scholarly journals OPTIMALISASI PROSES DAN HASIL PEMBELAJARAN ILMU PENGETAHUAN ALAM (IPA) PADA SEKOLAH DASAR (SD) / MADRASAH IBTIDAIYAH (MI)

MADRASAH ◽  
2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Irjan Irjan
Keyword(s):  
Science Education ◽  
Teaching And Learning ◽  
Science Learning ◽  
Survey Result ◽  
Education Policies ◽  
Research On Teaching ◽  
Evaluation Of Instruction ◽  
International Monitoring ◽  
And Mathematics

The survey result of International Monitoring Studies has done by TIMSS (Third International Science and Mathematics Study) at 2005 in science education domain (1) Analysis of content structure, (2) Research on teaching and learning, (3) Development and evaluation of  instruction/Instructional design, dan (4) Research on curriculer issue and science education policies, has reported that quality of science (IPA) learning in Indonesia is still leaved than others state in Asia, even Asia Tenggara. Therefore, we should evaluate totality concerning with learning process of science, especially in SD/MI and the steps concretely which is able to perform to identify a variety of obstacle of science learning and his solution with the result that is able to increase the process and the result of science learning at SD/MI<br />Keyword: Learning, Science, SD/MI<br /><br />

A Prospective Cognition Analysis of Scientific Thinking and the Implications for Teaching and Learning Science

2014 ◽  
Vol 13 (2) ◽  
pp. 245-257 ◽  
Author(s):  
Corinne Zimmerman ◽  
Steve Croker
Keyword(s):  
Science Education ◽  
Nature Of Science ◽  
Teaching And Learning ◽  
Science Learning ◽  
Thinking Skills ◽  
Scientific Thinking ◽  
Cultural Activity ◽  
Science Technology ◽  
And Mathematics ◽  
Practice Of Science

With increased focus on the importance of teaching and learning in the science, technology, engineering, and mathematics disciplines, both educational researchers and cognitive psychologists have been tackling the issues of how best to teach science concepts and scientific thinking skills. As a cultural activity, the practice of science by professional scientists is inherently prospective. Recent calls to make science education more “authentic” necessitate an analysis of the prospective, cumulative, and collaborative nature of science learning and science teaching. We analyze scientific thinking through the lens of prospective cognition by focusing on the anticipatory, social, situated, and multiscale aspects of engaging in science. We then address some of the implications for science education that result from our analysis.

Constructing a Collaborative Critique-Learning Environment for Exploring Science Through Improvisational Performance

2016 ◽  
Vol 54 (9) ◽  
pp. 1319-1348 ◽  
Author(s):  
Christopher G. Wright
Keyword(s):  
Science Education ◽  
Learning Environment ◽  
Black Male ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Science ◽  
Design Experiment ◽  
Pedagogical Choices ◽  
Urban Contexts ◽  
Science Learning Environment

This exploratory design experiment investigates Black male youth’s participation in a science-learning environment designed to conceptualize the practice of critique as improvisational performance. The research highlights the young men’s deployment of a linguistic practice, signifying, used to co-construct and enact the practice of collaborative critique. Implications include calling for the continued reimagining of teaching and learning science within urban contexts, including the need for educators to develop the required skills for recognizing and building upon students’ potential resources. The theoretical and pedagogical choices incorporated in this study contrasts often-utilized discourses of deficiency associated with science education in urban contexts.

scholarly journals STEM education through project-based inquiry learning: An Exploratory study on its impact among year 1 primary students

2017 ◽  
Vol 7 (2) ◽  
pp. 43-51
Author(s):  
Ong Eng Tek ◽  
Norazura Safiee ◽  
Zaharah Mat Jusoh ◽  
Sabri Md Salleh ◽  
Abdul Manas Hanafi Mohamed Noor
Keyword(s):  
International Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Inquiry Learning ◽  
Primary Students ◽  
Pedagogical Practice ◽  
Education Standards ◽  
The Government ◽  
And Mathematics

Given the context of rising international education standards and the aspiration of better preparing Malaysia’s children for the needs of the 21st century, the Government of Malaysia has conceptualised the Malaysia Education Blueprint 2013-2025 which embodies 11 strategic and operational shifts. In Shift 1, it is emphasised that the quality of Science, Technology, Engineering, and Mathematics (STEM) Education will be enhanced. Accordingly, this paper describes the pedagogical practice of Project-based Inquiry Learning (PIL) which promotes STEM Education among Year 1 students in the move to progress in tandem with Shift 1. Specifically, using the context of a magnet which has been stipulated in the Primary School Standard Curriculum, Year 1 students experienced the STEM Education through the STEM Pedagogy in which they raised questions upon the presentation of a relevant stimulus (Inquiry Phase), explored the ways in which a train carriage or coach could be assembled by means of recycled materials and magnets (Exploration Phase), designed a train carriage (Design Phase), and ultimately reflected on their inventions (Reflection Phase). The cognitive and affective impacts though the use of this Project-based Inquiry Learning are presented. Implications for the teaching and learning of science are discussed within the context of STEM Education.

scholarly journals Online language teaching and learning: Anglistics students' perspectives on the new educational environment imposed by the COVID 19 outbreak

2020 ◽  
Vol 50 (3) ◽  
pp. 231-248
Author(s):  
Marijana Prodanović ◽  
Valentina Gavranović
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Common Denominator ◽  
Education Policies ◽  
Online Delivery ◽  
Education Environment

This paper focuses on students' perspectives on the quality of online teaching and learning environment, created, and organized as a response to the COVID-19 outbreak, which unexpectedly interrupted the traditional face-to-face education context and changed the delivery and mode of classes overnight. The aim of this research is to gather information pertaining to students' learning experience in an online education environment, and to gain a deeper insight into the nature of online delivery of classes as perceived by students who had not had any similar learning experience prior to this newly created educational context. The theoretical framework of the paper states the latest EU education policies passed as an immediate and urgent response to the pandemic and its aftermath. This pilot study relies on a qualitative research which includes the analysis of a corpus of questionnaires taken by a group of 52 undergraduate students majoring in English. The main part of the questionnaire is composed of open-ended questions, and the respondents were asked to write their own answers, thus providing a valuable resource for the analysis; the other part relies on one Likert-scale question measuring the overall attitude of the respondents to the online learning. The students' answers are analyzed and classified into several categories according to their common denominator. Not only do the results show the students' opinions related to the benefits and drawbacks of online delivery of classes, the comparison of online and traditional form of teaching and learning, types of courses which are more suitable to be delivered in one of these modes, and the students' suggestions how to improve the quality of online classes, but they also shed light on different aspects of online teaching and its complexities enhanced by social and psychological factors involved.

scholarly journals THE IMPORTANCE OF NATURAL SCIENCE AND MATHEMATICS TEACHERS COLLABORATION

2014 ◽  
Vol 11 (2) ◽  
pp. 4-6
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Mathematics Teachers ◽  
Natural Science ◽  
Mathematics Teaching ◽  
And Mathematics ◽  
Natural Science Education ◽  
Science And Mathematics Teachers ◽  
Mathematics And Science

It is obvious, that collaboration plays an increasing role among science and mathematics teachers. It is quite useful if different ideas on science and mathematics teaching are shared among teachers. Teachers have better opportunities to experience collaboration. The collaborative process supports the transdisciplinarity of science and mathematics teaching. Teachers are able to develop an understanding of how mathematics and science concepts can be taught in creative, playful and effective way. The project MaT²SMc is implemented in the frame of EU Lifelong Learning Programme. The main idea of the project is to find a way to increase students' motivation to learn in the key subjects mathematics and science. From one side, mathematics teachers should understand that there is a meaningful and realistic context to use mathematics. From the other side, science teachers should understand that the mathematics competences required for more effective science teaching and learning. In such a context the collaboration of science and mathematics teachers is very relevant. Currently it is obvious that mathematics and natural science teachers‘ collaboration on integration purposes at school is limited by some factors. Collaboration of mathematics and natural science teachers should be expanded, for this purpose, it is necessary to create all necessary conditions and didactic providing (support). It is obvious, that collaboration of mathematics and science teachers is important for improvement of quality of natural science education. Key words: collaboration, quality of natural science education, science and mathematics teaching.

RU Centre for Higher Education Research Teaching and Learning

2020 ◽  
Author(s):  
Rhodes University, CHERTL
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Academic Departments ◽  
Higher Education Research ◽  
Professional Educators ◽  
Research On Teaching ◽  
Short Courses

<p>The work of CHERTL involves the development of academic staff as professional educators, the promotion and assurance of quality in teaching and learning, and the development of student learning in conjunction with academic departments, the latter more directly through the work of the <a href="https://www.ru.ac.za/teachingandlearning/esu/#d.en.173783">Extended Studies Unit</a> (ESU). In addition, CHERTL also functions as an academic department of Rhodes University focused on Higher Education as a field of study and the development of teaching and learning in higher education. The Centre conducts research on teaching and learning in higher education and offers formal programmes in Higher Education Studies contributing to the development of quality teaching and learning. The Centre is also responsible for promoting service-learning within the institution, for the administration and development of the Next Generation of Academics (nGAP), for enhancing the quality of short courses and supporting tutor coordinators.</p>

Outdoor Science in Teacher Education

2018 ◽  
pp. 584-598
Author(s):  
Oleg Popov
Keyword(s):  
Science Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Outdoor Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Professional Competence ◽  
Learning Outdoors ◽  
Cultural Historical Activity ◽  
And Mathematics

This chapter is an account of the development of prospective teachers' competence to conduct outdoor science education. At the Department of Science and Mathematics Education, the students participate in outdoor education courses. They also plan, manage, and evaluate outdoor lessons designed as assignments in science education, participation in school practice, and summer courses. Many student teachers evaluate and analyse the pedagogical aspects of outdoor science when they carry out research projects in schools for their graduation thesis work. In order to understand the activity of science teaching and learning outdoors, a qualitative study was conducted. It was based on interviews with teacher educators and included studies of students' examination papers. A Cultural Historical Activity Theory (CHAT) lens was applied to the study. The theoretical framework helped to identify the prospective teachers' abilities and skills to design, implement, and evaluate tasks related to the professional competence of delivering outdoor science activities.

Teaching Mathematics During the Covid-19 Pandemic – Examining the Perceptions of Class Teachers and Mathematics Teachers

2021 ◽  
Author(s):  
Aleksandra Mihajlović ◽  
◽  
Nenad R. Vulović ◽  
Sanja Maričić ◽  
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Mathematics ◽  
Student Knowledge ◽  
Math Teachers ◽  
Pedagogical Skills ◽  
Ict Tools ◽  
And Mathematics ◽  
Quantitative And Qualitative Methods

The aim of this study was to investigate how class teachers and math teachers in Serbia perceived the possibilities, effects, and challenges of teaching mathematics online during the COVID-19 pandemic. We prepared a questionnaire that was implemented at the end of 2019/2020. The sample comprised 239 teachers, 141 class teachers and 98 math teachers. Both quantitative and qualitative methods were used for data analysis. The results suggest that, although the experience of online teaching had a positive effect on the teachers’ self-reported competence in using ICT tools, even more attention should be given to strengthening teachers’ pedagogical skills referring to teaching mathematics in an online learning environment. In general, teachers were satisfied with the quality of instruction they demonstrated. However, they were not satisfied with the quality of student knowledge. In addition, they faced certain challenges in the implementation of online teaching and learning, such as objective grading and assessment, as well as monitoring student progress, maintaining communication with parents, and motivating and engaging students. The majority of teachers stated that teaching math online had more disadvantages than advantages. Teachers’ responses also indicated that they tended to use ICT tools in a more traditional way.

Countering dull pedagogies: the power of teachers and artists working together

2019 ◽  
pp. 75-88
Author(s):  
Pat Thomson ◽  
Christine Hall
Keyword(s):  
Teaching And Learning ◽  
Multiple Choice ◽  
Education Policies ◽  
Quality Of Teaching ◽  
Working Together ◽  
Choice Testing

Neoliberal education policies, with their press for audit friendly checkpoints, produce dull pedagogies. In schools, the monotony of three-part lessons, shallow knowledges and multiple-choice testing produces underachievement and undermines the quality of teaching and learning. We describe the ways in which artists can work with teachers to resist the default practice of dullness. We focus in particular on the ontological, epistemological, ethical and redistributive underpinnings of arts-based pedagogies, arguing that it is these, rather than any particular techniques, that counter the underwhelming and inequitable effects of bland, rule-driven schooling.

scholarly journals Integration of Science learning Apps based on Inquiry Based Science Education (IBSE) in enhancing Students Science Process Skills (SPS)

2020 ◽  
Vol 14 (09) ◽  
pp. 95
Author(s):  
Mohd Munir Baharom ◽  
Noor Azean Atan ◽  
Mohd Shafie Rosli ◽  
Sanitah Yusof ◽  
Mohd Zolkifli Abd Hamid
Keyword(s):  
Science Education ◽  
Repeated Measures ◽  
Teaching And Learning ◽  
Science Learning ◽  
School Achievement ◽  
Process Skills ◽  
Science Process Skills ◽  
Paired Samples ◽  
Quasi Experimental ◽  
The Mean

The teaching and learning process no longer has its focus on the classroom. There are various teaching methods which teachers can use these days. However, the traditional, passive and teacher-oriented methods of teaching Science are still being widely used and this has led to the deterioration of students’ interest in Science. Thus, this study was conducted to examine the effectiveness of Inquiry Based Science Education (IBSE) learning through apps in improving the level of students' mastery and achievement in the Science Process Skills (SPS). The study involved a total of 30 Year-6 students from a school in the district of Johor Bahru selected based on the their achievement in the Primary School Achievement Test. It took 5 weeks to complete the study which used quasi-experimental design of time series design followed by multiple repetitions of assessments before the post-test was given to the students. The results of the paired-samples t-test were found to be significant (t = - 11.119, df = 29, p &lt;.05) which showed that, there was a difference in the level of the students’ performance in the pre- and post-tests. The quasi-experimental study of this series of time design used recurring measurements carried out on dependent variables and one-way ANOVA tests for repeated measures were used for the data analysis. The test results of Mauchly's Test of Sphericity showed that, there were significant differences in the three test scores F(1.63,47.4)=344, p&lt;.05. The mean score values for test 2, test 3 and test 4 outweighed the mean of test 1. In addition, the graphical shape of plots profile shows that, teaching activities through apps enhanced students’ Science Process Skills (SPS). Therefore, it can be concluded that, the integration of Inquiry-Based Science Education (IBSE) in Science learning through Apps is capable of improving students’ mastery and achievement in their Science Process Skills (SPS).

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