scholarly journals Using peers in a three folded support : student needs and achieving the learning outcomes!

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Anna Wiberg ◽  
Annika Hellbring
Keyword(s):  
Student Teachers ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Information Seeking ◽  
Bologna Process ◽  
Close Relation ◽  
Law Students ◽  
Central Feature ◽  
Teachers And Students ◽  
The Subject

This poster describes how librarians, teachers and students collaborate at the Faculty of Law at Lund University in order to support the law students to achieve the learning outcomes.The purpose is to highlight the use of peers as a part of the learning support. When The Bologna process took place in 2007, the library introduced a plan on how to achieve the learning outcomes concerning information literacy. Information literacy is an important competence for law students and professionals and is therefore stressed in the learning outcomes. A central feature is that the outcomes should be closely related to the contents of each course so that the students practice information literacy as part of the subject law. To make best use of different competencies the library suggested a three folded support structure. Student teachers give database instructions for solving course assignments; subject teachers and librarians work together in lectures concerning document cultures and law practices; librarians are responsible for lectures concerning problem solving and information seeking. The faculty has a long tradition of hiring students to assist in teaching on a basic level. One reason to use peers in teaching is that students are close to the learning process and are familiar with difficulties. The students also have other perspectives on the topics being taught, which can be useful in their teaching (Biggs & Tang, 2011, p. 147). The information lectures have very often a high amount of participants, which sort of confirm the teaching organization. The library is responsible for coordinating the information literacy and work in close relation with the student teachers and the subject teachers. The librarians repeatedly discuss with the subject teachers and the student teachers about the learning outcomes and the assignments on the course. Exercises and questions for the students are jointly developed. The librarians also write manuals for the lectures given by librarians and student teachers.We believe this way of organizing support is one way to enhance student learning both in information literacy and in subject learning. References Biggs, J. B. & Tang, C. S-K. (2011). Teaching for quality learning at university: what the student does. 4th, [rev.] Ed.. Maidenhead: Open University Press.

scholarly journals TOPICS OF MEDIA LITERACY IN THE CONTENT OF PRIMARY AND SECONDARY EDUCATION IN THE SUBJECT OF THE LATVIAN LANGUAGE

2021 ◽  
Vol 5 ◽  
pp. 588-598
Author(s):  
Sandra Murinska ◽  
Inga Kaļva-Miņina
Keyword(s):  
Critical Thinking ◽  
Secondary Education ◽  
Media Literacy ◽  
Information Literacy ◽  
Digital Content ◽  
Primary And Secondary Education ◽  
Lack Of Information ◽  
Teachers And Students ◽  
The Subject

People are facing the growth and access of information, as well as the various forms of communication. While some part of society experience a lack of information, others are flooded with printed, broadcast and digital content. UNESCO argues that media and information literacy can provide answers to questions related to our culture of information and critical thinking. Media literacy must be discussed through education, because teachers are the key person to literacy of the society. An important way to update media literacy among teachers and students is to introduce it in the curriculum. The topic of media literacy is currently included in the curriculum based on the new competency approach in Latvia. When evaluating the curriculum of the subject of the Latvian language, the aim of the paper is to determine which topics and aspects of media literacy are included in the curriculum of the Latvian language and what pupils' skills and knowledge they promote.  

scholarly journals PENERAPAN MODEL PEMBELAJARAN TIME TOKEN UNTUK MENINGKATKAN KEMAMPUAN BERTANYA DAN HASIL BELAJAR KIMIA SISWA KELAS X MIPA 1 SMAN 09 KOTA BENGKULU TAHUN AJARAN 2017/2018

Alotrop ◽  
2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Ufi Damayanti ◽  
Amrul Bahar ◽  
Salastri Rohiat
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Redox Reactions ◽  
Learning Cycle ◽  
Research Results ◽  
School Year ◽  
Teachers And Students ◽  
The Subject

Research the act of this class carried out of date 01 February 2018 – 08 March 2018aims to (1) enhance the capacity of ask a student to lose their; (2) increase yields of of students to study, declaration of relinquishing his her to see liveliness of teachers and students in the process of learning to promote disorder to. A subject in this research is a student X MIPA 1 SMAN 09 city Bengkulu school year 2017/2018 on the subject of redox reactions, which amounted to 28 students. The research results show that the implementation of learning cooperative type time token can improve the ability ask students, improve learning outcomes students, and improving liveliness teachers and students in learning in subject matter reaction redoks the result of which have be completed in cycle 3rd. On the ability of cycle I ask students 75 % rate of C1, 15 % rate of C2, 10 % rate of C3 and 28,57 % student learning. Cycle II ask students 65,22 % rate of C1, 21,74 % rate of C2, 13.04 % rate of C3 with 64,29 % student learning. The cycle III ask student 4,35 % rate of C1, 78,26 % rate of C2, and 17,39 % rate of C3, with 89,29 % student learning (who has achieved indicators of the quality of the success of research and KKM). To liveliness teachers from the cycle I, II, and III each 25, 27, and 30, while liveliness students in each 21, 24, and 28

scholarly journals Evaluación de las actividades realizadas mediante la metodología de Aprendizaje Basado en Problemas

2020 ◽  
Author(s):  
Ramón Manuel Fernández-Domene ◽  
Rita Sánchez-Tovar ◽  
Gemma Roselló-Márquez ◽  
Patricia Batista-Grau ◽  
Rafael Leiva-García ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Oral Presentation ◽  
Chemical Engineering ◽  
Problem Based Learning ◽  
The Other ◽  
Self Assessment ◽  
Evaluation Approach ◽  
Other Hand ◽  
Teachers And Students ◽  
The Subject

The Problem-Based Learning (ABP) methodology requires an evaluation approach in which a series of specific and transversal competencies are evaluated. This evaluation must be formative allowing students to identify and correct mistakes in time. Therefore, it is necessary to have tools in order to evaluate suitably the learning outcomes and established competencies. In the subject of Corrosion which belongs to the second course of the Master of Chemical Engineering, the ABP has been evaluated through a report to be handed after each ABP session, where the main conclusions are collected after the cooperative resolution of the proposed problem and, on the other hand, by means of the notes taken by the teachers and students (co-assessment and self-assessment), after the oral presentation of the results and conclusions of the practice. In this work, for each of these evaluation activities, specific rubrics have been developed. From the different evaluation activities, it can be affirmed that the rubrics used are effective for the evaluation of the ABP methodology activities. In addition, it was possible to verify that the students have reached the learning results and it was also possible to detect the corrosion issues that pose the greatest difficulty to the students.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPETWO STAY TWO STRAY UNTUK MENINGKATKAN HASIL BELAJAR IPSKELAS IV SD NEGERI 010 SILIKUAN HULU

2016 ◽  
Vol 5 (2) ◽  
pp. 172
Author(s):  
Edi Sutrisna
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning By Doing ◽  
Lecture Method ◽  
Teachers And Students ◽  
The Subject ◽  
Data Collection Technique

The background of this study is the low learning outcomes IPS SD Negeri 010 Silikuan Hulu. It is characterized by the acquisition value of the average student at 64.34, besides completeness of student learning outcomes is only 40.63% or only 13 students out of 32 students. The low yield of this study was due to: (a) teachers do not master the subject matter; (B) teachers still use the lecture method; (C) teachers do not use instructional media; and (d) learning social studies focused only on teacher. The problems, researchers make improvements learning by doing classroom action research by applying cooperative learning model two stay two stray. This study was conducted by two cycles of each cycle to which it consists of two meetings and one daily tests. The data collection technique used is the technique oberservasi activities of students and teachers and achievement test. The results showed that the application of cooperative learning model two stay two stray can increasing the activity of teachers and students as well as students' learning outcomes IPS, it is supported by the following results: (a) an increase in activity of teachers and students of the first cycle and the second cycle. For the first cycle of teacher activity increased 61.60% to 81.25% cycled II with an increase of 19.65%. For students in the first cycle of activity 61.61% increase in cycle II to 82.14% with an increase of 20.53%; and (b) An increase in student learning outcomes in basic score with an average of 64.34. In the first cycle increased to 68.75 and the second cycle increased to 76.86.

scholarly journals Tarqiyat Natā’ij al-Ta‘allum fī Māddat al-Lughah al-‘Arabīyah bi-Istikhdām Uslūb al-Thawāb wa-al-‘Iqāb

Al-Ma rifah ◽  
2021 ◽  
Vol 18 (1) ◽  
pp. 87-96
Author(s):  
Muhammad Kamal Bin Abdul Hakim ◽  
Chakam Failasuf ◽  
Lulu Mauliadana
Keyword(s):  
Learning Outcomes ◽  
Learning Outcome ◽  
Female Students ◽  
Male Students ◽  
Exam Score ◽  
Research Subjects ◽  
Test Cycle ◽  
Surrounding Environment ◽  
Teachers And Students ◽  
The Subject

This study aims to determine the improvement of Arabic learning outcomes using rewards and punishments. The research used an action research method by Kemmis and McTaggart model and was carried out in two cycles. The research subjects were grade 7 students of SMP Muhammadiyah 3 Jakarta, totaling 36 students including 19 male students and 17 female students. The instruments used tested learning outcomes and observation sheets. Learning outcome tests are used to measure the success of students in understanding Arabic lessons. Meanwhile, the observation sheet is used to measure the performance of teachers and students in learning. The scores that have been achieved by the students during the study are the pre-cycle score is 65,83, the exam score for cycle 1 is 66,80, and the exam score for cycle 2 is 75,69. There was an increase in the value from the pretest to the test cycle 1, namely 0,99, and the increase from cycle 1 to cycle 2 is 8,89. The number of improvement results in this study was 9,88. By using reward and punishment, students are more active in learning and can relate the subject matter to the surrounding environment and practice it directly in the classroom.

UPAYA MENINGKATKAN HASIL BELAJAR SISWATENTANG PESAN MELALUI TELEPON DENGAN METODE PEMODELAN SISWA KELAS IV SD NEGERI 111 PEKANBARU

2016 ◽  
Vol 5 (2) ◽  
pp. 232
Author(s):  
Artuti '
Keyword(s):  
Learning Outcomes ◽  
Mastery Learning ◽  
Student Learning Outcomes ◽  
Average Value ◽  
Modeling Methods ◽  
High Category ◽  
Fourth Grade Students ◽  
Teachers And Students ◽  
The Subject ◽  
To Receive

Low student learning outcomes due to less precise selection method of learning that suits the subject matter presented to the students. Efforts to overcome this need for a method or a proper way so that every student is able to receive information in every lesson well. Stages for easy entry of information, namely, listening, writing or drawing and then view and conduct their own experiments. To the researchers conduct classroom action research by applying methods of modeling. The subjects were fourth grade students of SD Negeri 111 Pekanbaru with the number of 30 students. This research was conducted by 2 cycles. Data collection techniques used were observation activities of teachers and students and the achievement test. Research suggests that the application of modeling methods to improve learning outcomes language on the material Indonesia message over the phone, this is evidenced by: (a) increase the activity of the teacher, in the first cycle of the first meeting, please obtain a category with a score of 35 (58.33%). At a meeting of the second cycle I earn good category with a score of 43 (71.67%). Cycle II meeting I obtained good category with a score of 49 (81.67%). At the second meeting of the second cycle of activity students gain Very Good category with a score of 53 (88.33%). Besides the activities of students in the first cycle of meetings I obtain a score of 34 (56.67%) with a category, please. At a meeting of the second cycle I obtained a score of 46 (76.67%) with good category. Cycle II meeting I obtained a score of 51 (85.00%) to the category of Very Good. At the second meeting of the second cycle of activity students obtain a score of 57 (95.00%) category of Very Good; and (b) learning outcomes has increased, on the basis of scores obtained an average value of 48.38 with a low category. UH in the first cycle obtain an average value of 72.00 with the high category. In the second cycle UH earned an average value of 76.50 with the high category. mastery learning of individual students in each cycle has increased. On the basis of completeness scores of individual students obtained a score of 36.67% (11 students). At UH cycle I obtained a score of 60.00% (18 students). UH second cycle increased with the acquisition of a score of 86.67% (26 students).

scholarly journals Understanding of Developing and Setting Tasks in Geography Lessons by German and Dutch Student Teachers

2021 ◽  
Vol 11 (2) ◽  
pp. 63
Author(s):  
Uwe Krause ◽  
Alexandra Budke ◽  
Veit Maier
Keyword(s):  
Student Teachers ◽  
Learning Outcomes ◽  
Teaching Practice ◽  
Quality Criteria ◽  
Learning Processes ◽  
Geography Education ◽  
Empirical Literature ◽  
The Subject ◽  
Social Learning Processes ◽  
Insight Into

Setting tasks plays a key role in geography lessons, as they enable students to engage with the subject content, guide lessons towards predefined learning outcomes, and are therefore important for assessment. At the same time, the use of tasks is complex as numerous aspects regarding the content and the students have to be taken into account. Based on theoretical and empirical literature, we identify seven quality criteria for tasks in geography education: motivating and engaging students; addressing the heterogeneity of students; structuring learning processes; comprehensible formulation; considering individual and social learning processes; making meaningful use of materials; and fostering the development of subject specific competences. These criteria were applied in observation of lessons, which were given during an exchange between student geography teachers from a Dutch and German university. Overall, it was found that student teachers recognize the defined quality criteria, but half of them focus on only one or two aspects. The difficulties student teachers face in task setting during their traineeship can partly be explained by their phase of apprenticeship and the context. The developed observation form was considered to be valuable for preparation and observation of and reflection on tasks in geography lessons, and the exchange enabled student teachers to gain an insight into their own teaching practice.

scholarly journals Students’ learning outcomes from cross-collaborative supervision in information seeking processes during work placements

2017 ◽  
Vol 9 (1) ◽  
Author(s):  
Anett Kristin Kolstad
Keyword(s):  
Nursing Education ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Text Analysis ◽  
Information Seeking ◽  
Nurse Educators ◽  
Work Practice ◽  
Education Programme ◽  
Student Experiences ◽  
Individual Student

This article presents student experiences and learning outcomes in information literacy (IL) and evidence-based practice (EBP) following interdisciplinary supervision of their assignments by nurse educators, nurse supervisors and librarians in real clinical settings.The article is based on qualitative and quantitative text analysis of 102 individual student logs, qualitative text analysis of 36 student group assignments, feedback from an evaluation form and 285 blog and wiki comments from students, nurse educators, nurse supervisors and librarians. It is analysed according to the first five steps of the EBP model of and feedback from an evaluation form.The students’ learning outcomes in information literacy improved by using the EBP model. By the end of the project period, 83 % of the students had integrated a focus on research-based knowledge into their work placement assignment. The interdisciplinary joint supervision and a related blog and wiki communication forum had significant influence on this outcome space. The preparation programme for the students on campus, before work practice placements was developed collaboratively between the nursing education programme and the Learning Centre and library.There is very little existing research on the effect of cross-collaborative supervision in IL where both physical and digital tools have been used in work placements. This challenges established routines and ways of conducting supervision in IL in both the library and nursing education, because of the need to collaborate more tightly than before.

Teachers’ use of class talk interaction as a predictor of learning outcomes in chemistry

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Newton Irungu Mwangi ◽  
Grace Mutitu Nyagah ◽  
Mercy Muthoni Mugambi
Keyword(s):  
Learning Outcomes ◽  
Survey Design ◽  
Strong Predictor ◽  
Pedagogical Practices ◽  
Post Secondary ◽  
Policy Interventions ◽  
Global Trend ◽  
Teachers And Students ◽  
The Subject ◽  
Descriptive Survey

Abstract There appears to be a general, global trend of many students not taking chemistry related courses at post-secondary institutions, while the academic performance of the subject at secondary level is on the decline. Addressing the performance and unpopularity gaps of the subject requires an exploration of effective pedagogical practices. One critical objective of a chemistry teacher is to create an active learning environment. However, due to insufficient research, relatively little is known about the concept and role of class talk interaction in enhancing learners’ engagement and inquiry-related curiosity. To address the gap, the current study explored the effect of class talk interaction on students’ learning outcomes in chemistry. The study adopted a descriptive survey design. The study involved a sample of 384 students and 30 teachers, drawn from 30 public secondary schools in Murang’a County, Kenya. Data was collected through validated instruments which included students’ questionnaire, interview schedule, observation checklists and also a Chemistry achievement test. Descriptive statistics revealed that learners were very poor in utilizing class talk interaction, in comparison with teachers who were rated above average. Further, inferential statistics involving one way ANOVA revealed that there was a statistically significant effect of class talk on learning outcomes, while simple regression revealed that class talk is a strong predictor of learning outcomes. These results indicate a need for policy interventions aimed at achieving meaningful instructional class talk interaction between teachers and students as a way of improving learning outcomes.

PENERAPAN METODE DISKUSI UNTUK MENINGKATKAN HASIL BELAJAR PKN PADA MATERI MENDESKRIPSIKAN PENGERTIAN ORGANISASI SISWA KELAS V SD NEGERI 009 TEMBILAHAN HULU KECAMATAN TEMBILAHAN HULU

2017 ◽  
Vol 6 (1) ◽  
pp. 332
Author(s):  
Tuti Eliani
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Achievement Test ◽  
Female Students ◽  
Male Students ◽  
Average Score ◽  
Before And After ◽  
Teachers And Students ◽  
Research Findings ◽  
The Subject

The background of the research is lack of the ability to explain the definitions of organization. This study aims to determine whether or not there was improvement of Civics learning outcomes before and after the research was carried out by using the discussion method on Grade V students of SD Negeri 009 Tembilahan Hulu, Kecamatan Tembilahan Hulu. The number of the subject of the research was 20, consisting of 10 male students and 10 female students with heterogeneous capabilities. The research was conducted on from January 12, 2016 to February 2, 2016. The study was conducted in two cycles. Data of the research were collected from observation and tests. Observation sheet will be analyzed descriptively to describe the activities done by both teachers and students during the learning process took place, while the achievement test was analyzed by the minimum passing grade criteria, hereinafter KKM and analysis of the average was used to determine whether or not there was improvement of the students’ learning outcomes before and after application of the discussion method. Based on the data obtained from the teacher of the school, the number of the students reaching the KKM was 5 (25%) and the average score was 71.1. The research findings reveal that the number of students who reached KKM at the first cycle was 14 (70%) and at the second cycle, the number increased to 19 people (95%). The average score at the first cycle increased from the previous one to 76.3. The improvement also took place at the second cycle in which the average score was 84.7. Based on these findings, it can be concluded that the application of the discussion method can improve civics learning outcomes of Grade V students of SD Negeri 009 Tembilahan.

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