scholarly journals Asking and Answering Questions: Partners, Peer Learning, and Participation

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
John Rivers ◽  
Aaron B. Smith ◽  
Denise Higgins ◽  
Ruth Mills ◽  
Alex Gerd Maier ◽  
...  
Keyword(s):  
Experimental Design ◽  
Peer Learning ◽  
Learning Activities ◽  
Peer Mentors ◽  
Peer Assisted Learning ◽  
Scientific Content ◽  
Science Courses ◽  
Asking Questions ◽  
Answering Questions

Science is about asking questions but not all science courses provide students with opportunities to practice this essential skill. We give students ownership of the processes of asking and answering questions to help them take greater responsibility for their own learning and to better understand the process of science with its inherent uncertainty. Peer learning activities throughout the course embed multidirectional feedback within and between students and instructors. Students are our partners in the design and evaluation of exam questions and we learn from them as they rise to the challenge of identifying important information and applying it. The lab program is supported by peer assisted learning in which peer mentors partner with instructors to generate activities addressing the use of evidence and experimental design. While not all students engage as partners, those who do value these experiences and demonstrate they can use scientific content creatively and critically.

The Efforts of Religious Teachers in Applying Body Care Materials through Practice Rehearsal Pairs Strategies for the Appointment of PAI Learning Outcomes at Assa'adah Islamic Middle School Karawang

2021 ◽  
Vol 4 (2) ◽  
pp. 188-197
Author(s):  
Bunda Naeji ◽  
Masykur ◽  
Slamet Sholeh
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Learning Outcomes ◽  
Religious Education ◽  
Junior High School ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Asking Questions ◽  
Body Care ◽  
Answering Questions

So far, teachers in learning Islamic Religious Education use a conventional approach where the teacher dominates teaching and learning activities and processes. The teacher only explains in class deb, giving notes and assignments to students to become bored and sleepy. This causes the value of Islamic religious education to be still low. This study aims to see the efforts of religious teachers in implementing corpse care materials through practice rehearsal pairs strategies on the appointment of PAI learning outcomes at Assa'adah Islamic Junior High School Karawang. This research is in the form of qualitative research and refers to Classroom Action Research (CAR). The results showed that the practice strategy of rehearsal pairs affected increasing and elevating the value of Islamic Religious Education for students at SMP Islam Assa'adah Karawang. It can be seen from the activeness of students asking questions reaching 61.91% before 9.52%; active students in answering questions 71.43% previously 14.29%; the activeness of students in being 80.95% once 19.05% and the ability of students to work on questions independently 90.48% previously 33.33%.

scholarly journals PENINGKATAN AKTIVITAS SISWA MELALUI PENDEKATAN MATEMATIKA REALISTIK PADA MATERI KESEBANGUNAN DI KELAS IX B SMP NEGERI 1 SAMALANTAN

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
J Mujiarso
Keyword(s):  
Junior High School ◽  
Discussion Group ◽  
Learning Activities ◽  
Mathematical Approach ◽  
Realistic Mathematics ◽  
Asking Questions ◽  
Field Notes ◽  
Academic Year ◽  
Increased Activity ◽  
Answering Questions

The aim of this research was to improve students' learning activities through realistic mathematical approaches in class IX B Junior High School Negeri 1 Samalantan in academic year of  2014/2015. The form of this research was classroom action research (CAR). The subjects in this study were the students of class IX B consisting of 34 students. The instrument of this research used  the observation sheet and field notes. The results showed that an increase in the activity after the students were given a realistic mathematical approach on the material similarity. Based on the analysis of the data obtained the increased activity of the students at 11.776% after implementation realistic mathematics approach in two cycles of the action. Students’ activities in asking questions increased by 13.7%. Students’ activities in answering questions increased from 75.49% to 79.4%. While the activity of students in a discussion group increased by 9.81%. Key words: Students’ activities, realistic mathematics approach, similarity.

scholarly journals Call on me! Undergraduates’ perceptions of voluntarily asking and answering questions in front of large-enrollment science classes

PLoS ONE ◽  
2021 ◽  
Vol 16 (1) ◽  
pp. e0243731
Author(s):  
Erika M. Nadile ◽  
Emilie Alfonso ◽  
Briana Michelle Barreiros ◽  
William D. Bevan-Thomas ◽  
Sara E. Brownell ◽  
...  
Keyword(s):  
Student Participation ◽  
Binary Logistic Regression ◽  
Negative Evaluation ◽  
Demographic Groups ◽  
Science Courses ◽  
College Science ◽  
Students First ◽  
Asking Questions ◽  
Large Enrollment ◽  
Answering Questions

Allowing students to voluntarily ask and answer questions in front of the whole class are common teaching practices used in college science courses. However, few studies have examined college science students’ perceptions of these practices, the extent to which students choose to engage in these practices, and what discourages students from participating. In this study, we surveyed 417 undergraduates at a research-intensive institution about their experiences asking and answering questions in large-enrollment college science courses. Specifically, students answered questions about to what extent they perceive voluntarily asking and answering questions in large-enrollment science courses is helpful to them and why. They also answered questions about to what extent they engage in asking and answering questions in large-enrollment college science courses and what factors could discourage them from participating. Using binary logistic regression, we examined whether there were differences among students of different demographic groups regarding their opinions about asking and answering questions. We found that overwhelmingly students reported that other students voluntarily asking and answering instructor questions is helpful to them. Notably, compared to continuing generation students, first-generation students were more likely to perceive other students asking questions to be helpful. Despite perceiving asking and answering questions to be helpful, over half of students reported that they never ask or answer questions in large-enrollment college science courses during a semester, and women were more likely than men to report never asking questions. We identified fear of negative evaluation, or students’ sense of dread associated with being unfavorably evaluated, as a primary factor influencing their decision to answer instructor questions. This work adds to a growing body of literature on student participation in large-enrollment college science courses and begins to uncover underlying factors influencing student participation.

scholarly journals Virtual and in‐person teaching and learning activities for core food science courses

2021 ◽  
Vol 20 (2) ◽  
pp. 72-75
Author(s):  
Patricia Hingston ◽  
Rosalia Garcia‐Torres ◽  
Vinay Mannam
Keyword(s):  
Teaching And Learning ◽  
Learning Activities ◽  
Food Science ◽  
Science Courses

scholarly journals Puppet As Media In Improving Young Learners’ Participation In Conversation

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Wardah Wardah ◽  
Ridha Nabillha
Keyword(s):  
Action Research ◽  
Fifth Grade ◽  
Young Learners ◽  
The Third ◽  
Fifth Grade Students ◽  
Asking Questions ◽  
Answering Questions

This action research aimed to improve students’ participation in English conversation. The participants were 38 of the fifth grade students of SD Muhammadiyah 2 Pontianak. Observation and fieldnote were used to collect and analyze the data.  The research findings  showed that the use of puppet as media can improve students’ participation in English conversation. In the first cycle, the percentage of the students’ participation in English conversation was 53%: 11 students participated in asking question, 6 students participated in answering questions,  and 3 students participated in giving opinions. In the second cycle, the students’ participation improved to 61%: 14 students participated in asking question, 8 students participated in answering question,  and 4 students participated in giving opinions. Finally, in the third cycle, the percentage of students’ participation was 74%: 14 students participated in asking questions, 11 students participated in answering questions,  and 5 students participated in giving opinions. Cycle two and three  showed improvement on the students’ participation in asking questions, answering questions, and giving opinions when being taught by using puppet. Hence, Puppet as media can improve students’ participation in English conversation. Keywords: Puppet, Young Learners, Conversation

Mobile Technology-Enhanced Learning

2015 ◽  
pp. 541-548 ◽  
Author(s):  
Gwo-Jen Hwang
Keyword(s):  
Mobile Technology ◽  
Communication Technologies ◽  
Learning Activities ◽  
Mobile Technologies ◽  
Technology Enhanced Learning ◽  
Digital Learning ◽  
Science Courses ◽  
Real World Learning ◽  
Learning Scenarios ◽  
Enhanced Learning

Educators have pointed out the necessity of situating students in real-world learning scenarios. They have also indicated the importance of providing a technology-enhanced learning environment that enables students to access digital learning resources in anywhere and at any time. The popularity of mobile and wireless communication technologies has provided a good opportunity to accomplish these objectives. In the past decade, many studies that employ those technologies in various practical educational settings, such as the learning activities of computer, mathematics, engineering, social science and natural science courses, have been reported. In addition, various strategies and tools have been proposed to help students more effectively learn with mobile devices. In this article, the strategies, applications and trends of mobile technology-enhanced learning are reported based on the literature. It is expected that the article would benefit those who are interested in applying mobile technologies to learning activities or training programs.

From Cambridge to the Amazon in a Few Simple Steps

2011 ◽  
Vol 73 (7) ◽  
pp. 401-406
Author(s):  
Daniel E. Janes ◽  
Kelly Swing ◽  
Leah M. Cataldo
Keyword(s):  
High School ◽  
Experimental Design ◽  
Hypothesis Generation ◽  
High School Biology ◽  
College Level ◽  
Field Station ◽  
Science Courses ◽  
Biology Courses ◽  
Student Travel

Immersive experiences contribute to and enhance diverse curricula. Although more commonly applied to language curricula, student travel has much to offer science courses as well. Here, several options are described for secondary and college-level biology courses to participate in field-based study. The experience of one high school with one Amazonian field station is considered in detail, and several alternative opportunities for science-based student travel are provided as well. Traveling to the Amazon as an extension of classroom-based hypothesis generation and experimental design contextualized content for one high school biology course in a way that is powerful and repeatable.

scholarly journals Peningkatan Kemampuan Menulis Teks Persuasi dengan Menggunakan Teknik Pemodelan Siswa Kelas VIII SMPN L Sidoharjo Kabupaten Musi Rawas

2020 ◽  
Vol 6 (1) ◽  
pp. 21-30
Author(s):  
Elpi Arida ◽  
Susetyo Susetyo ◽  
Didi Yulistio
Keyword(s):  
Research Data ◽  
Learning Activities ◽  
Eighth Grade ◽  
Average Increase ◽  
Student Activity ◽  
Modeling Techniques ◽  
Eighth Grade Students ◽  
Increasing Student Learning ◽  
Academic Year ◽  
Answering Questions

The purpose of this study was to describe (1) increasing the ability to write persuasion text with the modeling techniques of eighth grade students of SMPN L. Sidoharjo, Musi Rawas Regency and (2) Increasing student learning activities in writing persuasive text with modeling techniques for VIII students of SMPN L. Sidoharjo, Musi Regency Rawas. This study uses a Classroom Action Research (CAR) procedures. This research was conducted in two cycles. Each cycle is designed and carried out by steps (1) planning, (2) action, (3) observation, and (4) reflection. The source of the data of this study was the eighth grade students of SMP N L. Sidoharjo in the 2018/2019 academic year, while the research data were in the form of persuasion texts written by students. Then the data is analyzed using the average formula and the results are consulted in the qualification table. The results showed that the ability to write persuasion texts students experienced an average increase in cycle 1 of 67.98 which included in the category of enough, increased to 77, 76 in the second cycle included in the good category. The increase was also followed by an increase in student activity in learning to write persuasion texts which included activeness and direct involvement in observing, answering questions and writing persuasion texts from moderately active to active.

scholarly journals DESAIN PEMBELAJARAN MATERI OPERASI PADA HIMPUNAN MENGUNAKAN PERMAINAN “LEMON NIPIS”

2018 ◽  
Vol 1 (1) ◽  
pp. 14 ◽  
Author(s):  
Jeinne Mumu ◽  
Benidiktus Tanujaya
Keyword(s):  
Mathematics Education ◽  
Experimental Design ◽  
Research Method ◽  
Design Research ◽  
Learning Activities ◽  
Realistic Mathematics Education ◽  
Preliminary Design ◽  
Realistic Mathematics ◽  
Three Stages ◽  
The University

<span lang="EN">This research aims to design student learning activities on the concept of sets, especially operations on the sets. The research was conducted by using design research method with a mathematics realistic education approach. The subjects of this study are 42 students of mathematics education at the University of Papua taking lecture of realistic mathematics education. There are three stages in the implementation of this research, namely preliminary design, experimental design, and retrospective analysis. The results of the study show that the use of game "Lemon Nipis" can develop students' understanding significantly to the concept of operations on the sets. </span><span lang="EN-US">students are able to understand well and correctly basic operations on the sets, union, intersection, and exponentiation.</span>

Sign in / Sign up

Export Citation Format

Share Document