scholarly journals LAS METÁFORAS EMOCIONALES DEL APRENDIZAJE DE LOS ALUMNOS VISTO POR EL FUTURO PROFESORADO DEL MÁSTER DE EDUCACIÓN SECUNDARIA

2017 ◽  
Vol 1 (1) ◽  
pp. 149
Author(s):  
Lucía Mellado ◽  
Susana Sánchez Herrera ◽  
Florencio Vicente ◽  
María Luisa Bermejo
Keyword(s):  
Teacher Training ◽  
Data Collection ◽  
Student Learning ◽  
The Other ◽  
Secondary Teacher ◽  
Social Emotions ◽  
The Future ◽  
Post Test ◽  
The University

Abstract.THE EMOTIONAL METAPHORS ON THE STUDENTS LEARNING SEEN BY THE FUTURE PROFESSORS OF THE MASTER OF SECONDARY EDUCATIONThe personal and emotional metaphors help teachers to reflect on their conceptions and their roles, give us an overview of classroom life and build bridges between the cognitive and affective. In this study a pretest personal and emotional metaphors for teacher and student learning from a sample of students in the Master of Secondary teacher training at the University of Extremadura (Spain) are analyzed. The method of data collection was an open questionnaire where they had to describe their metaphors and make a drawing of them. In research conducted adapt the four categories of Leavy et al. (2007): Behavioral-transmissive, cognitive-constructivist, situated and selfreferential. The results indicate that in the general metaphors regarding student learning, the highest number correspond to self-referenced ones (44.9%), followed by transmissive-behaviorists (32.0%), cognitive-constructivists (14.1% ) And those located. In the general metaphors of the post-test, the participants have expressed a total of 46 metaphors, and the highest number correspond to self-referenced ones (35.0%), followed by behavioral-transmissive ones (30.0%), cognitive-constructivists And those located (7.5%). When comparing the percentage of emotional metaphors with the totals obtained in the pretest and posttest, they fall in the behaviorist-transmissive category and increase in the other three categories, in relation to total metaphors. Basic and social emotions, positive, negative and neutral in the students’ learning have been expressed and there are more negative emotions.Keywords: education, metaphors, emotions, student, secondary masterResumen.Las metáforas personales y emocionales ayudan al profesorado a reflexionar sobre sus concepciones y sus roles, nos dan una visión global de la vida del aula y tienden puentes entre lo cognitivo y lo afectivo. En este estudio se analizan en un pretest y en el postest las metáforas personales y emocionales que tienen los profesores sobre el aprendizaje del alumnado de ciencias de una muestra de estudiantes del Máster de Secundaria de formación del profesorado de la Universidad de Extremadura. El procedimiento de recogida de datos fue un cuestionario abierto donde tenían que describir sus metáforas y realizar un dibujo de ellas. En la investigación realizada adaptamos las cuatro categorías de Leavy et al. (2007):conductistas-transmisivas, cognitivas-constructivistas, situadas y autorreferenciadas. Los resultados indican que en las metáforas generales respecto al aprendizaje de los alumnos, el mayor número corresponde a las autorreferenciadas (un 44.9%), seguidas de las transmisivas-conductistas, (un 32.0%), de las cognitivas-constructivistas (un 14.1%) y de las situadas. En las metáforas generales del postest, los participantes han expresado un total de 46 metáforas, y el mayor número corresponde a las autorreferenciadas (35.0%), seguidas de las conductistas- transmisivas (30.0%), de las cognitivas-constructivistas (27.5%) y de las situadas (7.5%). Al comparar el porcentaje de metáforas emocionales con las totales obtenidas en el pretest y en el postest bajan en la categoría conductista-transmisiva y sube en las otras tres categorías, respecto a las metáforas totales. Se han expresado emociones básicas y sociales, positivas, negativas y neutras en el aprendizaje del alumnado y se presentan emociones más negativas.Palabras claves: educación, metáforas, emociones, estudiante de orientación, máster de Secundaria.

scholarly journals LAS METÁFORAS EMOCIONALES DEL APRENDIZAJE DE LOS ALUMNOS VISTO POR EL FUTURO PROFESORADO DEL MÁSTER DE EDUCACIÓN SECUNDARIA

2017 ◽  
Vol 3 (1) ◽  
pp. 163
Author(s):  
Lucía Mellado ◽  
Susana Sánchez Herrera ◽  
Florencio Vicente ◽  
María Luisa Bermejo
Keyword(s):  
Teacher Training ◽  
Data Collection ◽  
Student Learning ◽  
The Other ◽  
Secondary Teacher ◽  
Social Emotions ◽  
The University

Abstract.THE EMOTIONAL METAPHORS OF THE LEARNING OF STUDENTS SEEN BY FUTURE PROFESSOR OF THE MASTER OF SECONDARY EDUCATIONThe personal and emotional metaphors help teachers to reflect on their conceptions and their roles, give us an overview of classroom life and build bridges between the cognitive and affective. In this study a pretest personal and emotional metaphors for teacher and student learning from a sample of students in the Master of Secondary teacher training at the University of Extremadura (Spain) are analyzed. The method of data collection was an open questionnaire where they had to describe their metaphors and make a drawing of them. In research conducted adapt the four categories of Leavy et al. (2007): Behavioral-transmissive, cognitive-constructivist, situated and selfreferential. The results indicate that in the general metaphors regarding student learning, the highest number correspond to self-referenced ones (44.9%), followed by transmissive-behaviorists (32.0%), cognitive-constructivists (14.1% ) And those located. In the general metaphors of the posttest, the participants have expressed a total of 46 metaphors, and the highest number correspond to self-referenced ones (35.0%), followed by behavioral-transmissive ones (30.0%), cognitive-constructivists And those located (7.5%). When comparing the percentage of emotional metaphors with the totals obtained in the pretest and posttest, they fall in the behaviorist-transmissive category and increase in the other three categories, in relation to total metaphors. Basic and social emotions, positive, negative and neutral in the students’ learning have been expressed and there are more negative emotions.Keywords: education, metaphors, emotions, student, secondary masterResumen.Las metáforas personales y emocionales ayudan al profesorado a reflexionar sobre sus concepciones y sus roles, nos dan una visión global de la vida del aula y tienden puentes entre lo cognitivo y lo afectivo. En este estudio se analizan en un pretest y en el postest las metáforas personales y emocionales que tienen los profesores sobre el aprendizaje del alumnado de ciencias de una muestra de estudiantes del Máster de Secundaria de formación del profesorado de la Universidad de Extremadura. El procedimiento de recogida de datos fue un cuestionario abierto donde tenían que describir sus metáforas y realizar un dibujo de ellas. En la investigación realizada adaptamos las cuatro categorías de Leavy et al. (2007):conductistas-transmisivas, cognitivas-constructivistas, situadas y autorreferenciadas. Los resultados indican que en las metáforas generales respecto al aprendizaje de los alumnos, el mayor número corresponde a las autorreferenciadas (un 44.9%), seguidas de las transmisivas-conductistas, (un 32.0%), de las cognitivas-constructivistas (un 14.1%) y de las situadas. En las metáforas generales del postest, los participantes han expresado un total de 46 metáforas, y el mayor número corresponde a las autorreferenciadas (35.0%), seguidas de las conductistas- transmisivas (30.0%), de las cognitivas-constructivistas (27.5%) y de las situadas (7.5%). Al comparar el porcentaje de metáforas emocionales con las totales obtenidas en el pretest y en el postest bajan en la categoría conductista-transmisiva y sube en las otras tres categorías, respecto a las metáforas totales. Se han expresado emociones básicas y sociales, positivas, negativas y neutras en el aprendizaje del alumnado y se presentan emociones más negativas.Palabras claves: educación, metáforas, emociones, estudiante de orientación, máster de Secundaria.

scholarly journals Professional and Transversal Competencies in the Accounting Field: Do Employers’ Expectations Fit Students’ Perceptions? Evidence from Western Romania

2017 ◽  
Vol 12 (3) ◽  
pp. 126-140 ◽  
Author(s):  
Cristina Nicolaescu ◽  
Delia David ◽  
Pavel Farcas
Keyword(s):  
Young People ◽  
Data Collection ◽  
Labour Market ◽  
The Other ◽  
Accounting Profession ◽  
Reference Mark ◽  
The Future ◽  
The One ◽  
The University ◽  
Western Romania

Abstract The changes that occur in the labour market due to the recent evolution registered in the field of accounting, led us to initiate a study in which we have as a purpose to analyse the perception that employers and students enrolled in the faculties for accounting from the Western part of our country have regarding the importance of the professional and transversal competencies when they get hired. The research tools used within this research are on the one side grounded on the quiz for data collection, and on the other side the ANOVA method for the analysis of the perception differences found in these two groups discussed upon. The results found in this work represent in the opinion of the authors an important reference mark for the university instruction of the young people who are about to enter the accounting profession, but also for the future employers who are about to interact with them.

Teacher Fellows

2016 ◽  
pp. 281-294
Author(s):  
Barbara H. Davis ◽  
Terri Cearley-Key
Keyword(s):  
Public Schools ◽  
Data Collection ◽  
Teacher Retention ◽  
Student Learning ◽  
Teacher Development ◽  
Quantitative Data ◽  
The Past ◽  
The University ◽  
Collection Methods ◽  
Over Time

This chapter describes the Teacher Fellows Program. This program is a school/university partnership that has provided comprehensive mentoring and induction support to more than 400 teachers over the past 20 years. The program is grounded in social-constructivist, cognitive-developmental and teacher development theories. Both qualitative and quantitative data collection methods have been used to determine the program's effectiveness over time. Results from analyses of the data indicate the program (a) improves teacher retention, (b) increases teacher effectiveness, (c) fosters collaboration between the university and public schools, and (d) impacts student learning.

Media and Affect: A Comparison of Video-Tape, Audio-Tape, and Print

1978 ◽  
Vol 7 (2) ◽  
pp. 167-185 ◽  
Author(s):  
Ruth Stroud MacHula
Keyword(s):  
Affective Response ◽  
Cognitive Learning ◽  
The Other ◽  
Analysis Of Covariance ◽  
Video Tape ◽  
University Of Michigan ◽  
Audio Tape ◽  
Post Test ◽  
Video Group ◽  
The University

Students at the University of Illinois and the University of Michigan participated in an experiment to determine if different affective responses would result from exposure to three different forms of media, each presenting the same content. One group of students viewed a video tape, another listened to an audio tape, and a third read a printed transcript. A semantic differential was used to measure affective response, and an objective test was administered to measure cognitive learning. Results showed the video group to be perceiving the presentation less favorably than were the other two groups, however, they were perceiving two of the participants more favorably than were the others. An analysis of covariance between pre- and post-test scores of cognitive learning showed that subjects receiving the audio taped version had learned significantly less than those receiving the other treatments.

scholarly journals MENGEMBANGKAN KECERDASAN LOGIS MATEMATIK PADA ANAK USIA DINI MELALUI METODE CERITA BERGAMBAR MODEL POP UP KELOMPOK B

2019 ◽  
Vol 2 (6) ◽  
pp. 382
Author(s):  
Desy Eka Putri ◽  
Siti Nurinayah ◽  
Fifiet Dwi Tresna Santana ◽  
Dewi Safitri Elshap
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Experimental Method ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Average Value ◽  
Post Test ◽  
Study Population ◽  
The Subject ◽  
Group B

This research was conducted to find out the differences from the learning methods of ordinary pictorial stories with the pop up models of the more unique and different pop up models, but also through this research it is hoped to provide new experiences for children, bearing in mind that learning is still focused on writing, reading and counting (calistung). This study uses the experimental method because there is a comparison between the control class and the experimental class. The subject and location of the study were group B students. The study population was the B-Saturn group and the B-Uranus group with a sample students, with a total of 28 students. Data collection techniques using pretest and posttest. Pretest technique using ordinary picture stories while in the posttest technique using picture models pop up. Results of Research The average value (mean) in the control class is BB (1.21), MB (0.21), BSB (0.42) and BSH (0.14) while in the experimental class the average value is BB (0.29), MB (0.21) , BSB (0.5) and BSH (0.14). Then it can be concluded that "Hypothesis is accepted", meaning that there is a difference between student learning outcomes to develop mathematical logical intelligence in the pretest and post test. So it can be concluded that there is an influence in "Developing mathematical logical intelligence in early childhood through the method of picture story pop up models in group B"This research was conducted to find out the differences from the learning methods of ordinary pictorial stories with the pop up models of the more unique and different pop up models, but also through this research it is hoped to provide new experiences for children, bearing in mind that learning is still focused on writing, reading and counting (calistung). This study uses the experimental method because there is a comparison between the control class and the experimental class. The subject and location of the study were group B students. The study population was the B-Saturn group and the B-Uranus group with a sample students, with a total of 28 students. Data collection techniques using pretest and posttest. Pretest technique using ordinary picture stories while in the posttest technique using picture models pop up. Results of Research The average value (mean) in the control class is BB (1.21), MB (0.21), BSB (0.42) and BSH (0.14) while in the experimental class the average value is BB (0.29), MB (0.21) , BSB (0.5) and BSH (0.14). Then it can be concluded that "Hypothesis is accepted", meaning that there is a difference between student learning outcomes to develop mathematical logical intelligence in the pretest and post test. So that it can be concluded mathematical logical intelligence by using the pop up model pictorial story method is better than groups that use ordinary learning.

scholarly journals Effectiveness of using Gebar modules (The Movement of Line Marching) for students in elementary school

2021 ◽  
Vol 16 (3) ◽  
pp. 1052-1064
Author(s):  
Delia Indrawati ◽  
Uzlifatul Hasanah ◽  
Neni Mariana ◽  
Vicky Dwi Wicaksono ◽  
Dwi Anggraeni Siwi ◽  
...  
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Gain Coefficient ◽  
Test Design ◽  
Post Test

One innovation that can be developed based on the problem learning angle created is the movement of line marching skills as learning media alternatives for students. This study aims to determine the effectiveness of using the Gebar Modules. The sample comprised 30 students from grades 4A and 4B who were randomly selected with one-group pre-test–post-test design. The result showed that the designed module is feasible to use. First, the data show that the N-gain coefficient is 0.77, which indicates the module’s effectiveness on student-learning outcomes. Another data collection showed that 82% of the students could use a bow properly and 62% of the students can perform drill movements with the appropriate rules. In conclusion, this module makes students not only observe the things that shape the angle but also those that give them an angular shape by themselves so the material is etched deeper in their memory.   Keywords: Gebar module, learning outcomes, THE movement of line marching skills

scholarly journals La Universitat de Cervera: Un projecte reformista frustrat

2020 ◽  
Vol 15 ◽  
pp. 241
Author(s):  
Joaquim Prats
Keyword(s):  
Key Words ◽  
Present Article ◽  
Domestic Politics ◽  
18Th Century ◽  
The Other ◽  
Louis Xiv ◽  
The Future ◽  
The One ◽  
The University ◽  
Important Milestone

Resum: La universitat de Cervera, fundada per Felip V, suposà una fita important per a Catalunya: per un costat, naixia com un projecte borbònic de futur i, per un altre, significava que les universitats catalanes històriques havien estat abolides, en virtut de la política repressora del nou monarca. El present article analitza aquella institució i el fracàs d’aquell projecte. La creació de la Universitat ha de situar-se en un context reformista de tall centralista, propi de les noves monarquies europees que van prendre com a imatge la cort i l’acció en política interna de Lluís XIV. Tanmateix, amb el pas dels anys, aquella proposta es va veure frustada. Paraules clau: Universitat de Cervera, orígens, declivi, Catalunya, segle XVIII Abstract: The University of Cervera, founded by Philip V, was an important milestone for Catalonia: on the one hand, it was born as a Bourbon project for the future and, on the other, it meant that historic Catalan universities had been abolished, under the policy repressive of the new monarch. This article discusses that institution and the failure of that project. The creation of the University must be situated in a reformist context of a centralist nature, typical of the new European monarchies that took as their image the court and action in domestic politics of Louis XIV. However, over the years, that proposal was thwarted. Key words: University of Cervera, foundation, declivity, Catalonia, 18th. century

scholarly journals PEMBELAJARAN BERBASIS EDMODO PADA MAHASISWA PENDIDIKAN MATEMATIKA UNIVERSITAS BALIKPAPAN

2019 ◽  
Vol 8 (2) ◽  
pp. 298 ◽  
Author(s):  
Ryan Angga Pratama ◽  
Nur Ismiyati
Keyword(s):  
Number Theory ◽  
Mathematics Education ◽  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Student Learning Outcomes ◽  
Education Students ◽  
New Learning ◽  
The University

Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pembelajaran berbasis Edmodo pada mahasiswa Pendidikan Matematika Universitas Balikpapan. Subjek dalam penelitian ini adalah 12 mahasiswa Pendidikan Matematika Universitas Balikpapan yang sedang menempuh perkuliahan Teori Bilangan. Teknik pengumpulan data dilakukan dengan observasi (pengamatan terhadap aktivitas chat di dalam Edmodo), dokumentasi, serta tes hasil belajar. Adapun hasilnya didapatkan bahwa pelaksanaan pembelajaran berbasis Edmodo berjalan dengan baik. Hal ini dapat dilihat dari capaian hasil belajar mahasiswa yang menunjukkan secara rata-rata dari 12 mahasiswa memperoleh skor atau ketercapaian 82,53. Selain itu, mahasiswa juga merasa memperoleh pengalaman belajar yang baru melalui Edmodo, dapat lebih berekspresi, suasana belajar (chat) sangat santai, serta dapat diakses dimana saja jika mahasiswa lupa materi yang telah dipelajarinya. Hal ini dikarenakan materi yang disajikan telah diunggah di Edmodo maupun kanal Youtube. AbstractThis study aims to describe the implementation of Edmodo-based learning in Mathematics Education students at the University of Balikpapan. The subjects in this study were 12 University of Balikpapan Mathematics Education students who were taking lectures on Number Theory. Data collection techniques are done by observation (observation of chat activities in Edmodo), documentation, and learning achievement tests. The results were obtained that the implementation of Edmodo-based learning went well. This can be seen from the achievements of student learning outcomes which show an average of 12 students get a score or achievement of 82,53. In addition, students also feel they have gained a new learning experience through Edmodo, can be more expressive, the atmosphere of learning (chat) is very relaxed, and can be accessed anywhere if students forget the material they have learned. This is because the material presented has been uploaded on Edmodo and the Youtube channel.

scholarly journals Reward and Punishment to Motivate Performance in Islamic Perspective

2020 ◽  
Vol 6 ◽  
Author(s):  
Abdul Mun’im ◽  
Renny Oktafia ◽  
Taufiq Churrahman
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Data Reduction ◽  
Qualitative Approach ◽  
The Other ◽  
Islamic Education ◽  
Analysis Techniques ◽  
Library Research ◽  
The Future ◽  
Reward And Punishment

In Islamic education, the granting of punishment and reward is permitted based on the Quran and Sunnah by maintaining aspects of tarbiyah. This study aims to discuss how effective the application of reward and punishment systems in motivating someone's performance in general, be it students, employees. And as a religious individual, especially for those who are Muslim, how does the effect of implementing this reward and punishment system increase faith and good deeds or avoid evil. This research uses a descriptive qualitative approach. Data collection techniques include library research, observation, and documentation. Data analysis techniques are data reduction, and data verification. The results showed that the forms of rewards given included rewarding someone who excelled in an action, were able to improve the person's performance motivation in the future and could motivate others to do the same good.On the other hand, punishment is also important to apply including giving advice and guidance, showing a sour face, giving a hard rebuke, and giving additional tasks, such as memorizing the surah or short verses from the Quran or hadith, is also able to prevent someone from doing negative things and try not to repeat negative things in the future.

scholarly journals PENGARUH PENGGUNAAN MEDIA PEMBELAJARAN TRAINER CONTROL MOTOR TERHADAP HASIL BELAJAR INSTALASI MOTOR LISTRIK

2020 ◽  
Vol 3 (2) ◽  
pp. 16-19
Author(s):  
Nobby Sail Andi Supu ◽  
Irzan Zakir ◽  
Imam Arif Raharjo
Keyword(s):  
Data Collection ◽  
Learning Outcomes ◽  
Electric Motor ◽  
Quantitative Research ◽  
T Test ◽  
The Other ◽  
Data Collection Process ◽  
Post Test ◽  
Media Learning ◽  
Experimental Group

The research is intended to investigate the effect of learning media Trainer Control Motor to students’ learning outcomes in installation of electric motor subject  . The research used quantitative research with quasy experimental method. This research used two groups to be investigated,which are experimental group that was given the Trainer Control Motor for learning media and the other group that wasn’t given the Trainer Control Motor learning media. The data collection process was done by giving the two groups post test. The collected data was processed by using t-test after it met the standard requirements and was homo-gen. The finding shows that the value tcount > ttable that is 8,225 > 2,001 with 0,05 significant level. Accordingly, Ho was rejected and Hi is accepted which means there is a difference between experimental class’ learning outcomes post-test and controlled class’ learning outcomes post test. Based on the t-test measurement and improvement of learning outcomes, it can be concluded that there is an effect of Trainer Control Motor media learning to the students’ learning outcomes in installation of electric motor subject. Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh media pembelajaran Trainer Control Motor terhadap hasil belajar. Jenis penelitian yang digunakan adalah penelitian kuantitatif, dengan metode quasy eksperimental. Pada penelitian digunakan dua kelompok yang akan diteliti, yakni kelompok eksperimen yang diberi perlakuan dengan diberikan media pembelajaran dengan Trainer Control Motor dan kelompok satu lagi diberi perlakuan dengan tidak memberian media pembelajaranTrainer Control Motor. Proses pengumpulan data dilakukan dengan post-test pada kedua kelas. Data yang telah terkumpul akan diolah dengan uji-t setelah data memenuhi persyaratan normal dan homogen. Hasil penelitian menunjukkan bahwa thitung ˃ ttabel, yakni 8,225>2,001 dengan signifikansi 5%. Maka Ho ditolak dan Hi diterima yang artinya terdapat perbedaan antara hasil belajar post-test kelas eksperimen dengan hasil belajar post-test kelas kontrol. Berdasarkan hasil perhitungan uji-t, maka dapat disimpulkan bahwa terdapat pengaruh media pembelajaran Trainer Control Motor terhadap hasil belajar instalasi motor listrik.

Sign in / Sign up

Export Citation Format

Share Document