scholarly journals Teaching and Learning Developmental Psychology in the Frame of Anchored Instruction

2021 ◽  
pp. 1-17
Author(s):  
Nilgün GÜNBAŞ ◽  
Melike EĞER AYDOĞMUŞ
Keyword(s):  
Teaching And Learning ◽  
Developmental Psychology ◽  
Anchored Instruction

scholarly journals The Implementation of Teaching and Learning for Islamic Education Subject (Fiqh) based on Cognitive Developmental Psychology Levels in Madrasah Tsanawiyah Negeri (MTs N) Malang 1

2018 ◽  
Vol 7 (3.30) ◽  
pp. 265 ◽  
Author(s):  
Rohana Dwi Kartikawati ◽  
. . ◽  
. .
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Developmental Psychology ◽  
Islamic Education ◽  
Learning Technology ◽  
Cooperative Model ◽  
Islamic Studies ◽  
Cooperative Models ◽  
Western Perspective

The object of education is human being. Undersanding student developmental psychology is essential in teaching and learning process. The research entitled “The Implementation of Teaching and Learning for Islamic Education Subject (Fiqh) Based on Cognitive Developmental Psychology Levels In MTsN Malang 1” is intentionally aimed to explore how the teaching and learning on Islamic studies (Fiqh) could be implemented by considering the students developmental psychology.  This is descriptive qualitative research utilizing two perspectives as theoretical bases, Islamic perspective refers to Prophet Muhammad theory, and western perspective refers to Jean Piaget and Lev Vygotsky theories. The research begins by finding the problems, then breaking theories down to be reasearch instrument and comparing it as applied in model school, MTsN Malang 1. The result, based on both Islamic and western perspective theories, shows supports. Teaching and learning process are considered to implement interactive and cooperative models. Interactive model is implemented by utilizing learning technology such as LCD-projector and computer to show audio-visual contents, quiz creator and edmodo. And cooperative model is implemented not only by learning technology, but also language development applied in mapping and presentation set. Analysis result shows that teaching and learning based on cognitive developmental levels gives more understanding for most students’ proved by students’ interest and excellent score. The novelty is that the research used developmental psychology which specified on cognitive to be applied in Islamic Education subject (Fiqh).  

Cognition and Movement: Theoretical, Pedagogical and Measurement Considerations

1971 ◽  
Vol 32 (2) ◽  
pp. 523-532 ◽  
Author(s):  
W. Fowler ◽  
K. A. Leithwood
Keyword(s):  
Structural Dynamics ◽  
Teaching And Learning ◽  
Developmental Psychology ◽  
Task Complexity ◽  
Motor Tasks ◽  
Gross Motor ◽  
Cognitive Mediation ◽  
Hierarchical Complexity ◽  
Physical Abilities ◽  
Cognitive Involvement

The paucity of recent daevelopmental research concerned with complex gross motor learning, particularly in the young child, can be partly attributed to lack of conceptual constructs and accompanying analytic-evaluative instruments. Such learning requires forms of cognitive mediation apparently fostered by analytic-integrative modes of teaching and learning. A theoretically based, empirically rested scheme for assessing the hierarchical complexity of gross motor tasks and sequences is elaborated in terms of both requisite cognitive involvement (structural organization) and underlying physical abilities (structural dynamics). The scheme is presented as one possible solution to the problem of quantifying task complexity and levels of skill to facilitate research and development in developmental psychology and education.

An Analysis of the Impact of Anchored Instruction on Teaching and Learning Activities in Two Ninth-Grade Language Arts Classes

2003 ◽  
Vol 24 (3) ◽  
pp. 173-184 ◽  
Author(s):  
Herbert J. Rieth ◽  
Diane P. Bryant ◽  
Charles K. Kinzer ◽  
Linda K. Colburn ◽  
Suhng-June Hur ◽  
...  
Keyword(s):  
Language Arts ◽  
Teaching And Learning ◽  
Ninth Grade ◽  
Learning Activities ◽  
Anchored Instruction ◽  
Arts Classes ◽  
The Impact

scholarly journals How important are today’s teacher development program contents for primary school teacher?

2019 ◽  
Vol 12 (1) ◽  
pp. 55-62
Author(s):  
Jayanti Jayanti ◽  
Dinn Wahyudin
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Developmental Psychology ◽  
Lesson Plan ◽  
Development Program ◽  
Media Technology ◽  
Primary School Teachers ◽  
Teaching Motivation

Teacher development program (TDP) will only be effective when it answers the teacher's need. This study aims to find out how important the training content that has been delivered in the TDP. The training contents listed in this study drawn from the Teacher Working Group, the School of Master Teacher program organized by Sekolah Guru Indonesia Dompet Dhuafa and teacher development at Sukma Bangsa School. A total of 327 primary school teachers have participated in the study which was designed based on survey model. The study was limited to primary school teachers due to different teacher needs of other school levels may be occurred. The data of this study were obtained by using a questionnaire comprised of 13 close-ended items in the form of the rating scale. Descriptive statistics include the percentage, frequency, mean, and standard deviation for data analysis. According to the study results, 84,1% of respondents chosen classroom management as the most important training content to learn. Another indication of the result is that the teachers also need to learn teaching and learning models, developmental psychology, teaching motivation, teaching and learning evaluation, teaching and learning media, technology-based learning, lesson plan, 2013 curriculum, classroom display, public speaking and literacy-based learning that more than 50% teachers defined them as very important to learn. However, only 47% of respondents mentioned Classroom Action Research is very important to learn. Based on the results of this study, the designer of TDP suggested considering classroom management as the first priority to deliver in the TDP followed by teaching and learning models, developmental psychology, teaching motivation, teaching and learning evaluation, teaching and learning media, technology-based learning, lesson plan, 2013 curriculum, classroom display, public speaking and literacy-based learning. In addition, it has to pay more attention to the teacher's need level of Classroom Action Research that is still very low due to improving their motivation to do research.

scholarly journals A fogalmi váltás elméletei

2000 ◽  
Vol 55 (2-3) ◽  
pp. 179-205 ◽  
Author(s):  
Erzsébet Korom
Keyword(s):  
Conceptual Change ◽  
Prior Knowledge ◽  
Teaching And Learning ◽  
Conceptual Development ◽  
Developmental Psychology ◽  
Scientific Information ◽  
Psychological Research ◽  
Research Area ◽  
Conceptual System ◽  
Naive Theories

A pedagógiai és a pszichológiai kutatások egyik érdekes találkozási pontja az 1980-as évek elején kibontakozó, a fogalmak tanulásával, az ismeretelsajátítás folyamataival foglalkozó, a szakirodalomban "fogalmi váltás"-ként (conceptual change) ismert kutatási irány. E kutatási területen összefonódnak az oktatás gyakorlatával, elsősorban a természettudományok tanításával foglalkozó vizsgálatok és a kognitív fejlődéslélektani megközelítések. Mindkét irány kiindulópontja az a tanulásszemlélet, amely a tanulás aktív jellegét hangsúlyozza. A tanuló az előzetes ismeretei alapján értelmezi az új információt, konstruálja meg tudását. A fogalmi váltás kutatások oktatáshoz szorosabban kötődő ága a tanulást értelmezi fogalmi váltásként, amely során azokat a tanulói fogalmakat, amelyek nem felelnek meg a tudományos nézeteknek, le kell cserélni a tudományos fogalmakra. A kognitív fejlődéspszichológiában gyökerező fogalmi váltás vizsgálatok viszont arra keresik a választ, hogy mi történik a régi és az új ismeretek kölcsönhatásakor, milyen változások, váltások mennek végbe a fogalmi rendszerben, és hogyan lehet elősegíteni az új információk megértését. E tanulmány célja, hogy (1) áttekintse a fogalmi váltás kutatások két évtizedének legfontosabb tendenciáit((2) bemutassa a legjelentősebb empirikus munkákat és a belőlük kiinduló elméleteket((3) felhívja a figyelmet a még megválaszolandó kérdésekre(és (4) érzékeltesse a fogalmi váltás kutatások lehetséges jövőbeni irányait. E kutatási terület eredményei számos információval szolgálnak a tanulók fogalmi fejlődésének megértéséhez, továbbá felhívják a figyelmet néhány pedagógiai következményre is. Kiemelik azt, hogy az oktatás során az eddigieknél sokkal nagyobb figyelmet kell fordítani a tanulók előzetes ismereteire, meggyőződéseire, naiv elméleteire, valamint a tudatos fogalomtanításra és fogalomtanulásra.One of the intriguing meeting points of educational and psychological research is the area known in the literature as 'conceptual change', which emerged in the early 1980s and has studied the processes of concept learning and knowledge acquisition. In this research area the practice of education is intertwined with cognitive developmental psychological approaches and research especially on science education. Behind both directions lies the assumption that learning is an active process in which students interpret new information and construct their knowledge on the basis of their prior knowledge. That branch of conceptual change research which is closely linked to education sees the learning process as a conceptual change during which students' existing concepts should be substituted with scientific ones. Conceptual change research rooted in cognitive developmental psychology, however, studies the interactions between old and new knowledge, the changes in the conceptual system and tries to find ways to facilitate students' understanding of scientific information. The aims of the paper are (1) to survey the most significant tendencies of conceptual change research of the last two decades; (2) to present the most important empirical works and theories built upon them; (3) to highlight the yet unanswered questions; (4) to indicate the possible future directions in conceptual change research. The results of this research area yield a great deal of information for the understanding of students' conceptual development and call attention to certain educational consequences: e.g. much more attention should be paid to students' prior knowledge, beliefs, and naive theories in the course of instruction, as well as to conscious concept teaching and learning.

Sociocultural memory development research drives new directions in gadgetry science

2019 ◽  
Vol 42 ◽  
Author(s):  
Penny Van Bergen ◽  
John Sutton
Keyword(s):  
Episodic Memory ◽  
Autobiographical Memory ◽  
Developmental Psychology ◽  
Cross Cultural ◽  
Memory Development ◽  
Development Research ◽  
Cultural Research ◽  
New Directions ◽  
Cross Cultural Research

Abstract Sociocultural developmental psychology can drive new directions in gadgetry science. We use autobiographical memory, a compound capacity incorporating episodic memory, as a case study. Autobiographical memory emerges late in development, supported by interactions with parents. Intervention research highlights the causal influence of these interactions, whereas cross-cultural research demonstrates culturally determined diversity. Different patterns of inheritance are discussed.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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