scholarly journals Teaching Style and Mental Representation of Teachers in Biology Learning Using Convention Picture

2017 ◽  
Vol 2 (1) ◽  
pp. 105
Author(s):  
F Ramadhan ◽  
A Rahmat ◽  
E Nuraeni
Keyword(s):  
Mental Representation ◽  
Teaching And Learning ◽  
Mental Representations ◽  
Teaching Style ◽  
Teaching Styles ◽  
Volunteer Teachers ◽  
Biology Class ◽  
Expert Teaching ◽  
Biology Learning ◽  
Descriptive Method

<p class="Abstract">Activities of teacher’s working memory in representing a picture are important in the teaching and learning process. This study aimed to reveal the tendency of teacher’s mental representation and teacher’s teaching styles in biology class using convention pictures. This research used descriptive method. The research was conducted by involving four high school biology volunteer teachers of grade XI from four schools in Lebak, Banten, Indonesia. Teacher’s teaching styles were measured by questionnaires and rubrics adapted from Grasha and teacher’s mental representations were measured using worksheets and rubrics developed based on the Causal Network Elicitation Technique (CNET) model. The data obtained were analyzed qualitatively. The results showed two dominant teacher teaching styles; there were expert style and facilitator style. The mental representation of teachers when reading convention picture was in the category of good (2 teachers), adequate (1 teacher) and inadequate (1 teacher). A teacher with expert teaching style tends to have a good mental representation compared to a teacher with facilitator teaching style.</p>

scholarly journals The investigation of music teachers' teaching style choice

2015 ◽  
Vol 5 (5) ◽  
pp. 469-484
Author(s):  
Burcu Demir ◽  
Mehtap Aydıner Uygun
Keyword(s):  
Music Teachers ◽  
Teaching Style ◽  
Teaching Styles ◽  
Sample Group ◽  
Teaching Models ◽  
Preference Group ◽  
Expert Teaching ◽  
The Status ◽  
Service Training ◽  
Research Types

The purpose of this study is to determine the level of chosen teaching styles by music teachers. In the study; the level of preferred teaching styles by music teachers are compared according to some variables. These variables are; the gender, length of teaching service, students per class, the status of participating in in-service training. The study has taken place in the casual research group among the relational research types. The scope of the research includes the provinces of Aydın, Balıkesir, Bitlis, Bursa, Erzurum, Kastamonu, Konya, Mardin, Mersin, Nigde, Rize and Sinop. The sample group of the study is comprised of 245 music teachers who serve in the above mentioned 12 provinces in the 2012-2013 academic years. As a result of the research, it has been determined that the majority of the music teachers, which makes %33.50, prefer the styles of the facilitator-personal model-expert teaching models much more when compared to the other teaching style groups. The least preference group (%12.70) chosen by the music teachers has also been determined as delegator-facilitator-expert teaching styles.

scholarly journals The Correlation Between Lecturers’ Teaching Styles and Students’ Reading Habit Towards Reading Comprehension

2018 ◽  
Vol 1 (1) ◽  
pp. 96-102
Author(s):  
Nining Syafitri
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Teaching Styles ◽  
Reading Habit ◽  
Extensive Reading ◽  
Learning And Teaching ◽  
High Category ◽  
Correlational Research ◽  
Formal Authority

Students’ reading habit and lecturers’ teaching in a classroom have a role to raise students’ achievement forbeing an important part of successful teaching and learning process. The aims of the research were toobserve 1) the lecturers’ teaching styles in teaching Extensive Reading class, 2) the students’ reading habit,and 3) the correlation between lecturers’ teaching style and students’ reading habit in readingcomprehension. The research employed a correlational research. Data sources were obtained from readinghabit questionnaire distributed to the students, teaching style survey based on Grasha-Riechmann to thelecturers, and TOEFL in reading test section to the students. The research indicated that 1) Lecturer 1 (D1)had moderate category as Expert and Facilitator, but high category for Formal Authority, Personal Model,and Delegator. Lecturer 2 (D2) had high category as Expert, Formal Authority, Personal Model, andDelegator, but moderate category for Facilitator. Lecturer 3 (D3) had high scores for five categories (Expert,Formal Authority, Personal Model, Facilitator, and Delegator), 2) the students’ reading habit category werefair, and 3) the lecturers’ teaching style was inversely correlated to reading comprehension. Reading habithad a proportionate relationship to reading comprehension. R value (0.661) indicated correlation betweenlecturers’ teaching style and students’ reading habit on reading comprehension is strong. Readingcomprehension skill should not be only observed from students’ reading habit, but also lecturers’ teachingstyle, for the success of learning and teaching in classroom.

scholarly journals The Relationship Between Teaching Styles of English Instructors and Learning Styles of English Prep Class Students at a Turkish State University

2020 ◽  
Vol 16 (3) ◽  
pp. 15
Author(s):  
ABDULKADIR DURMUS ◽  
Meral GÜVEN
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Teaching Styles ◽  
Correlation Coefficients ◽  
Maximum Level ◽  
State University ◽  
Package Program ◽  
Turkish State

It is necessary to be aware of both teaching and learning styles and employing them in teaching and learning processes and as the two important stakeholders of this process, both learners and teachers are expected to benefit from each other at maximum level especially in terms of considering the needs of learners. This study aims to find out if there is a relationship between teaching styles of instructors working at Anadolu University School of Foreign Languages (AUSFL) and learning styles of students studying at English prep class. Data of the study were collected through Grasha-Reichmann Teaching and Learning Style Scales which Sarıtaş & Süral (2010)  adapted to Turkish. SPSS package program was used in the descriptive analyses of the study and Pearson’s moment correlation coefficients in correlation calculations. Significant relationships between formal authority teaching style and avoidant learning style, and between personal model teaching style and competitive learning style were found in the study. As for the other teaching and learning styles, although there wasn’t any significant relationship among each other, considering the average values, it can be said that there was a linear relationship among them which led to consider that a partial relationship existed.  

scholarly journals Teaching Styles, Learning Styles and the ESP Classroom

2018 ◽  
Vol 150 ◽  
pp. 05082
Author(s):  
Lee Mei Ph’ng
Keyword(s):  
Learning Styles ◽  
Learning Process ◽  
Technical Communication ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Teaching Style ◽  
Visual Learning ◽  
Teaching Styles ◽  
Teaching Approach ◽  
Field Of Study

Learner diversity that exists in the classroom plays a role in influencing the teaching and learning process in the classroom. It should be acknowledged in order for the teaching and learning process to be a meaningful and effective process. Thus, this study examined the learning styles preference of engineering students and the teaching styles preferences of their Technical Communication lecturers. The study also looked at whether the students’ learning styles preferences were influenced by their field of study, gender and ethnic backgrounds. Felder and Solomon’s Index of Learning Styles was administered to 588 engineering students while Grasha and Riechmann-Hruska’s Teaching Style Survey was administered to 10 Technical Communication lecturers. The findings revealed that the students have a marked preference for the visual learning style but balanced preferences for the other learning styles dimensions. The students’ field of study, gender and ethnic backgrounds did not seem to influence the students’ learning styles preferences. As for their Technical Communication lecturers, they seem to favour the student-centered teaching approach. All the data support the notion of adopting a balanced teaching approach in the Technical Communication classroom.

scholarly journals THE INFLUENCE OF EXTRACURRICULAR ACTIVITIES, TEACHER TEACHING STYLES AND LEARNING MOTIVATION ON LEARNINGACHIEVEMENT IN SMA SATYA DHARMA BALUNG JEMBER

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Moh. Agus Riawan ◽  
Muhammad Firdaus ◽  
Kasiman Kasiman
Keyword(s):  
Student Achievement ◽  
Student Learning ◽  
Extracurricular Activities ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Educational Institution ◽  
Teaching Styles ◽  
Learning Motivation ◽  
Measurement Tool ◽  
Learning Achievement

Every    educational    institution,    wants    every    student    to    achieve    satisfactory achievements, achievements achieved by students are the main measurement tool and hope for knowing the success of an education. To further improvestudent learning achievement, it needs several ways to support the process of achieving that goal, and among the ways that can  be  taken  is  to  start  the  implementation  of  various  extracurricular  activities  in  each educational  institution.  Extracurricular  activities  are  a  series  of  programs  for  teaching  and learning  activities  outside  the  programmed  hours,  which  are  intended  to  improve  the perspective  of  students,  to  foster  talent  and  interest  and  to  serve  the  community.  For example:  in  Scouting  activities  is  a  form  of  activity  that  many  develop  humanitarian  and spiritual  activities  in  socializing,  including  cleanliness  of  the  environment,  providing assistance  to  people  who  are  in  disasters,  health  and  so  on.  The  article  is  intended  to investigate  the  extent to  which  teaching  styles  and  student  learning  motivation  influence partially and simultaneously on student achievement. The samples are 124studentsoutof248from  class  X  and  XI  students Satya  Dharma  High  School  Balung  Jember.  Data obtained  from questionnaires  and  documentation  were  analyzed  by  multiple  regression techniques. The results show that the teacher's teaching style and student learning motivation contribute  more  to  student  achievement.  However,  learning  motivation  has  more  dominant influence on student learning achievement than the teacher's teaching style. But this research only  discusses  concepts  and  conclusions  taken  from  the  relevant  researcher  hypothesis before.

scholarly journals THE RELATIONSHIP BETWEEN TEACHERS’ TEACHING STYLE AND STUDENTS ATTITUDE TOWARDS BUSINESS SUBJECT

2019 ◽  
pp. 248-259
Author(s):  
Nor Aishah Buang
Keyword(s):  
Teaching And Learning ◽  
Pearson Correlation ◽  
Teaching Style ◽  
Teaching Styles ◽  
Project Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Pearson Correlation Test ◽  
The Relationship

The teaching style of the teacher discussed in this study is the Grasha Teaching Style. The sample consists of 136 forms four students in five secondary schools in Bagan Datuk, Perak. All data or details are collected and analyzed using the Statistical Packages for Social Science (SPSS) version 22.0. The study is exercising a descriptive statistic in order to examine teaching styles which are mostly practised by teachers, the type of teaching style most desirable among the students and also their attitude towards the Business subject. Meanwhile, by using an inference statistic, the collected data will also be analysed by using Pearson correlation. The findings show that the teaching style of Business teacher that is most popular by the students is the facilitator's teaching style followed by the personal style and the style of the delegator. While the most popular teaching style practiced by the Business subject teachers is the style of the delegator, followed by the facilitator style and the personal model style. Student attitude towards the Business subject is moderately positive. The result of the Pearson correlation test showed that the value of r = 0.669, p = 0.000 which is a strong correlation between the teacher 's teaching style and the attitude of the students towards the business subject. The combination of facilitator style and personal model style is seen as the ideal teaching style for realizing student-centered learning and project-based learning. The implications of the findings can be used to provide guidance to teachers in schools to carry out the teaching and learning process more effectively. Based on this study, several suggestions have been proposed to improve the quality of teachers' teaching as well as the achievement of students in this subject.

scholarly journals The Effect of an Augmented Reality Teaching Kit on Visualization, Cognitive Load and Teaching Styles

2018 ◽  
Vol 24 (2) ◽  
pp. 178-184
Author(s):  
Mohd Erfy Ismail ◽  
Pipit Utami ◽  
Irwan Mahazir Ismail ◽  
Moh. Khairudin ◽  
Mohd Hasril Amiruddin ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Cognitive Load ◽  
Teaching And Learning ◽  
Sampling Method ◽  
Teaching Style ◽  
Teaching Styles ◽  
Vocational College ◽  
Technology Students ◽  
Teaching And Learning Environment ◽  
Welding Technology

The purpose of this study was to identify the visualization of the students, the students' cognitive load, and the teaching style of the teacher while teaching using the augmented reality (AR) teaching kit in the classroom. The population involved 90 Welding Technology students at Vocational College of Batu Pahat. The purposive sampling method was used and involved 30 respondents. The instrument used was a questionnaire to obtain information. Data were collected and analyzed descriptively. Based on the pilot study, the Cronbach Alpha value was 0.94. The results showed that the use of an AR teaching kit was able to enhance students’ visualization and reduced the cognitive load experienced by the students. In addition, teaching and learning are more interesting because of the teaching style of teachers who use theories and practices simultaneously. Furthermore, the use of AR in education can enhance the visualization of students abstractly, which helps them when conducting experiential tests and establishing a safe teaching and learning environment.

Mental representation of economic crisis in Italian and Swiss samples 1The authors would like to thank Maurizio Mistri for his help in the construction of items. This research was supported by a grant from the Italian Murst (ex 40%).

2001 ◽  
Vol 60 (1) ◽  
pp. 11-14 ◽  
Author(s):  
Lucia Savadori ◽  
Eraldo Nicotra ◽  
Rino Rumiati ◽  
Roberto Tamborini
Keyword(s):  
Economic Crisis ◽  
Mental Representation ◽  
Mental Representations ◽  
Social Contexts ◽  
Raw Material ◽  
National Context ◽  
Cluster Procedure ◽  
Total N ◽  
Two Samples ◽  
Important Symptom

The content and structure of mental representation of economic crises were studied and the flexibility of the structure in different social contexts was tested. Italian and Swiss samples (Total N = 98) were compared with respect to their judgments as to how a series of concrete examples of events representing abstract indicators were relevant symptoms of economic crisis. Mental representations were derived using a cluster procedure. Results showed that the relevance of the indicators varied as a function of national context. The growth of unemployment was judged to be by far the most important symptom of an economic crisis but the Swiss sample judged bankruptcies as more symptomatic than Italians who considered inflation, raw material prices and external accounts to be more relevant. A different clustering structure was found for the two samples: the locations of unemployment and gross domestic production indicators were the main differences in representations.

PENGEMBANGAN VARIASI MENGAJAR DALAM MENINGKATKAN MOTIVASI BELAJAR

2018 ◽  
Vol 6 (1) ◽  
pp. 696-714
Author(s):  
ARIANTI Arianti
Keyword(s):  
Learning Process ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Teaching Styles ◽  
Learning Activities ◽  
Learning Activity ◽  
Motivation To Learn ◽  
Strategic Role ◽  
Strong Motivation ◽  
The Individual

Abstract. This journal discusses the development of variations in teaching in increasing learning motivation. The learning process is an activity that involves an individual (physical and spiritual), learning activities are never carried out without a strong motivation or motivation from within the individual or from outside the individual who participates in learning activities. Therefore, the learning process requires the development and use of variations in teaching to generate student motivation. Variations in teaching include variations in teaching styles, variations in media and materials, and variations in teaching and learning interactions. Motivation has a very important role in learning activities, there is no learning activity without motivation, therefore motivation has a strategic role in achieving the goals or results of learning. Keywords: Development Of Teaching Variations and Motivation to Learn

The teaching of Arabic language by Zumratul - Muminiin of Nigeria: problems and prospects

2021 ◽  
Vol 2 (1) ◽  
pp. 1-25
Author(s):  
Is-haq Salami
Keyword(s):  
Teaching Style ◽  
Arabic Language ◽  
Historical Method ◽  
History Of ◽  
Descriptive Method

There are numerous Arabic Literary groups in the Southern and Northern part of Nigeria concerning themselves with the spread of Arabic knowledge by establishing Arabic institutes for this noble cause. Among those groups is Zumratul- Muminiin instilling Arabic expertise in people without collecting fee as this is the norm to other Arabic groups. This group stands out among its equals with teaching Islamic knowledge and the rudiments of Arabic language coupled with technical ideas of establishing Arabic learning centre after their students complete tutelage under them, hoping to make them active players in the development of their immediate communities. Upon all these vital contributions for this group, there are many hindrances in their Arabic institutes which is not allowing them to grow as expected. This research aims at studying those challenges and proffering solutions that could change their narratives. This is done by using Historical method to relate the history of this group and their journey so far. Descriptive method was also used to carefully navigate the challenges facing the learning of Arabic language to that group and offer antidotes for this menace. The research arrived at a conclusion alluding to the fact that Zumuratul Muminiin had been contributing immensely to the advancement of Arabic language in their domain, it’s only that they are facing challenges in their teaching style which is cutting them short to compete with other Arabic learning institutes both locally in Nigeria and internationally among the Arabic and Islamic leagues. At the end of this study, suggestions and recommendations are given to propel Arabic learning by this group both in their present and futuristic moment.

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