scholarly journals Uso de Jogos Didáticos: uma Estratégia Facilitadora para um Melhor Ensino - Aprendizagem em Sala de Aula

2019 ◽  
Vol 20 (2) ◽  
pp. 215
Author(s):  
Adriana Carla da Silva Alencar ◽  
Adriana Dantas Gonzaga de Freitas
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
Cell Biology ◽  
Educational Games ◽  
Low Cost ◽  
State School ◽  
School Students ◽  
The Subject ◽  
Teaching Learning

O propósito desta pesquisa foi enfatizar a importância do uso de novas estratégias metodológicas para despertar o interesse e a participação dos alunos, em sala de aula, para a disciplina de Biologia. Foram utilizados recursos de baixo custo, simples e práticos com o objetivo de proporcionar aos alunos condições mínimas para atingir um ótimo desempenho escolar. Através dos jogos didáticos, uma aula se enriquece de sabedoria, de interesses e de participação dos alunos de uma forma divertida. Este trabalho foi desenvolvido na Escola Estadual João Vieira no município de Coari/AM, com uma turma do 1º ano do Ensino Médio. A aplicação dos jogos didáticos como processo de ensino e de aprendizagem, utilizando estratégias criativas, despertou o interesse dos discentes, de modo que os métodos aplicados e as práticas permitiram que os alunos do Ensino Médio aprendessem com facilidade, de maneira mais eficaz e divertida os assuntos de Biologia Celular.Palavras-chave: Produção de Jogos. Divertimento. Interação.AbstractThe purpose of this research was to emphasize the importance of using new methodological strategies to arouse the interest and participation of students in the classroom to the subject of biology. It used low cost, simple and practical resources  with the performance to provide students with minimum conditions to achieve optimal academic performance. Through educational games a class is enriched with wisdom, interests and students’ participation in a fun way. This work was developed in the State School João Vieira in Coari / AM district, with a group of 1st year of high school. The application of educational games as a teaching-learning process, using creative strategies, aroused the students’ interest, so that the applied methods and practices allowed the high school students learn easily, more effectively and in a  fun way issues of Cell Biology. Keywords: Games Production. Fun. Interaction.

scholarly journals Why Do the Students Do Disruptive Behavior in English Classroom? A Case Study On Senior High School Students in One of the Small Town in Indonesia

2019 ◽  
Vol 3 (2) ◽  
pp. 130-141
Author(s):  
Anida Fadhilah Jati ◽  
Endang Fauziati ◽  
Agus Wijayanto
Keyword(s):  
High School ◽  
High School Students ◽  
Disruptive Behavior ◽  
Learning Process ◽  
Senior High School ◽  
School Students ◽  
English Classroom ◽  
Teaching Learning ◽  
Senior High School Students

A conducive learning situation is essential in learning English. However, one problem that usually disturbs the learning situation is the appearance of disruptive behavior. Students' disruptive behavior is an inappropriate behavior conducted by students during the learning process which turns the classroom into unconducive. Exactly, there are several factors contribute to the occurrence of disruptive behavior in the English lesson, especially on senior high school students. Thus, the current study was a case study aimed to investigate several causes of students' disruptive behavior in English teaching-learning process in the classroom. The subjects of this study consisted of an English teacher and a class of twelfth-grade students in a small town in Indonesia. The data were collected using observation and interview. The result of this study showed that students' disruptive behavior in the English classroom was caused by internal factor and external factor. Feeling boredom, feeling anxiety, and seeking attention were internal factor that became the occurrence of disruptive behavior. While fatigue was the external factor that causes the emergence of students' disruptive behavior in the English teaching-learning process in the classroom.             Keywords Disruptive Behavior, English Classroom, Senior High School Students, Teachers’ Management

scholarly journals O WHATSAPP NO PROCESSO DE ENSINO-APRENDIZAGEM DE ALUNOS DO ENSINO MÉDIO TECNOLÓGICO – AM / THE USE OF WHATSAPP IN THE TEACHING-LEARNING PROCESS OF TECHNOLOGICAL HIGH SCHOOL STUDENTS – AM

2021 ◽  
Vol 7 (1) ◽  
pp. 3762-3774
Author(s):  
Ivanete Pereira Souza ◽  
Alexandra Nascimento de Andrade ◽  
Clisivânia Duarte Souza ◽  
Dalmir Pacheco Souza ◽  
Carolina Brandão Gonçalves
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
School Students ◽  
Teaching Learning

Analysis of High School Students’ Teaching Style Preferences

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
IAN C. ABORDO ◽  
CARTHY JOY T AGUILLON
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
School Administrators ◽  
Teaching Style ◽  
Teaching Styles ◽  
School Students ◽  
Self Assessments ◽  
Teaching Learning ◽  
Style Preferences

The students are the best witnesses to how the teachers perform their instructional duties. Students develop particular expectations to teaching style preferences. This study investigates the students’ self-assessments of their teaching style preferences against their observed teaching styles that their year level teachers have used and determined the relevance of Teeters’ (2001) teaching style model. Teeters’ (2001) instructor style inventory was used to collect data from 114 high school students of an academy in Valencia, Bukidnon, Philippines. Results revealed that the students highly preferred all the teaching styles. Students in different year levels also rated their teachers’ safe, stimulating, spontaneous, and systematic teaching styles moderate and high. Significant differences in all the students’ observed teaching styles were found between the year levels. Teaching styles with “no difference” and “there is difference” depend on the year levels. School administrators and teachers in this academy may consider the viability of Teeters’ teaching style model in their teaching-learning processes.Keywords: Education, teaching styles, teaching-learning process, Teeter’s teaching stylemodel, Bukidnon, Philippines

scholarly journals METAVISUAL STRATEGY FOR THE BUILD AND REBUILDING OF CHEMICAL CONCEPTS IN THE SYMBOLIC LEVEL WITH THE ASSISTANCE OF IMAGES

2015 ◽  
Vol 12 (2) ◽  
pp. 65-74
Author(s):  
Solange Locatelli ◽  
Agnaldo Arroio
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
The Other ◽  
Learning Sequence ◽  
Research Focus ◽  
School Students ◽  
Chemical Concepts ◽  
The Subject

Considering the opportunity of reconstruction of ideas is very important for success in the learning process. For this purpose, a metavisual strategy was used, comparing images, one made by the students and the other presented by the researcher so they could compare and be able to rebuild their ideas, the latter an image based on a scientific accepted model. The research focus was the comprehension of the symbolic level by the learners while studying two electrochemical interactions by comparing images and rethinking about them. Thirty-two high school students, organized in pairs, participated in the research carrying out a proposed teaching and learning sequence (TLS) in the classroom. First, the students proposed hypotheses and then they had the opportunity to rethink about them modeling their learning. Students were filmed and the transcriptions and registers made by them were analyzed later. The results indicate a qualitative and progressive improvement in the learning of the subject when using the metavisual strategy, bringing evidence that it can be efficient to build and rebuild initial concepts in electrochemistry. Key words: electrochemical teaching, metacognition, metavisualization, metavisual strategy, modeling.

scholarly journals Teachers’ implementation of scientific approach in teaching English for Senior high school students

2021 ◽  
Vol 12 (3) ◽  
pp. 442-458
Author(s):  
Halawatil Iman ◽  
Sofyan Abdul Gani ◽  
Bustami Usman
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
Time Management ◽  
English Teachers ◽  
Senior High School ◽  
Learning Material ◽  
School Students ◽  
Scientific Approach ◽  
Teaching Learning

The scientific approach constitutes an approach to Indonesia's 2013 curriculum. Since it is imperative for Indonesian education, all teachers need to understand, manage, and apply it in the teaching-learning process. Unfortunately, many English teachers still use inappropriate methods as in the 2013 curriculum. This qualitative research aims at discovering the implementation of a scientific approach by English teachers at State Senior High School in Lhokseumawe. The objects were English teachers at SMAN 1 Lhokseumawe, SMAN 2 Lhokseumawe, and SMAN 5 Lhokseumawe. The tools used in this study were observation for three high school English teachers in the schools. The observation results toward the implementation of five scientific approach stages exposed that the English teachers did not carry out the five stages completely. The teacher should master, understand, and apply the teaching process by following the whole stages of the scientific approach. Class mastery and time management are vital for the learning process. Thus, the teachers should consider those points. Hence, interesting supporting media, appropriate learning material, and methods must be considered by the teachers in teaching so that the students will be motivated to learn.

scholarly journals A cartografia escolar e sua importância para o ensino de Geografia / School mapping and its importance to the teaching of Geography

2017 ◽  
Vol 27 (50) ◽  
pp. 500
Author(s):  
Flávio Dos Santos ◽  
José Alegnoberto Leite Fechine
Keyword(s):  
High School ◽  
High School Students ◽  
State School ◽  
School Students ◽  
Geography Teaching ◽  
The Poor ◽  
The Subject

<p>O presente artigo tem por objetivo apresentar os resultados obtidos a partir da pesquisa “A cartografia no ensino de geografia: reflexões para o ensino médio - Delmiro Gouveia - AL", cujo objetivo primacial consistiu em identificar o nível de conhecimentos cartográficos dos alunos do ensino médio de uma escola pública estadual da referida cidade. O estudo desenvolveu-se mediante apreciação teórica dos principais conceitos que perpassam a temática, seguido da aplicação de questionários aos alunos da escola investigada. Os resultados obtidos apresentam dados extremamente preocupantes, uma vez que expõem a grande deficiência apresentada pelos alunos no que concerne as noções básicas de cartografia, evidenciando a deficiente, ou até mesmo inexistente, alfabetização cartográfica a que esses alunos foram submetidos ao longo do seu processo formativo na educação básica.</p><p><strong>Palavras-Chave: </strong>Cartografia; Alfabetização Cartográfica; Ensino de Geografia.</p><p class="Default"><strong>Abstract</strong></p><p class="Default">This article aims to present the results from the research "Cartography in teaching geography: reflections for high school - Delmiro Gouveia - AL", whose primatial goal is to identify the levels of cartographic knowledge of high school students a state school. The study was developed by theoretical appreciation of the main concepts that underlie the subject, followed by the application of questionnaires to students at school investigated. The results obtained are extremely worrying data, since they expose the great deficiency presented by students, regarding the basics of cartography, showing the poor, or even non-existent, cartographic literacy that these students were subjected throughout their formative process.</p><p><strong>Keywords: </strong>Cartography; Cartographic literacy; Geography Teaching.</p>

scholarly journals Aromas e odores: ensino de funções orgânicas em sequência de ensino-aprendizagem

2018 ◽  
Vol 3 (2) ◽  
pp. 214
Author(s):  
Elton Kazmierczak ◽  
Rafael Novatski da Rocha ◽  
Tatiane Skeika Monteiro ◽  
Leila Ines Follmann Freire ◽  
Jeremias Borges da Silva
Keyword(s):  
High School ◽  
High School Students ◽  
Action Research ◽  
Scientific Knowledge ◽  
Real World ◽  
Learning Sequence ◽  
School Students ◽  
Classroom Structure ◽  
The Subject ◽  
Teaching Learning

Esta pesquisa é resultado do Trabalho de Conclusão de Docência (TCD) para a disciplina de Estágio Curricular Supervisionado II, caracterizando-se por uma pesquisa-ação realizada durante a regência de estágio. Neste trabalho é feito o relato e a análise de uma sequência didática desenvolvida na perspectiva da teaching-learning sequence(TLS), do inglês sequência de ensino-aprendizagem, de Mehéut & Psillos (2004). O assunto trabalhado em sala de aula trata-se de funções orgânicas relacionadas à sensação de “felicidade”. Trabalhou-se com alunos do 3º ano do ensino médio de um colégio da rede pública da cidade de Ponta Grossa-PR, com o tema “aromas e odores”, buscando relacionar as sensações às funções orgânicas. As atividades desenvolvidas incluem práticas experimentais, uso de filmes, atividades demonstrativas, trabalhos em grupo e individuais. Como principal resultado da sequência didática desenvolvida destaca-se a aproximação que os estudantes foram capazes de fazer entre os conhecimentos científicos e o mundo real, a partir da estrutura das aulas pautada na TLS. E das atividades utilizadas em sala de aula, obtivemos também como produto desta sequência a produção de dois poemas desenvolvidos por dois grupos de alunas.This research is result of the Work of Completing the Teaching for the discipline Supervised Curricular Stage II, characterized by an action research carried out during stage regency. In this work, was developed a story and an analysis of a didactic sequence developed from the teaching-learning sequence(TLS) on perspective of Mehéut & Psillos (2004) . The subject of the classroom worker deals with Organic Functions starting from the sensation of "happiness". Work with 3rd year High School students of Ponta Grossa-PR public school, with the theme "Smells and Odors", seeking to relate the sensations and the organic functions. The activities developed included experimental practices, use of movies, demonstrative activities, groups works and individuals. As the main results of the developed teaching-learning sequence (TLS), we highlight an approach in which the students are able to make between the scientific knowledge and the real world, propitiated by the TLS classroom structure. And of the  activities used in the classroom we obtain also as product of this sequence a production of two poems developed by two groups of students.KEYWORDS: smells. sensations. Didactic sequence. Organic functions.  Chemistry educatiom

How Morocco's Secondary School Students Classify Animals

2019 ◽  
Vol 10 (3) ◽  
pp. 23-34 ◽  
Author(s):  
Noureddine Zghida ◽  
Zouhaire Lamrani ◽  
Rachid Janati-Idrissi
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Learning Process ◽  
Secondary School Students ◽  
Education And Training ◽  
Alternative Conceptions ◽  
School Students ◽  
Teaching Learning ◽  
And Training

Bringing out the misconceptions is a primordial process in teaching and the learning of biology. This article aims to highlight Moroccan students' alternative conceptions, regarding animal and to elicit their ability to classify some animals. Data was collected using the Animal Classification Test (ACT) distributed at the Moroccan secondary school at the Tangier-Tetouan regional Academy of Education And Training. The results obtained showed that students have real obstacles to classify even most known animals (goose, butterfly, crocodile, etc.). These obstacles are often misconceptions and were poorly treated and reformulated by the teaching-learning process. In fact, many students used “non-taxonomic” criteria, such as habitat and locomotion to classify animals even after learning the categories of the biological taxonomy. In addition, this article finds that high school students have almost the same alternative conceptions about animal classification as the intermediate secondary school. This result confirmed that alternative conceptions are more resistant to change and persist anchored on student's mind even after teaching-learning sequences.

scholarly journals DEVELOPING THE WRITING PARAGRAPH THROUGH QUICKWRITING FOR JUNIOR HIGH SCHOOL AT SMP SWASTA PAHLAWAN NASIONAL

2019 ◽  
Vol 7 (3) ◽  
Author(s):  
Natasya Lia Aldilla Sitorus Pane ◽  
Sumarsih Sumarsih ◽  
Tiarnita Maria Sarjani Br. Siregar
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Junior High ◽  
Junior High School Students ◽  
English Teacher ◽  
School Students ◽  
Teaching Learning

This study deals with developing the writing paragraph through quickwriting for junior high school at smp swasta pahlawan nasional. The objectives of this study were to find out to improve the students’ ability in writing paragraph of grade VIII students by using quickwriting strategy. Data data of the research was taken from the secondary grade of Junior High School Students at SMP Swasta Pahlawan Nasional Medan, which is taken from one class, contain 33 student. The data in this research collected by using interview and questionnaire. The interview and questionnaire will be given to collect the students’ need, problem and interesting in learning English, particularly in writing and using quick writing in teaching and learning.  In the teaching-learning process the teacher should prepare before conducting the lesson. The first is classroom procedures in teaching-learning process. Classroom procedures used by English teacher are opening, quickwriting, main activities (exploration-elaboration-confirmation), closing. There are some problems faced in the teaching-learning process. The problems faced are problem in developing idea, organizing idea, difficulties in vocabulary, tenses, and grammar, different capability of the students, and limited time. The consequently, the teacher should give solutions to cope the problems faced in teaching-learning process. So, the teacher should be creative to minimize the problem faced in teaching-learning process in order to make the students enjoy with the materials and develop student’s ability. Keywords : writing paragraph, quickwriting

scholarly journals APPLICATION OF A EDUCATIONAL GAME AS RESOURCE FOR TEACHING CHEMISTRY

2012 ◽  
Vol 09 (17) ◽  
pp. 42-47
Author(s):  
C.K.O. SILVA ◽  
J.P.A. NOGUEIRA ◽  
H.Y.S. SOUZA
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
Daily Life ◽  
Good Alternative ◽  
Educational Game ◽  
Chemical Transformations ◽  
School Students ◽  
Teaching Resources ◽  
Teaching Learning

Most of the high school students have an aversion to the subject of chemistry. This fact is, probably, due to the complexity of the phenomena involved in chemical transformations and little interdisciplinarity and /or transdisciplinarity in relation to the daily life of students and with other subjects. Therefore, the teacher must find ways to assist the pedagogical teaching-learning process in chemistry. The development of modern and simple strategies, using experiments, games and other teaching resources, is recommended to streamline the process of learning chemistry. The aim of this work was to employ a game as a didactical resource to facilitate the teaching-learning process in chemistry. The game used was Sudoku, and the version employed was called Sudokímica. The material was applied in three high school classes of a public school in Natal-RN, Brazil. The didactical resource was successful in the sense of facilitating and integrating the scientific and daily life knowledge of the students. It can be concluded that the game, Sudokímica can be considered good alternative to supplementary material in the teaching-learning process in chemistry through for resolution of problems.

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