scholarly journals Bioquímica e Função Renal: Utilizações de Sequências Didáticas com Enfoque Investigativo para Reaproximação de Conceitos Específicos

2019 ◽  
Vol 43 (1 suppl 1) ◽  
pp. 404-413
Author(s):  
Prislaine Pupolin Magalhães ◽  
Rodrigo Cardoso Oliveira ◽  
Daniela Ponce ◽  
Silvia Regina Quijadas Aro Zuliani
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Chemical Properties ◽  
Evolutionary Process ◽  
First Year ◽  
Medical Sciences ◽  
Pedagogical Design ◽  
Acute Kidney Disease ◽  
Causes Of Errors

ABSTRACT Current teaching proposals involve teaching strategies that seek to assist and encourage the construction of knowledge by the students, turning them into active participants during the learning process and these have been the subject of several researches. This article reports a didactic sequence carried out with students of applied training for the first year Medical Sciences USP – Bauru, and proposes, as part of its pedagogical design, Problem Based Learning (PBL) as the main teaching strategy. In this didactic sequence we used experimental investigative activities. A didactic sequence that includes investigative activities can be characterized as a gradual evolutionary process, with the objective of intertwining the scientific perspective and the students’ conceptions, through well-planned teaching and learning activities contextualized and empirically adapted to the student’s reasoning. The objective of this work is to share an assertive experience of the application of a contextualized research didactic sequence that involved concepts ranging from the simplest chemical properties of biomolecules and ions to the association and discussion of a hypothetical clinical case involving proteinuria. Its pathophysiology consists of the excretion of protein in the urine, mainly albumin, and occurs when there is some damage to the kidneys. Therefore, the dosage of the protein fraction in urine (albuminuria) is mainly used for the early detection of chronic or acute kidney disease and can also be an instrument for the diagnosis of cardiovascular diseases. Therefore, one should be aware of the possible interferences and the various causes of errors inherent to this examination. In this way, through a didactic resource involving contextualized research experimental activities, having proteinuria as the key problem, we were able to re-approximate specific concepts and to value procedural and attitudinal knowledge, which is important for students in this training phase. In this proposal, the students were protagonists of the learning process, where they were able to raise and test their hypotheses, interconnecting knowledge, acquiring specific skills and competences, allowing reflection on the importance of fundamentals and applications of the basic sciences. The purpose of the investigative and contextualized didactic sequences is to form autonomous subjects, who know how to make decisions and work in teams and have a sound and critical understanding of how scientific knowledge evolves and is related.

scholarly journals Biochemistry and Renal Function: Use of Inquiry-Based Teaching Sequences for Retrieval of Specific Concepts

2019 ◽  
Vol 43 (1 suppl 1) ◽  
pp. 404-413
Author(s):  
Prislaine Pupolin Magalhães ◽  
Rodrigo Cardoso Oliveira ◽  
Daniela Ponce ◽  
Silvia Regina Quijadas Aro Zuliani
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Chemical Properties ◽  
Evolutionary Process ◽  
First Year ◽  
Medical Sciences ◽  
Pedagogical Design ◽  
Acute Kidney Disease ◽  
Causes Of Errors

ABSTRACT Current teaching proposals involve teaching strategies that seek to assist and encourage the construction of knowledge by the students, turning them into active participants during the learning process and these have been the subject of several researches. This article reports a didactic sequence carried out with students of applied training for the first year Medical Sciences USP – Bauru, and proposes, as part of its pedagogical design, Problem Based Learning (PBL) as the main teaching strategy. In this didactic sequence we used experimental investigative activities. A didactic sequence that includes investigative activities can be characterized as a gradual evolutionary process, with the objective of intertwining the scientific perspective and the students’ conceptions, through well-planned teaching and learning activities contextualized and empirically adapted to the student’s reasoning. The objective of this work is to share an assertive experience of the application of a contextualized research didactic sequence that involved concepts ranging from the simplest chemical properties of biomolecules and ions to the association and discussion of a hypothetical clinical case involving proteinuria. Its pathophysiology consists of the excretion of protein in the urine, mainly albumin, and occurs when there is some damage to the kidneys. Therefore, the dosage of the protein fraction in urine (albuminuria) is mainly used for the early detection of chronic or acute kidney disease and can also be an instrument for the diagnosis of cardiovascular diseases. Therefore, one should be aware of the possible interferences and the various causes of errors inherent to this examination. In this way, through a didactic resource involving contextualized research experimental activities, having proteinuria as the key problem, we were able to re-approximate specific concepts and to value procedural and attitudinal knowledge, which is important for students in this training phase. In this proposal, the students were protagonists of the learning process, where they were able to raise and test their hypotheses, interconnecting knowledge, acquiring specific skills and competences, allowing reflection on the importance of fundamentals and applications of the basic sciences. The purpose of the investigative and contextualized didactic sequences is to form autonomous subjects, who know how to make decisions and work in teams and have a sound and critical understanding of how scientific knowledge evolves and is related.

PEER FEEDBACK TECHNIQUE IN IMPROVING THE STUDENTS’ WRITING ABILITY OF THE FIRST GRADE STUDENTS IN SMA NEGERI BALIKPAPAN

2020 ◽  
Vol 3 (1) ◽  
pp. 117-131
Author(s):  
Dayang Suriani
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Peer Feedback ◽  
First Grade ◽  
First Year ◽  
First Year Students ◽  
Writing Ability ◽  
Preliminary Study ◽  
Academic Year ◽  
Writing Practice

This study is directed to obtain information how peer feedback can improve students’ ability in writing. Specifically, it is directed to investigate whether peer feedback works and can improve students’ writing ability in writing sentences and narrative paragraphs, at the first year students of SMA Negeri 1 Balikpapan. The study was conducted based on the result of preliminary study at the school. It is found that the students’ ability in the language skills especially in writing is still insufficient. In the teaching and learning process the teacher provides fewer portions in writing activities for the students in class. In addition, the strategies used in the teaching and learning process are uninteresting because the students have to do the writing activities in under pressure. To answer the problems, a classroom action research is conducted. The teacher as a researcher works in planning the action, implementing the action, observing, and analyzing and reflecting the action. The subjects of the study are the second year students (X-IPA-1) of 2019/2020 academic year consisting of 40 students. The results shows that peer feedback obviously can improve the students’ ability in writing sentences and narrative paragraphs at the first year students of SMA Negeri 1 Balikpapan. It has been observed that the improvements are caused by the regular writing practice done by the students and the teacher’s response given to their writing. It becomes a sort of on going dialogue.

scholarly journals Cadets’ Perceptions on the Teaching Methods and Their Influence on Cadets’ Language Learning Process: A Study on the Co-curricular English Class of PIP Semarang

2019 ◽  
Author(s):  
Latifa Ika Sari ◽  
Ria Hermina Sari
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Teachers ◽  
First Year ◽  
Positive Perception ◽  
Negative Perception ◽  
Self Confidence ◽  
English Class

Cadets’ perception is very important in teaching and learning process. Cadets who perceive the teaching methods used by their teachers positively are more likely to achieve better results. This study aims to investigate cadets’ perceptions on teaching methods used by English teachers in the Co-curricular English class and how they influence cadets’ language learning process especially on the aspect of language improvement, motivation, self-confidence and attitude. As many as 200 questionnaires were distributed randomly to the first-year cadets of PIP Semarang and 10 of the cadets were involved for the interview. The study found that 79.2% cadets have positive perception towards the teaching methods used by English teachers, while the rest (20,8%) have negative perception. This study also revealed that cadets perceive their class more positively if the teachers use interesting method such as games and challenge. It is expected that the result of this study can become an evaluation to improve teaching and learning process ahead.

scholarly journals Teaching Strategy and Learning Model Using Practice Method

2019 ◽  
Vol 4 (1) ◽  
pp. 2-12
Author(s):  
Khudriyah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Learning Model ◽  
Positive Answer ◽  
Know How ◽  
Professional Teacher ◽  
Practice Method ◽  
Qualitative Descriptive ◽  
Practice Of Teaching

bstract : This research is done because of the phenomenon in some teaching and learning process happened at STIT al Urwatul Wutsqo. The researcher found that most of students could not practice of teaching using some methods, strategy or models. They practiced the teaching using lecturing method, mean while they are prepared to be professional teacher. The lecturing method is not bad, but it has many disadvantages, one of them is boring method, especially when the teacher cannot organize it well, the students will be bored easily. This research is aimed to know how practice method is effective to prepare the students to be professional teacher. The design of the research is qualitative descriptive, observation, questionnaire interview and documentation, were as instruments. The result is the practice method is very effective, such as; most of students were actively involved in the teaching and learning process. Most of students chose positive answer which supported the implementation of practice method, the students were able to gain good and high score, and they showed their positive responses to the teaching using practice method.

scholarly journals Mending Students’ Speaking Deficiencies in Moroccan EFL Classes

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Assya El Hannaoui
Keyword(s):  
High School ◽  
Foreign Language ◽  
Learning Process ◽  
Common Core ◽  
Teaching And Learning ◽  
English Language ◽  
Arab World ◽  
First Year ◽  
Learning Practices ◽  
Speaking Skills

This paper presents an attempt to help students enhance their speaking skills in Moroccan English as a foreign language (EFL) classes. It was observed that students in Moroccan high schools are generally not able to speak their minds out freely and imaginatively in English. This paper studies the causes for students’ weak speaking skills in the English language and suggests solutions to mend the situation. An observation of the teaching and learning practices took place in a sample Moroccan high school and interviews as well as questionnaires were administered for the aim of tracing the obstacles students face in their learning process as well as their preferences that they wish to have applied in the speaking sessions. Several speaking activities were tested and proved effective in encouraging students to speak English in class and defeat their shyness and reluctance to express their opinions. These activities are provided in this paper for teachers to use starting from common core classes passing by 1st year Baccalaureate( Bac )and ending with 2nd year Bac (common core being the first year of high school in Morocco and so on) and include watching films and conducting projects in the framework of a cooperative learning. They outline a project of forming good speakers of English in Morocco and maybe elsewhere in the Arab world.

scholarly journals Engaging students in co-creation of sociological knowledge and curriculum design as a form of deep engagement

2018 ◽  
Vol 15 (5) ◽  
pp. 96-109
Author(s):  
Paulina Billett ◽  
◽  
Dona Martin ◽  
Keyword(s):  
Learning Process ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Development Aid ◽  
Class Discussion ◽  
Production Of Knowledge ◽  
Reading Material ◽  
Pedagogical Design ◽  
Learning Practices ◽  
Second Year

This article is based on the findings of a three-year study on the outcomes of involving students in the cocreation of knowledge and pedagogical design, 2014, 2015, 2016. It involves three cohorts of second year Sociology students at an Australian University. Data came from recording engagement in class discussion, completion of set reading material, performance in assignments as well as student and lecturer perceptions of overall levels of engagement. Findings demonstrate ways in whichco-creationof knowledge and curriculum design assisted students to engage more deeply in the learning process. Authors posit that co-production of knowledge and shared curriculum development aid in promoting deeper teaching and learning practices.

scholarly journals Buzz Group in ESP Class to Improve Students' Speaking Skills

2018 ◽  
Vol 10 (2) ◽  
pp. 88
Author(s):  
Nine Febrie Novitasari ◽  
Dwi Taurina Mila Wardhani
Keyword(s):  
Effective Teaching ◽  
Teaching Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Visual Media ◽  
Group Method ◽  
Effective Teaching Strategies ◽  
Speaking Skill ◽  
Speaking Skills

Teaching strategy and media are two important factors that influence the success of teaching and learning process. The implementation of Buzz group method that are integrated with audio visual media is one example of the effective teaching strategies that can be used to teach speaking. Students taking ESP class at UNARS had difficulties with speaking skill because of their limited vocabularies. Thus, this research tried to see how if Buzz group implemented with audio visual media implemented to the students to mprove their speaking skill. This CAR was held in one cycle. The result showed that the strategy was effective in improving the students’ speaking skill.

scholarly journals EFEKTIVITAS PEMBELAJARAN BERDASARKAN MASALAH DALAM MENINGKATKAN AKTIVITAS DAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SMA

2019 ◽  
Vol 1 (2) ◽  
pp. 29-36
Author(s):  
Sumarti
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Problem Based Learning ◽  
First Year ◽  
Minimum Standard ◽  
First Year Students ◽  
Asking Questions ◽  
Answering Questions

During teaching and learning process, the students tended to be passive and the class was dominated by the teacher. This situation made the students’ activity in learning became low as they just memorized the concepts instead of understood them. This research was aimed at improving students’ activity and ability in problem solving in Math through problem-based learning model.This was a classroom action research which was conducted in two cycles. The data of this research was collected through observation sheet and a test. The data gotten then was analyzed descriptively. The result of the research showed that the use of problem-based learning model could improve the first year students’ activity and ability of problem solving in Math at SMA Negeri 1 Pekanbaru. Students’ activities in completing LKS, asking questions to the teachers and peers, answering questions from the teachers and peers, presenting the result of group discussion and drawing a conclusion had been in very good category. In problem solving, the percentage of the students who had gained the minimum standard of achievement (KKM) improved from 61,30% in the first cycle into 82,14% in the second cycle.

scholarly journals Impact of clicker technology in a mathematics course

2012 ◽  
pp. 279-292
Keyword(s):  
Success Rate ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Pass Rate ◽  
First Year ◽  
Mathematics Students ◽  
Effective Implementation ◽  
University Of Technology ◽  
Students Success ◽  
Orientation Test

This article reports on the implementation of clickers to improve the success rate of first-year mathematics students. There were 105 students registered in this course, in a university of technology in South Africa. In order to do this, an orientation test in the form of a paper-based assessment was first conducted to determine what students already knew. About 21.9% of the students did not take the test and 20% did not pass it. These results raised concerned. Thereafter students were taught. After four weeks they were evaluated on their understanding of the concept taught in class. Results did not improve much, as 48.6% of the students did not pass the test. Therefore, a technology-engagement teaching strategy (TETS) using clicker technology was developed and implemented in order to improve the pass rate. Weekly continuous assessments or diagnostic tests were conducted in order to establish the changes in students’ academic performance. A survey questionnaire was administered after the teaching and learning of incorporating clickers. This questionnaire also examined students’ perspective on the usefulness of clickers in teaching and learning. The results showed that the effective implementation of clickers with the integration of a TETS improved students’ success rate.

scholarly journals A Three-Party Case Study: Exploring the Value of Student Work in Co-creation in Teaching and Learning

2020 ◽  
Vol 8 (2) ◽  
pp. 200-220
Author(s):  
Sunah Cho ◽  
Gregory R. Werker ◽  
Arkie Yaxi Liu ◽  
Bruce Moghtader ◽  
Woonghee Tim Huh
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Learning Experience ◽  
First Year ◽  
Approaches To Teaching ◽  
Teaching Process ◽  
Student Work ◽  
Survey Questions ◽  
Business Course

In the context of a large first-year business course, we explore the value of student contributors, the former students from this course, working with faculty to improve the learning experience of the students enrolled in the course. By describing our study of the roles, impacts, benefits, and challenges of the student contributors’ involvement in creating supplemental resources, such as videos and practice problems, intended to augment the teaching process of the faculty and the learning process of the student learners, we contribute to the understanding of this three-party experience. Our study included interviews, survey questions, and resource-engagement analytics. We found that because student contributors can provide unique perspectives, greater inclusivity, and diverse approaches to teaching, there are benefits to the instructors, the student contributors, and the student learners.

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