive understandings. Improvisation (improv) provides a useful frame for understanding teaching in these inquiry-based contexts. This paper builds from prior work that uses improv as a metaphor for teaching to present a translated model for analysis of teaching in an inquiry-based, elementary school science lesson context. We call our model instructional improv, which shows how a teacher spontaneously synthesizes rules of improv with teaching practices to support student learning, engagement, and agency. We illustrate instructional improv through case study analysis of video recorded classroom interactions with one teacher and 26 first and second grade students learning about the complex system of honey bee pollination in a mixed reality environment. Our model includes the following defining features to describe how teaching happens in this context: the teacher 1) tells a story; 2) reframes mistakes as opportunities; 3) agrees; 4) yes ands; 5) makes statements (or asks questions that elicit statements); and 6) puts the needs of the classroom ensemble over individuals. Overall, we show how instructional improv helps explain how teachers can support science discourse and collective storytelling as a teacher (a) shifts power and agency to students; (b) balances learning and agency; and (c) makes purposeful instructional decisions. Findings have immediate implications for researchers analyzing interactions in inquiry-based learning environments and potential future implications for teachers to support inquiry learning.

Teaching for Transformative Experiences and Conceptual Change: A Case Study and Evaluation of a High School Biology Teacher's Experience

2010 ◽  
Vol 28 (3) ◽  
pp. 273-316 ◽  
Author(s):  
Kevin J. Pugh ◽  
Lisa Linnenbrink-Garcia ◽  
Kristin L. K. Koskey ◽  
Victoria C. Stewart ◽  
Christine Manzey
Keyword(s):  
High School ◽  
Conceptual Change ◽  
High School Biology ◽  
Transformative Experiences

scholarly journals “What do fishermen catch?”; Exploring Talk between Students in Primary Science Classroom Implementing Curriculum 2013

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Munasprianto Ramli
Keyword(s):  
Scientific Literacy ◽  
Primary Schools ◽  
Science Classroom ◽  
Science Lesson ◽  
Primary Science ◽  
Study Approach ◽  
Video Recorder ◽  
Field Note ◽  
Response Feedback

AbstractThe objective of this research is to explore of dialogue in primary science classrooms that implement Curriculum 2013. Dialogue is a term used in a broad sense to mean the exchange of information, thought and ideas from the sources to audiences through both written and spoken language. In this study, the sort of dialogue I am interested in is classroom talk; even more specifically, talk between students in the primary science classroom. A case study approach is employed for this study. I am focusing my study on twelve science lessons at year four of one primary schools in the Greater Jakarta. Data were gathered using classroom observations. I wrote a field note for each lesson and record the observation using audio and video recorder For analysing the data, I employed socio culture discourse analysis. The study shows that talk between students during a science lesson is adapted from both a traditional triadic pattern called Initiation, Response, Feedback (IRF) and a non-triadic pattern of Initiation, Response, Feedback, Response, Feedback (IRFRF) chain. In addition, the findings indicate that students were able to develop the four domains of scientific literacy through talks during science lessons.AbstrakTujuan dari penelitian ini adalah untuk mengeksplorasi dialog di dalam kelas sains dasar yang menerapkan Kurikulum 2013. Dialog adalah istilah yang digunakan dalam arti luas berarti pertukaran informasi, pemikiran dan ide-ide dari sumber pembicara ke lawan bicara melalui komunikasi baik lisan maupun tulisan. Dalam penelitian ini, jenis dialog yang menarik bagi peneliti adalah pembicaraan di kelas; khususnya, pembicaraan antara siswa di kelas sains tingkat Sekolah Dasar. Pendekatan studi kasus digunakan pada penelitian ini. Fokus penelitian ini adalah dua belas materi ajar mata pelajaran sains pada kelas empat dari salah satu sekolah dasar di Jabodetabek. Data penelitian ini dikumpulkan dengan menggunakan observasi kelas. Peneliti menulis catatan lapangan untuk setiap pengajaran dan merekam kegiatan pengajaran menggunakan audio dan perekam video. Untuk menganalisis data, peneliti menggunakan analisis wacana sosial budaya. Studi ini menunjukkan bahwa perbincangan antara siswa selama pelajaran sains diadaptasi dari pola triadic-tradisional yang disebut Initiation (Inisiasi), Response (Respon), dan Feedback (Timbal Balik) yang disingkat IRF dan pola non-triadic yang disebut Initiation (Inisiasi), Response (Respon), Feedback (Timbal Balik), Response (Respon), Feedback (Timbal Balik) yang disebut denga Rantai IRFRF. Selain itu, temuan menunjukkan bahwa siswa mampu mengembangkan empat domain literasi ilmiah melalui diskusi selama pelajaran ilmu pengetahuan 

scholarly journals Strengths and weaknesses of Problem Based Learning from the professional perspective of registered nurses

2014 ◽  
Vol 22 (5) ◽  
pp. 724-730 ◽  
Author(s):  
María Cónsul-Giribet ◽  
José Luis Medina-Moya
Keyword(s):  
Teaching Strategy ◽  
Problem Based Learning ◽  
Case Study Method ◽  
Professional Perspective ◽  
Addition Problem ◽  
Depth Study ◽  
Competency Based ◽  
Nursing Professionals ◽  
Competency Level

OBJECTIVE: to identify competency strengths and weaknesses as perceived by nursing professionals who graduated with a integrated curriculum and competency-based through Problem Based Learning in small groups.METHOD: an intrinsic case study method was used, which analyzes this innovation through former students (from the first class) with three years of professional experience. The data were collected through a questionnaire and discussion groups.RESULTS: the results show that their competency level is valued in a very satisfactory manner. This level paradoxically contrasts with the lack of theoretical knowledge they perceived at the end of their education, when they started working in clinical practice.CONCLUSIONS: the teaching strategy was key to motivate an in-depth study and arouse the desire to know. In addition, Problem Based Learning favors and reinforces the decision to learn, which is that necessary in the course of professional life.

scholarly journals FACTORS THAT INFLUENCE THE SUCCESS OF CONCEPTUAL CHANGE MODEL (CCM) ON COURSE LEARNING OF MATHEMATICS ELEMENTARY

2018 ◽  
Vol 2 (1) ◽  
pp. 38
Author(s):  
Rina Wijayanti ◽  
Dyah Ayu Sulistyaning Cipta
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Conceptual Change ◽  
Error Rate ◽  
Elementary Mathematics ◽  
Cognitive Conflict ◽  
P Value ◽  
Change Model ◽  
Conceptual Change Model

The Course of Mathematics Elementary School is a course intended toprepare university students to become a math teacher in elementary school.The material in Mathematics Study of Elementary School is Integer andFractional. This case study get in Institute of Teacher Education andEducational Science of Budi Utomo Malang. The author teach this materialwith the Conceptual Change Model. Next we want to know the factors thataffect Conceptual Change Model. The sample was taken from 45 students ofMathematics Education and obtained the conclusion of Process ofconceptual changes variable, Cognitive Conflict and Knowledge of the pasthave significant effect on CCM success in elementary mathematics study, itis proved from the value of p value of the three consecutive variables (0.00;0.001 ; 0.034) these three values are <0.05 (5% error rate / alpha).

scholarly journals Kit “Energy, Environment and Sustainability”: An Educational Strategy for a Sustainable Future. A Case Study for Guinea-Bissau

2021 ◽  
Vol 11 (12) ◽  
pp. 787
Author(s):  
Joana Oliveira ◽  
Luísa Neves ◽  
Senentxu Lanceros-Mendez
Keyword(s):  
Science Education ◽  
Development Strategy ◽  
Scientific Knowledge ◽  
Teaching Strategy ◽  
School Of Education ◽  
Guinea Bissau ◽  
Sustainable Future ◽  
Energy Environment ◽  
Collection Methods

Increasing the scientific knowledge of the population through education is a development strategy towards a sustainable future. However, there is no equity in the access to science education and scientific knowledge. The aim of this paper is to present and analyse a science kit named “Energy, Environment and Sustainability” (KEAS). Based on research conducted in Guinea-Bissau, it explores strategies to promote science education for a sustainable future. The strengths and limitations of the KEAS were studied using different data collection methods, including interviews, observation, survey, focus groups and document analysis. The participants were teacher trainers from the Guinea-Bissau School of Education. It is concluded that the KEAS is a feasible and suitable teaching strategy appropriate to the context, having the potential to contribute to learning about the environment and sustainability. Further, it addresses real problems for which students should acquire knowledge and skills in order to be able to make informed choices.

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