The designing of ocean threat comics by elementary students

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Sylvia Pantaleo
Keyword(s):  
Critical Thinking ◽  
Elementary Students ◽  
Visual Art ◽  
Meaning Making ◽  
Descriptive Analysis ◽  
Elementary Classrooms ◽  
Student Knowledge ◽  
Art And Design ◽  
Ocean Literacy ◽  
Aesthetic Understanding

Abstract A paucity of research has been conducted with learners in elementary classrooms on both the use of and the student creation of science comics. During the classroom-based research featured in this article, Grade 4 students designed ocean threat comics for the culminating activity of an interdisciplinary Ocean Literacy unit, one component of a larger study. Throughout the research, the students were afforded with opportunities to develop their visual meaning-making skills and competences, as well as their aesthetic understanding of and critical thinking about multimodal ensembles through participation in activities that focused on various elements of visual art and design, and conventions of the medium of comics. The visual and descriptive analysis of one student’s ocean threat comics, which includes excerpts from the interview about her work, reveals her motivations for selecting and orchestrating specific semiotic resources to represent and express particular meanings that realized her objectives as a sign-maker. Overall, the descriptions of the pedagogy featured during the research and the student’s ocean threat comics demonstrate how the development of student knowledge about elements of visual art and design, and conventions of the medium of comics can inform and deepen students’ semiotic work of comprehending, interpreting and designing science comics.

The semantic and syntactic qualities of paneling in students’ graphic narratives

2017 ◽  
Vol 18 (1) ◽  
pp. 55-81 ◽  
Author(s):  
Sylvia Pantaleo
Keyword(s):  
Visual Art ◽  
Meaning Making ◽  
Graphic Novels ◽  
Pedagogical Issues ◽  
Social Semiotics ◽  
Opportunities To Learn ◽  
Sociocultural Perspective ◽  
Art And Design ◽  
Graphic Narratives ◽  
Selection Of

The overarching purpose of the classroom-based research featured in this article was to explore the development of middle-year students’ visual meaning-making skills and competencies. The research was informed by multimodality and social semiotics, and embraced a sociocultural perspective of literacy and a transactional theory of literature. Over a period of several weeks, Grade 7 students had opportunities to learn about a selection of elements of visual art and design, and some conventions of graphic novels, including paneling. In addition to reading, responding in writing to, and discussing a selection of picturebooks, graphic novels and magazine issues, the students composed their own texts using the medium of comics. In this article I focus on the paneling in the graphic narratives created by seven student participants. The content analysis of the students’ graphic narratives revealed the intentionality of their panel meaning-making, and the semantic and syntactic qualities embodied in their paneling. Excerpts from the students’ interviews revealed how learning about the what, why and how of paneling affected the composing of their work. I conclude the article with a consideration of some pedagogical issues associated with the teaching of paneling and other conventions in the medium of comics.

scholarly journals Teachers beliefs and technology use in kindergarten and elementary classrooms

2015 ◽  
Vol 7 (3) ◽  
pp. 149 ◽  
Author(s):  
Majedah Fawzi Abu Al Rub
Keyword(s):  
Educational Technology ◽  
Elementary Teachers ◽  
Elementary Students ◽  
Student Learning ◽  
Technology Use ◽  
Elementary Classrooms ◽  
Distinct Difference ◽  
Advance Student ◽  
Technology Tools ◽  
Teachers Beliefs

With the increased availability of technology in today’s schools, concerns arise over whether teachers are effectively incorporating technology tools into their instruction in order to advance student learning and engagement. This project was designed to examine the types of educational technology practices that kindergarten and elementary teachers in Denver, Colorado, USA, implement in their classrooms and their beliefs concerning the implementation of educational technology in their classrooms.Teacher participants were interviewed to evaluate the types of technology they utilize in their lessons and their beliefs concerning the implementation of technology. The researcher found that teacher participants integrate a variety of technology into their classrooms. The results also showed that the participants are committed to utilize technology because they strongly believe that it benefits students. However, the results showed that there is a distinct difference concerning how technology is utilized in the classroom among the participants. Keywords: teachers’ beliefs, technology use, kindergarten and elementary students

scholarly journals Análise do Senso Crítico em uma Sequência Didática na Educação AmbientalAnalysis of Critical Sense in a Didactic Sequence in Environmental EducationAnálisis del Senso Crítico en una Secuencia Didáctica en la Educación Ambiental

2018 ◽  
Vol 35 (1) ◽  
pp. 132-150
Author(s):  
Ronualdo Marques ◽  
Claudia Regina Xavier
Keyword(s):  
Critical Thinking ◽  
Environmental Education ◽  
Elementary Students ◽  
Ecological Footprint ◽  
Human Society

A Educação Ambiental é uma temática que interfere diretamente em nossas vidas e discuti-la possibilita reflexões e discussões para que este saber contribua com a mudança de comportamento dos indivíduos em sua relação com o Meio Ambiente. Este estudo exibe uma discussão sobre a aplicação de uma Sequência Didática sobre a Pegada Ecológica do Lixo na promoção da Educação Ambiental, buscando identificar e analisar o desenvolvimento do senso crítico de estudantes de uma turma de 6º ano do Ensino Fundamental de Curitiba-PR. Observou-se na aplicação da Sequência Didática uma interação e inter-relação de aprendizagem conduzida para aproximar a teoria à prática, manifestando o pensamento crítico dos alunos, visto que o desenvolvimento de ações integradas e participativas potencializa as discussões que emergem das relações entre os seres humanos, a sociedade e a natureza. Environmental Education is a subject that interferes directly in our daily. It makes possible the reflections and discussions so that this knowledge contributes to the change in the behavior of individuals in their relationship with the Environment. This study presents a discussion about the application of a Didactic Sequence on the Garbage Ecological Footprint to promote of Environmental Education. We aimed to identify and analyze the development of the critical sense of a 6th grade elementary students class in Curitiba-PR. It was observed in the application of the Didactic Sequence an interaction and inter-relation of learning conducted to approach the theory to the practice, manifesting the critical thinking of the students. We observed that since the development of integrated and participative actions improves the discussions that emerge from the relationships between beings human, society and nature. La Educación Ambiental es una temática que interfiere directamente en nuestras vidas y discutirla posibilita las reflexiones que permiten que este saber contribuya con el cambio de comportamiento de los individuos en su relación con el Medio Ambiente. Este estudio muestra una discusión sobre la aplicación de una secuencia didáctica sobre la huella ecológica de la basura en la promoción de La Educación Ambiental buscando identificar y analizar el desarrollo del sentido crítico de una clase estudiantes del 6º año de la Enseñanza Fundamental de Curitiba-PR. Se observó en la aplicación de la Secuencia Didáctica una interacción e interrelación de aprendizaje conducida para aproximar la teoría y la práctica, manifestando el pensamiento crítico de los alumnos, ya que el desarrollo de acciones integradas y participativas potencia las discusiones que emergen de las relaciones entre los seres humanos, la sociedad y la naturaleza.

scholarly journals Exploring Effective Practices in Managing Distance Learning for Teaching Art and Design in Bahrain

2021 ◽  
Vol 20 (6) ◽  
pp. 66-87
Author(s):  
Sama’a Al Hashimi
Keyword(s):  
Distance Learning ◽  
Focus Group ◽  
Online Teaching ◽  
Descriptive Analysis ◽  
Effective Practices ◽  
Art And Design ◽  
Hands On ◽  
Digital Environments ◽  
University Of Bahrain ◽  
The University

As universities move to virtual learning, the need to explore the most effective practices for remotely teaching art and design students became very critical. It is very important to examine the strategies universities are using to efficiently transfer skills and knowledge and meet the needs of students through an online learning environment. Art and design classes involve hands-on activities and requirements that cannot easily be met in digital environments. Therefore, the study aims to investigate the creative approaches that art and design educators adopted to transition to remote teaching. The study involved conducting an online focus group with eleven art and design educators at The University of Bahrain to investigate the experiences, perceptions, and the challenges they faced while teaching art and design remotely during the Covid-19 Pandemic. The focus group engaged the educators in a semi-structured discussion in order to gather qualitative data that would allow for a descriptive analysis of their online teaching experiences and the most effective approaches they implemented. Thus, the study is undertaken to determine the most effective practices that can be employed by educators to engage students and enhance the distance learning process in an art and design online environment. The findings suggested that the main challenges that are peculiar to art and design distance learning include difficulty in clearly seeing the value of the colors in a student’s artwork on screen and the unavailability of features that support art and design remote teaching in the currently available learning management systems.

scholarly journals IMPLEMENTASI MODUL IPA BERBASIS ETNOSAINS MASYARAKAT BENGKULU MATERI PENGUKURAN MELALUI DISCOVERY LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA

2020 ◽  
Vol 3 (3) ◽  
pp. 232-238
Author(s):  
Indra Sakti ◽  
Aprina Defianti ◽  
Nirwana Nirwana
Keyword(s):  
Critical Thinking ◽  
Standard Deviation ◽  
Action Research ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Research Activity ◽  
Post Test ◽  
Classroom Action Research

ABSTRAK Telah dilakukan Penelitian Tindakan Kelas untuk mengimplementasikan modul IPA berbasis etnosains masyarakat Bengkulu melalui Discovery Learning untuk meningkatkan keterampilan berpikir kritis mahasiswa Program Studi Pendidikan IPA FKIP Universitas Bengkulu yang mengambil mata kuliah IPA 1. Kegiatan penelitian ini  dilakukan dua siklus dengan dua kali pertemuan. Setiap siklus terdiri dari empat langkah penelitian yaitu perencanaan, tindakan, observasi, dan refleksi. Perangkat pembelajaran terdiri dari (1) RPP model Discovery Learning; (2) Modul IPA berbasis etnosains Masyarakat Bengkulu materi Pengukuran; (3) LKPD; (4) instrumen penilaian Aktivitas dan Keterampilan Berpikir Kritis. Teknik analisis data menggunakan analisis deskriptif. Hasil penelitian yang diperoleh adalah adanya peningkatan Keterampilan Berpikir Kritis  Mahasiswa melalui pre test dan post test.  Pada siklus I,  rata-rata pretes adalah sebesar 71,92 dengan standar deviasi sebesar 6,01 dan postes sebesar 75,77 dengan standar deviasi sebesar 4,75. Pada siklus II, rata-rata pretes adalah sebesar 80,19 dengan standar deviasi sebesar 4,75 dan rata-rata postes sebesar 83,85 dengan standar deviasi sebesar 4,83. Dari hasil tersebut dapat dibandingkan bahwa peningkatan siklus II  lebih besar dibandingkan dengan siklus I. Peningkatan kemampuan berpikir kritis mahasiswa pada siklus I sebesar 58,69 dan siklus II sebesar 63,45. Berdasarkan hasil penelitian tersebut, dapat disimpulkan bahwa penerapan Modul IPA Berbasis Etnosains Masyarakat Bengkulu melalui Discovery Learning dapat meningkatkan keterampilan berpikir kritis mahasiswa. Kata kunci: Classroom Action Research, Modul, Etnosains, Discovery Learning, Kemampuan Berpikir Kritis. ABSTRACT A Classroom Action Research has been carried out to implement a science module based on the ethnoscience of the Bengkulu people through discovery learning to improve the critical thinking skills of students of the Program Studi Pendidikan IPA FKIP Universitas Bengkulu who take the IPA 1 course. This research activity was carried out in two cycles with two meetings. Each cycle consists of four research steps, namely planning, acting, observing, and reflecting. The learning tools consist of (1) RPP Discovery Learning model; (2) Science module based on Bengkulu Community ethnoscience measurement material; (3) LKPD; (4) assessment instruments for Critical Thinking Skills and Activities. The data analysis technique used descriptive analysis. The results obtained were an increase in students' critical thinking skills through the pretest and posttest. In the first cycle, the average pretest was 71.92 with a standard deviation of 6.01 and post-test was 75.77 with a standard deviation of 4.75. In cycle II, the average pretest was 80.19 with a standard deviation of 4.75 and the average post-test was 83.85 with a standard deviation of 4.83. From these results it can be compared that the increase in cycle II is greater than that of cycle I. The increase in students' critical thinking skills in cycle I is 58.69 and cycle II is 63.45. Based on these results, it can be concluded that the application of the Bengkulu Community Ethnoscience-Based Science Module through discovery learning can improve students' critical thinking skills. Keywords: Classroom Action Research, Module, Ethnoscience, Discovery Learning, Critical Thinking Skills. 

ANALISIS TERHADAP SOAL PENILAIAN AKHIR SEMESTER TINGKAT SD/MI DALAM PERSPEKTIF HIGH ORDER THINK SKILLS

2020 ◽  
Vol 12 (33) ◽  
Author(s):  
Yudha Andana Prawira ◽  
Titim Kurnia
Keyword(s):  
Critical Thinking ◽  
Critical Reflection ◽  
Descriptive Analysis ◽  
High Order ◽  
Point Of View ◽  
The Other ◽  
National Education ◽  
The One ◽  
High Level ◽  
High Level Thinking

The National Education World is currently trying to improve the ability of its students to think critically and creatively. One of these efforts has been pursued through evaluations that also lead to critical reflection. This research is a descriptive analysis of the final semester evaluation questions that are examined from the point of view of high-level thinking [HOTS]. The reference to the HOTS criteria is that the researcher refers to the opinions of King and his friends. From the manuscript data, the issues examined are samples from the Bandung area. The results of the analysis show that 10 out of 15 HOTS ranges proposed by King are already included in the scripts made by the teachers. On the one hand, it shows the teacher's creativity in compiling questions. On the other hand, all these questions do not refer to the HOTS criteria as planned. Therefore, there is a need to increase teachers' skills in compiling scripts as HOTS. This increase can be done through teacher training.Keywords: Evaluation, HOTS, critical thinking and creativity thingking

Soma®: A Unique Object For Mathematical Study

1982 ◽  
Vol 75 (5) ◽  
pp. 404-425
Author(s):  
David Spector
Keyword(s):  
Critical Thinking ◽  
Elementary Students ◽  
Spatial Relations ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Mathematical Study ◽  
Average Student ◽  
Unique Object ◽  
Title Iv ◽  
Reasoning Skills

The Soma® puzzle is a 3 × 3 × 3 cube composed of seven different pieces (see fig. 1). Many people are familiar with Soma® simply as a puzzle in which the object is to construct a cube. Few realize that the Soma* puzzle can be used in counting and construction activities with the average student. It can be equally valuable when used to provide enrichment and higher-level activities for the accelerated student. While manipulating the cubes, students make use of critical thinking skills: analysis, investigatory skills, conceptualizing, and reasoning skills in a context of spatial relations. The following activities have been used with gifted elementary students for two years as part of my work with a Title IV project, “Inter- age Program for Critical Thinking.”

scholarly journals Narratives of Fear in Syria

2016 ◽  
Vol 14 (1) ◽  
pp. 21-37 ◽  
Author(s):  
Wendy Pearlman
Keyword(s):  
National Identity ◽  
Future Study ◽  
Lived Experiences ◽  
Meaning Making ◽  
Descriptive Analysis ◽  
Syrian Refugees ◽  
Way Of Life ◽  
Uncertain Future ◽  
First Time ◽  
Ordinary Citizens

Scholarship on Syria has traditionally been limited by researchers' difficulty in accessing the reflections of ordinary citizens due to their reluctance to speak about politics. The 2011 revolt opened exciting opportunities by producing an outpouring of new forms of self-expression, as well as encouraging millions to tell their stories for the first time. I explore what we can learn from greater attention to such data, based on thick descriptive analysis of original interviews with 200 Syrian refugees. I find that individuals' narratives coalesce into a collective narrative emphasizing shifts in political fear. Before the uprising, fear was a pillar of the state's coercive authority. Popular demonstrations generated a new experience of fear as a personal barrier to be surmounted. As rebellion militarized into war, fear became a semi-normalized way of life. Finally, protracted violence has produced nebulous fears of an uncertain future. Study of these testimonials aids understanding of Syria and other cases of destabilized authoritarianism by elucidating lived experiences obscured during a repressive past, providing a fresh window into the construction and evolution of national identity, and demonstrating how the act of narration is an exercise in meaning making within a revolution and itself a revolutionary practice.

scholarly journals The Development of Science Learning Tool Oriented Toward Guided Inquiry to Improve Students’ Critical Thinking Skills

2020 ◽  
Vol 5 (6) ◽  
pp. 1394-1402
Author(s):  
Rahmi Nur Habibah ◽  
jandra Kirana ◽  
Raharjo .
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Data Analysis ◽  
Elementary Students ◽  
Science Learning ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Tools ◽  
Guided Inquiry

This study aims to produce science learning tools that are valid, practical, and effective which consists of syllabus, lesson plan, teaching material, student activity sheets, and test sheets to improve the critical thinking skills of elementary students. This research was carried out using the 4-D model of adaptation Ibrahim, M., which is define, design, developing, disseminate and tested in class V of Jiken Elementary School, Kedondong I Elementary School, Sudimoro Elementary School, school year 2019/2020 with One-Group Pretest-Posttest Design. Data analysis techniques used are quantitative and qualitative descriptive. The results shows: 1) valid, according to the validity of the three validators with valid categories, 2) practical, in accordance with the level of observers seen from the activity of students increasing at each meeting and implementation of RPP, 3) effective, seen from appearing significantly different from the pretest and posttest test students' critical thinking and positive student responses. Based on the results of data analysis, it can be concluded that the development of science learning tools oriented in guided inquiry is valid, practical, and effective for improving critical thinking skills of elementary students.

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