scholarly journals Teacher's Attitudes as Knowledge Predictors

2019 ◽  
Author(s):  
Oscar E. Quirós ◽  
Gloriana Chaverri ◽  
Paula Iturralde-Polit ◽  
Karen Miranda ◽  
Santiago Sandí-Ureña
Keyword(s):  
Rural Communities ◽  
Significant Role ◽  
Natural Environment ◽  
Affective Domain ◽  
Learning Dynamics ◽  
Cognitive Domains ◽  
Teaching Learning ◽  
Affective Domains ◽  
Efficacy Expectancies ◽  
Cognitive Competency

Attitudes and behaviours towards the natural environment have been extensively studied in certain cultural settings during the last 40 years. In education, the teacher's ability to grasp the fundamentals of an academic subject may define his or her own attitudes towards that discipline; certainly the reverse is also valid. The correlations between affective and cognitive domains appear to play a significant role in teaching-learning dynamics. In this study we seek to assess whether the affective posture towards school sciences of a cohort of teachers in rural communities shows an association with their cognitive competence in the disciplines. The results of this study provide evidence that there is a statistically significant correlation between the cognitive and affective domains for in-service teachers. The affective domain, therefore, could serve as a predictor for cognitive competency and self-efficacy expectancies with respect to both content and career fulfilment.

A comparative study of learning outcomes between video-based and traditional lecture-based teaching in physiology

2021 ◽  
Vol 20 (4) ◽  
pp. 833-839
Author(s):  
Raisa Nazir Ahmed Kazi ◽  
Mirfat Mohamed Labib El Kashif ◽  
Manjur Kolhar
Keyword(s):  
Learning Outcomes ◽  
Medical Science ◽  
Affective Domain ◽  
Assessment Methods ◽  
Cognitive Domain ◽  
Digestive Physiology ◽  
Traditional Lecture ◽  
Lecture Session ◽  
Affective Domains ◽  
Different Levels

Background: -Video-based teaching, a distance learning tools is widely beingused in the present COVID-19 pandemic. Present study compares cognitive and affective domains learning outcomes between traditional and video-based physiology lecture. Methods and material: -A total of 25female students of Applied Medical College, Prince Sattam bin Abdul Aziz University, kingdom of Saudi Arabia during 2019 were selected for the study. Physiology course consist of 45 credit hours in a fifteen-week semester. Students were evaluated by various methods for different levels of cognitive and affective domains between traditional method of endocrine physiology lecture session and video-based digestive physiology lecture session. Marks obtained by each student in all the assessment methods of cognitive and affective domains were calculated to get a total mean score and expressed in percentage and compared between the traditional and video-based physiology lecture. Results: -The total mean score for all the assessment methods of the cognitive domains in the digestive physiology lecture with video was 70% and endocrine lecture without video was 50%.The total mean score for affective domain in the digestive physiology lecture with video was 80% and endocrine lecture without video was 50%.Cognitive domain show no major difference between traditional endocrine physiology and video-based digestive physiology lecture, while student performance was good for affective domain in the lecture supported by video. Conclusion: -Video-based teaching helps the learner to achieve objectives of the different levels of affective domain compared to cognitive domain as well as compared to traditional lecture with no video. Bangladesh Journal of Medical Science Vol.20(4) 2021 p.833-839

scholarly journals Expectation of Tertiary Students of Bangladesh from ELT Classrooms

2015 ◽  
Vol 19 (1-2) ◽  
pp. 56-64
Author(s):  
Saifa Haque
Keyword(s):  
Second Language Acquisition ◽  
Learning Style ◽  
Significant Role ◽  
English Language ◽  
Classroom Behavior ◽  
Structured Interviews ◽  
Education Management ◽  
Language Classroom ◽  
And Performance ◽  
Teaching Learning

Expectation influences motivation and performance in Second Language Acquisition (SLA). Students’ expectation also plays a significant role in curriculum development. This paper focuses on the expectations of the students in an English language classroom and how they want to be taught. From a study on 45 students of Stamford University Bangladesh, the researcher tried to find students’ expectations about content, factors behind the expectations and effects of expectations in a language classroom using semi-structured interviews. It was found that students have expectations regarding their course content, teaching-learning style and education management. Several factors such as professional need, education background, social beliefs, personal goals and personality of the students worked behind their expectations and their expectations played a significant role in their classroom behavior and performance. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12080 Journal of NELTA, Vol 19 No. 1-2, December 2014: 56-64

Influencing the Personal Meaning of Diabetes: Research and Practice

1988 ◽  
Vol 14 (4) ◽  
pp. 297-302 ◽  
Author(s):  
Robert M. Anderson ◽  
George Nowacek ◽  
Frederick Richards
Keyword(s):  
Patient Education ◽  
Diabetes Patient ◽  
Affective Domain ◽  
Personal Meaning ◽  
Diabetes Research ◽  
Research And Practice ◽  
Positive Attitudes ◽  
Affective Domains ◽  
Diabetes Educators

Diabetes patient education involves the cognitive, psycho motor, and affective domains. This paper focuses on the influence diabetes patient education has on how people feel about having diabetes and what it means to them. Our research suggests that diabetes patient education can contribute to more positive attitudes about diabetes and that diabetes educators should address the affective domain directly. Strategies for influencing the personal meaning of diabetes are presented and discussed.

scholarly journals Efektifitas Modul Tematik Berbasis Qur’an dan Hadist Dengan Buku Paket Tematik Terhadap Hasil Belajar dan Karakter Religius Siswa Kelas 4

2019 ◽  
Vol 1 (2) ◽  
pp. 79
Author(s):  
Nuril Nuzulia
Keyword(s):  
Learning Outcomes ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Average Score ◽  
Average Value ◽  
Learning Module ◽  
Domain Learning ◽  
Lower Effect ◽  
Affective Domains ◽  
Thematic Learning

The module is one of the teaching material media that is intact and systematic. This study aims to determine the effectiveness of teaching thematic modules based on the Qur'an and Hadith with the thematic package book on the 4th class religious character in SDN Janti 2 Tarik Sidoarjo. The type of research is experimental research with samples taken by class 4 A (experimental class with thematic learning module based on qur'an and hadith) and 4 B (control class with thematic package book). The data were obtained from the students' learning outcomes of the cognitive and affective aspects of my dream ideals by analyzing using SPSS program statistics. The result of cognitive domain using SPSS Independent Samples Test shows the significance of 0.000 <0,05 then Ho is rejected so it can be concluded that there is effectiveness of thematic teaching module based on qur'an and hadith with thematic package book to the result of fourth grade student learning at SDN Janti 2 Pull Sidoarjo. Likewise, the affective domain results show the percentage of 90% so it can be concluded to increase students' religious kararkter. Learning module has a high influence, seen from the cognitive domain learning results obtained by an average score of 80, while affective domain average value 4. For thematic package books have a lower effect because of the cognitive domain learning results obtained an average of 75,  while affective domains result in an average value of 3.

Hybridizing pedagogical models: A systematic review

2018 ◽  
Vol 25 (4) ◽  
pp. 1056-1074 ◽  
Author(s):  
Sixto González-Víllora ◽  
Carlos Evangelio ◽  
Jacob Sierra-Díaz ◽  
Javier Fernández-Río
Keyword(s):  
Personal Development ◽  
Web Of Science ◽  
School Context ◽  
Sport Education ◽  
Educational Levels ◽  
Cognitive Domains ◽  
12Th Grade ◽  
Pedagogical Models ◽  
Personal And Social Responsibility ◽  
Affective Domains

The goal of this study was to assess hybridizations conducted among pedagogical models (PMs) from 1st to 12th grade (six–18 years) in physical education (PE). Research articles selected were found through Web of Science, Medline, Scopus, SportDiscus (EBSCO), ERIC (ProQuest) and Google Scholar databases. The keywords associated with PMs (e.g. models-based practice and sport education (SE)), hybridization (e.g. hybrid), PE and educational levels (e.g. middle school) were used in different combinations. The articles were selected using the following criteria: (a) peer-reviewed studies in international journals indexed in JCR/Scopus; (b) PM hybridizations; (c) quantitative and/or qualitative methods and findings; (d) school context research; and (e) published in English or Spanish. 20 articles were identified as being of moderate/high quality. Results showed that the PMs used in the hybridizations determined the outcomes, and these were grouped in two major categories: (a) game-related skills (physical/motor and cognitive domains), which included game understanding and tactical–technical skills; and (b) psychosocial variables (social and affective domains), which included psychological, social and personal development. The combination of SE and sport initiation models favoured the first category, while the hybrid models which included cooperative learning and/or teaching for personal and social responsibility favoured the second one. There seems to be an advantage for hybrid over isolated PM implementation, because the former can promote outcomes in many different domains, overcoming the constraints of single PMs. Teachers’ commitment, training and experience of PMs were key features for a successful hybridization.

scholarly journals The Piano: A Psychoanalytic Approach to Movie as A Media of Reflective Teaching

2020 ◽  
Vol 1 (1) ◽  
pp. 68
Author(s):  
Erna Wardani
Keyword(s):  
Significant Role ◽  
Educational Psychology ◽  
Daily Basis ◽  
Affective Domain ◽  
Reflective Teaching ◽  
Creative Work ◽  
Learning Behavior ◽  
Literary Works ◽  
Psychoanalytic Approach

Freud’s psychoanalytic approach has been one of the most controversial approaches to many fields of interest. Relating to education and educational psychology, this approach plays a significant role in modifying and enhancing one’s behavioral relationship among the educational elements like educators, parents, and students.  Therefore, in many things, this approach has contributed a lot of inspiration in the development of education.  In literary works, there seems to be a mutual fascination between psychoanalysis and literature whereas theory and approach, psychoanalysis explains literature and literature itself exploits psychoanalysis for creative purposes and works.  Here, as a creative work, movie is considered literature because it can be interpreted and analyzed just like other written works of literature.  As a learning instrument, movie evokes an affective domain that leads to changes in learning behavior and attitudes.  Experiencing certain-themed movies can trigger particular reflective memories and reference toward events occurring on a daily basis and it can further strengthen the foundation for learning complex concepts like psychoanalysis.

scholarly journals Active Teaching-Learning Strategies for Family Medicine Preceptors in the EURACT

2020 ◽  
Vol 44 (3) ◽  
Author(s):  
Bárbara Cristina Barreiros ◽  
Margarita Silva Diercks ◽  
Maríndia Biffi ◽  
Ananyr Porto Fajardo
Keyword(s):  
Family Medicine ◽  
Critical Pedagogy ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Family Doctor ◽  
Structured Interview ◽  
Learning Dynamics ◽  
Active Teaching ◽  
Level 1 ◽  
Teaching Learning

Abstract: Introduction: The Family Doctor (FD), whose scope of action is Primary Health Care (PHC), is a professional trained to care for people, their families, and communities. The best FD training should be performed through Medical Residency Programs in Family Medicine (MRPFM), an in-service teaching field where a preceptor, also a FD, accompanies the resident. A pedagogically well-trained preceptor can work in the learning process of young doctors, who in turn are able to develop the necessary skills to work as a future FD. Active Learning Methodologies (ALM) are based on critical pedagogy and work with problems for the development of teaching-learning processes. They seek the theory from the practice, thus preparing the students to become aware of their environment and act aiming at its transformation. ALMs are achieved in the pedagogical processes through Active Teaching-Learning Strategies (ATLS), which are effective pedagogical resources used by the preceptors in the residents’ daily training. They can be divided into two groups: Active Teaching-Learning Dynamics and Active Teaching Actions. This article reports on the effects of a training course for Family Medicine preceptors on the use of Active Teaching-Learning Dynamics and Active Teaching Actions. Method: Qualitative comparative case study using sociodemographic survey, individual semi structured interview and field notes. The information was examined under content analysis, having participated ten preceptors from four MRPFM from the state of São Paulo, Brazil (half having attended the Leonardo EURACT level 1 course and half not having done so). Results: Those preceptors who attended the course expressed having more knowledge and use of Active Teaching-Learning Strategies, specifically of Active Teaching-Learning Dynamics and Active Teaching Actions. Conclusions: It was observed that the Leonardo EURACT level 1 teaching technology modifies the teaching practice of those who took the course, as they demonstrate a greater use and domain of its tools in their pedagogical practice. Moreover, the course allows a greater understanding of the presented dynamics and activities, thus promoting the residents’ critical learning and encouraging autonomy.

scholarly journals FUNCTION, MEANING, AND MESSAGE OF THE NATURAL ENVIRONTMENT IN THE STORY OF KEONG MAS

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Adinda Bunga Utami ◽  
Nanny Sri Lestari
Keyword(s):  
Qualitative Research ◽  
Rural Communities ◽  
Natural Environment ◽  
Fairy Tale ◽  
Research Paradigm ◽  
Interesting Problem ◽  
Social Differences ◽  
Folk Tale ◽  
And Function ◽  
Meaning And Function

This research discusses the meaning and function of the natural environment in one folk tale that is well known in the Javanese community. This folktale is known in all circles of society, despite having social differences. An interesting problem in this folklore is the placement of functions and environmental meanings as the main elements of stories or tales. The focus of this research is to raise the function and meaning of the natural environment contained in one story of Keong Mas. This study aims to explain carefully the function and meaning of the natural environment which is the background of a fairy tale. The background story that uses the natural environment as the main object of the story often gets no attention. In the story of Keong Mas, it is precisely the setting that contains the natural environment that has functions and meanings that are very important to understand. This study uses a qualitative research paradigm procedure, which gives researchers the opportunity to interpret available data. The results of the study show that the story of Keong Mas is not just an ordinary folktale. Keong Mas folklore has a very specific story setting, which is a particular natural environment. Keong Mas or Pila ampullacea are animals that can live on land or in water. Rural communities who live on the banks of the river by cultivating crops such as rice, can find these types of animals around their environment. No wonder this animal is an inspiration to make a story in the background of the natural environment in the countryside

scholarly journals Activities in the natural environment and experiential methodology as tools for the integral development of individuals | Las actividades en el medio natural y la metodología experiencial como herramientas para el desarrollo integral de los individuos

2020 ◽  
Vol 13 (27) ◽  
pp. 134
Author(s):  
Lázaro Mediavilla Saldaña ◽  
Virginia Gómez Barrios ◽  
Laura Martín Talavera ◽  
Vicente Gómez Encinas
Keyword(s):  
Physical Activity ◽  
Natural Environment ◽  
Learning Processes ◽  
The Other ◽  
Integral Development ◽  
The Subject ◽  
Personal Skills ◽  
Teaching Learning ◽  
Educational Methodology

ResumenLos procesos de enseñanza-aprendizaje se pueden desarrollar en contextos diversos y con metodologías educativas diferentes, pero no todas ellas, ni todos los espacios, tienen el mismo potencial para conseguir que los estudiantes adquieran los conocimientos tratados ni para lograr un desarrollo de todas sus capacidades (físicas, cognitivas, psicológicas). Esta es la base desde la que surge el siguiente estudio. El objetivo principal es comparar los beneficios que se producen en los estudiantes en relación a los procesos de enseñanza-aprendizaje y a su desarrollo integral, en función del aula y de la metodología educativa empleada. Para ello, se han pasado dos cuestionarios, uno después de las sesiones en aula y otro después de las sesiones prácticas en el medio natural, a un grupo de 124 estudiantes de la asignatura de Actividades en el Medio Natural, de la Facultad de Ciencias de la Actividad Física y del Deporte-INEF de Madrid. A la vista de los resultados, destacan el 17,05% de diferencia entre la adquisición de aprendizajes tras las sesiones en la naturaleza en comparación con las sesiones en aula. Se concluye que las actividades en el medio natural, llevadas a cabo con una metodología experiencial, suponen mayores beneficios en cuanto al grado de conocimientos adquiridos y en cuanto al desarrollo de competencias sociales y personales de los participantes.AbstractThe teaching-learning processes can be developed in diverse contexts and with different educational methodologies. But not all of them, and not all the spaces, have the same potential to achieve that the students acquire the treated knowledge or to achieve a development of all their skills (physical, cognitive, psychological). This is the basis from which the following study arises. The main objective is to compare the benefits produced in students in relation to the teaching-learning processes and their integral development, depending on the classroom and on the educational methodology used. For this purpose, two questionnaires were given, one after the classroom sessions and the other after the practical sessions in the natural environment, to a group of 124 students of the subject of Activities in the Natural Environment, of the Faculty of Sciences of Physical Activity and Sports-INEF of Madrid. The results highlight the 17.05% difference between learning acquisition after sessions in nature compared to classroom sessions. It is concluded that activities in the natural environment, carried out with an experiential methodology, represent greater benefits in terms of the degree of knowledge acquired and in terms of the development of social and personal skills of the participants.

scholarly journals PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION TERHADAP HASIL BELAJAR FISIKA PESERTA DIDIK KELAS XI MIPA

2019 ◽  
Vol 6 (1) ◽  
pp. 30-40
Author(s):  
Afni Karmilawati ◽  
Aidhia Rahmi
Keyword(s):  
Learning Outcomes ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Learning Material ◽  
Control Data ◽  
Physics Learning ◽  
Physics Students ◽  
Student Activity ◽  
Group Control ◽  
Affective Domains

The background of this research  not all students like physics learning. This is caused by students' lack of understanding of physics learning material. The students' incomprehension can be seen when the learning process takes place, some students are embarrassed to ask even though basically the students do not understand the material presented by the teacher in front of the class. This type of research is Quasi Experiment with research design in the form of Design Group Control. Data on physics learning results are seen in two domains, namely the cognitive and affective domains. In the cognitive domain, the average experimental class has an average of 67.37 while the class has an average of 60.76. Learning outcomes in the affective domain obtained from the assessment of student activity sheets had an average of 79 in the experimental class and 74 in the control class. Based on the results of the analysis of hypothesis testing with the F test, it was found that t count = 1.64, and t table = 2.00, where if –t table < t count < t table then the hypothesis is rejected. So it can be concluded that the use of cooperative learning model type Group Investigation does not affect the learning outcomes of physics students of class XI MIPA SMAN 1 Enam Lingkung.

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