scholarly journals Attitude of Student Teachers towards Constructivist Approach in Teaching

2017 ◽  
Vol 7 (2) ◽  
pp. 83
Author(s):  
Susan W Lyngdoh ◽  
S.M Sungoh
Keyword(s):  
Student Teachers ◽  
Learning Process ◽  
Traditional Approach ◽  
Attitude Scale ◽  
Classroom Teaching ◽  
Constructivist Approach ◽  
Significant Difference ◽  
The Way

<div><p><em>A constructivist approach in teaching is very different from the traditional approach in teaching. It requires the teacher to take upon the role of a guide and a facilitator and encouraging learners to actively participate in the learning process. Attitude of teachers towards this approach will determined the way it will be adopted in classroom teaching and organization.  This study aims to find out the attitude of teachers towards constructivist approach in teaching. For this, a Teachers Attitude Scale towards Constructivist Approach in Teaching (TASCAT) was administered to 524 student teachers. Findings reveal that the participants of the study have an unfavourable attitude towards constructivist approach in teaching and there is no significant difference in the attitude towards constructivist approach with respect to gender.<strong></strong></em></p></div>

scholarly journals The Role of Positive 3-H Words in Peacebuilding and Engagement in EFL/ESL Classes

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiaojing Shi
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Learning Contexts ◽  
The Way

This review aimed at investigating the role of help, hope, and harmony formally known as positive 3H on students' engagement and peacebuilding. This topic has recently attracted attention since teachers and the way they treat students are said to play a paramount role in the learning process and as a result, peace can be built in the classroom and students also are more likely to be actively engaged in the tasks. To start with, a definition for positive 3-H was presented coupled with the role it plays in language learning contexts. Then the way both inner peace and interpersonal peace have been applied in the learning process to build peace is discussed. Following that, the effects of positive 3-H on students' engagement and peacebuilding through raising some relevant activities are dealt with. Finally, implications and further directions are put forward.

Simulation of Human Brain

2021 ◽  
pp. 150-160
Author(s):  
Navita Malik ◽  
Arun Solanki
Keyword(s):  
Human Brain ◽  
Computer Science ◽  
Learning Process ◽  
Intelligent System ◽  
Classroom Teaching ◽  
Reinforcement Material ◽  
Ict Tools ◽  
Mode Of Instruction ◽  
Teaching Learning

AI is a branch of computer science that gives the ability to a computer to think and make decisions like humans. It stimulates the human brain in the computer and makes appropriate decisions when required. AI-enabled education impacts the designing of curriculum, mode of instruction, and many more. The use of these tools revolutionizing the education sector with the progression of ICT tools have now become AI-enabled. The main feature of an AI-enabled tool is personalization. These AI-enabled tools work like intelligent assistants for the students. The intelligent system having features like answer the queries of the students, give assistance, support learning, provide or take assignments, and provide reinforcement material according to their opted courses. A teacher has a minimum intervention with this process and has the role of a facilitator only. This chapter concludes that the AI-enabled teaching-learning process can't replace the classroom teaching; instead, it is handy. In the future, AI could replace the need of a teacher in class to some extent.

scholarly journals Toward a Constructivist Approach in Saudi Education

2016 ◽  
Vol 9 (12) ◽  
pp. 104
Author(s):  
Sumayyah Alsulami
Keyword(s):  
Saudi Arabia ◽  
Educational System ◽  
Learning Process ◽  
Social Constructivism ◽  
Effective Theory ◽  
Constructivist Approach ◽  
Saudi Students ◽  
Real Change ◽  
Different Levels

<p>In the way to develop the educational system in Saudi Arabia, the emphasis was only on the materials with no more attention for the role of the learner and the teacher in the learning process or even the external factors around them. However, there are many theories and approaches that may help the Saudi students in different levels to understand the real aims of learning. Constructivism is one of the most influential theories in learning but not the only one. Constructivist approach has different versions that might be applied successfully in Saudi context. This article will introduce two versions of constructivism which are cognitive and social constructivism. This approach can make a real change in learners and teachers in the circle of learning process in Saudi Arabia. Constructivism will be presented as an effective theory of knowledge can improve the educational system of Saudi Arabia.</p>

scholarly journals Elkarrizketak irakasleen prestakuntzarako bitarteko: irakasle-bideratzaileen jarduna ezaugarritzen

Tantak ◽  
2019 ◽  
Vol 30 (2) ◽  
pp. 99-116
Author(s):  
Eneritz Garro ◽  
Nagore Ipiña ◽  
Arantza Ozaeta
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Education Teacher ◽  
The Way

ABSTRACTThe aim of the present paper is to analyse and characterise the way in which teacher educators work with student teachers when conducting analyses of their own practice by means of selfconfrontation interviews. The corpus of this work consists of 10 self-confrontation interviews carried out by 5 teacher educators. The role of those teacher educators was analysed using the transcriptions of the interviews and 9 categories were identified. Two categories were found to be the most common: demanding specifications and creating controversy. Differences were also found as regards teacher educators’ profile. As a result, in-depth training for teacher educators has been considered as needed.KEYWORDS: initial teacher education, teacher educators, analysis of the activity, self-confrontation interviews.LABURPENALan honen helburua da aztertzea eta ezaugarritzea unibertsitateko irakasle-bideratzaileek zer nolako bidaidetza mota egiten duten etorkizuneko irakasleekin euren praktikaren analisia bideoaren aurreko autokonfrontazio elkarrizketak egiten ari direnean. 5 irakasle-bideratzailek egindako 10 autokonfrontazio elkarrizketak osatutako corpusean,. aztertu da irakasle-bideratzaile horien rola ikasleekin egindako autokonfrontazio elkarrizketen transkribapenetan eta euren jarduna 9 kategoriatan banatu da. Horietatik bi zehaztapenak eskatzea eta kontrobertsia sortzea, dira elkarrizketetan erabilienak. Irakasle-bideratzailearen profilaren arabera, ordea, ezberdintasunak sumatu dira jarduteko moduetan eta, ondorioz, prestakuntza eredua partekatua izan dadin irakasle-bideratzaileen prestakuntzan sakondu beharko litzateke. GAKO-HITZAK: irakasleen hasierako prestakuntza, irakasle-bideratzailea, jardueraren analisia, autokonfrontazio elkarrizketa.

Effectiveness of Constructivist Approach Experiments in Teaching Selected Physics Concepts

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Lorelei C. Tabago
Keyword(s):  
Positive Attitude ◽  
Traditional Approach ◽  
Control Group ◽  
Constructivist Approach ◽  
Control Group Design ◽  
Significant Difference ◽  
Physics Concepts ◽  
Post Test ◽  
Equivalent Control ◽  
Experimental Group

The study developed constructivist approach experiments to determine its effectiveness in teaching physics concepts. The quasi-experiment following a non-equivalent control group design was used. Two sections of 2nd year BSIT students of Isabela State University-Cauayan Campus were involved. The study administered pre-test and post-test. The scores in the achievement test and standardized attitude inventory test were compared and the significance of their difference was determined using the t-test. The control group and the experimental group were equal in terms of cognitive level in Physics. However, the students exposed to the constructivist approach of laboratory teaching had significantly higher post-test scores and higher mean gain scores than the students exposed to the traditional approach after the study was conducted. The experimental group developed a more positive attitude towards Physics than the control group. Moreover, there was a significant difference between the post achievement scores and post attitude scores of the students exposed to constructivist approachbased experiments and traditional experiments. The Constructivist Approach Experiments are effective in enhancing students’ achievement and in developing a more positive attitude towards the subject than the traditional approach.   Keywords - Constructivist Approach, Constructivist Approach-Based Experiment; Traditional Experiment, Attitude Towards Physics

scholarly journals The Role of Gender in Shame, Hostility, and Aggression Experienced by Caregivers for Patients With Dementia

2018 ◽  
Vol 34 (4) ◽  
pp. 231-235
Author(s):  
Konstantina Avdikou ◽  
Charalampos Stefanatos ◽  
Marianna Tsatali ◽  
Mairy Gouva ◽  
Magda Tsolaki
Keyword(s):  
Gender Differences ◽  
Care Providers ◽  
Severe Dementia ◽  
Male And Female ◽  
External Shame ◽  
Significant Difference ◽  
Male Caregivers ◽  
Males And Females ◽  
The Way

The aim of this study was to investigate the differences between male and female caregivers for patients with dementia in the way they experience various psychosocial parameters such as shame, hostility, and aggression. The sample included 55 caregivers of patients with moderate and severe dementia, whereas the average age was 51 years. Female caregivers were found to experience significantly higher levels of external shame, measured by Other As Shamer scale, than male caregivers, t (53) = 2.54, P < .01. A significant difference was also found between the female and male caregivers regarding their recorded levels of internal shame, measured by Experience of Shame Scale, with female caregivers experiencing more internal shame than their male counterparts, t (53) = 2.11, P < .01. However, no significant differences were found in hostility and aggression between males and females. These results demonstrate the existence of gender differences in the levels of shame experienced by care providers for patients with dementia.

scholarly journals Information and Communication Technology in Higher Education of Uganda and Education Implications: A Case of Kyambogo University

2020 ◽  
Vol 8 (6) ◽  
pp. 29
Author(s):  
Grace Lubaale
Keyword(s):  
Higher Education ◽  
Communication Technology ◽  
Learning Process ◽  
Academic Staff ◽  
Knowledge Society ◽  
Information Communication ◽  
Information And Communication ◽  
Teaching Learning ◽  
The Way

The emergence of knowledge society globally today has created new challenges for Higher Education (HE) particularly with the development of Information Communication Technology (ICT) at a speed that has no match in history yet HE in Uganda is still lagging behind. The paper aims at unraveling the role and challenges of using ICT in HE of Uganda and education implications in order to provide the way forward with Kyambogo University as a case. This study used a mixed methods approach that combined desk review and interviews. The paper reveals the role of ICT in HE as central in the teaching-learning process, on the learner and learning and on the academic staff and teaching while the challenges as; learners, economy, equipment and academic staff which poses as a drawback in the teaching –learning process. The paper concludes that ICT is central in the teaching-learning process as well as in the management of HE institutions. The way forward rests majorly in the newly created ICT Ministry with effective implementation of ICT Policy 2014 to improve the livelihoods of Ugandans by ensuring the availability of accessible, efficient, reliable and affordable ICT services in which HE will benefit automatically hence its effective application and use in the teaching-learning process.

scholarly journals Comparison of Students’ Characteristics, Self-Motivation, and Readiness of Self-Directed Learning Implementation among Medical Students at Maranatha Christian University

2017 ◽  
Vol 1 (5) ◽  
Author(s):  
Rimonta F Gunanegara ◽  
Mardiastuti H Wahid ◽  
Indah S Widyahening
Keyword(s):  
Medical Students ◽  
Learning Process ◽  
Group Discussion ◽  
First Year ◽  
Mixed Method Research ◽  
Self Directed Learning ◽  
Factors Affecting ◽  
Significant Difference ◽  
Directed Learning

Self-Directed Learning (SDL) is an important skill that must be achieved by medical students.The aim of this study is to identify the level of self-motivation and SDL readiness in the medicalstudents as well as to identify factors affecting SDL. This is is a mixed method research,involving first-year and clinical year medical students. A quantitative research is conducted bydistributing self-motivation (MSLQ) and SDL questionnaire (SDLRS). A total sampling isapplied to select the respondents. Furthermore, focus group discussion (FGD) on students andtutors/preceptors is carried out. Informants are chosen by purposive sampling method. Thisresearch reveals that most of medical students have a good level of self-motivation but a lowlevel of SDL readiness. Nevertheless, the mean scores of SDL readiness in both groups showsno significant differences. The research also identifies four major factors affecting the SDLreadiness, namely the students’ characteristics, learning process, the role of tutors/preceptorsand supporting facilities for learning. There is no significant difference between SDL readinessof the first-year and clinical year of medical students. Unprepared students’ characteristics,sub-optimal learning process, unsupported role of tutors/preceptors and inadequate learningresources are found to be the mayor factors influencing SDL readiness.Keywords: self-directed learning readiness; self-motivation; problem-based learning

scholarly journals O lúdico no processo de ensino-aprendizagem das ciências

2019 ◽  
Vol 88 (220) ◽  
Author(s):  
Alcina Silva ◽  
Marsyl Mettrau ◽  
Márcia Barreto
Keyword(s):  
Learning Process ◽  
Cognitive Structure ◽  
Point Of View ◽  
Individual Student ◽  
Constructivist Approach ◽  
Starting Point ◽  
The Subject ◽  
The Individual ◽  
Teaching Learning

Propõe-se a refletir sobre as relações que envolvem o lúdico e o ensino-aprendizagem das Ciências, a partir de uma perspectiva em que as concepções prévias de conceitos científicos sejam compreendidas como ponto de partida e parte ativa de um processo para a construção de novos conhecimentos. Nesta perspectiva, coerente com a Epistemologia Genética e com uma abordagem socioconstrutivista, o objeto é apreendido por meio de uma estrutura cognitiva constituída pelo sujeito a partir de seus interesses e necessidades. A motivação vem a ser o elemento propulsor neste processo, tendo em vista que despertar o interesse implica envolver o indivíduo/estudante em algo que tenha significado para si. As seguintes questões norteiam esta reflexão: Qual o significado de motivar? Este significado passa apenas por proporcionar prazer por meio de atividades lúdicas ou vai para além de sua relação com o lúdico? Qual o papel do professor ao trabalhar com atividades lúdicas? Palavras-chave: lúdico; aprendizagem; motivação; conhecimento científico. Abstract The objective of this paper is to reflect upon the relations involving the ludic activities and the teaching-learning process of sciences, from a perspective in which the pre-conceptions of scientific notions are recognized as the starting point and also as an active part of a process for the construction of new knowledge. From this point of view, which is coherent with the Genetic Epistemology and with a socio-constructivist approach, the object is seized by means of a cognitive structure elaborated by the subject based on his interests and needs. The motivation becomes the propelling element in this process, considering that stirring the interest implies involving the individual/student in something meaningful to himself. The following questions guide this reflection: What is the meaning of motivating? Does this meaning have the sole purpose of providing pleasure by means of ludic activities or does it surpass its relation with the ludic activities? What is the role of the teacher while working with ludic activities? Keywords: ludic; learning process; motivation; scientific knowledge.

scholarly journals PEMBINAAN KOMPETENSI SUPERVISI KEPALA SEKOLAH DASAR

2019 ◽  
Author(s):  
Syahril Syahril
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Learning Process ◽  
Learning Strategy ◽  
Public Official ◽  
The Way

This article presents that important role of a principal a school to give guidance for teachers. Guidance that the principal must to give for teachers was supervision. As we know, not all the teachers have good performance in a learning process. One of the way to reach it by the guidance that the participal has given. In the fact, supervision that has done by the participal can’t make a change in the learning process. There’s no progress of a teachers both of learning strategy of metods. Some of teachers feeling bad and afraid when supervision was done. The participal do that supervision like inspection. Cause the reason, public official consisting of education administration’s lecturer really want to help the participal of elementary school who locatted in Gunung Talang sub-district. The point in this event is giving training about supervision competence. Methods where used are discussion and problem solving.

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