scholarly journals Effective Teaching strategies in biological education: present and future prospects

2020 ◽  
Vol 5 (4) ◽  
Author(s):  
Noreldaim Elkhidir
Keyword(s):  
Biological Sciences ◽  
Teaching Strategies ◽  
Computer Modelling ◽  
Teaching Strategy ◽  
Educational Goals ◽  
Student Centered ◽  
Student Centered Learning ◽  
Biology Students ◽  
Effective Teaching Strategies ◽  
Biological Education

Objective: The aim of this study is to explore the diversity of teaching strategies in biological education and expected results on acquisition of knowledge and fulfillment of learning outcomes in an attempt to identify which strategies work best with biology students. Methods: Three databases and search engines were used: Scopus, Google Scholars and Web of Science. Results: The teaching of biological sciences is experiencing evident transformations towards student-centered learning. As educational goals are being modernized in biology at present times. The more computer modelling, simulations and problem-based learning become part of the teaching strategy, the teaching of biology becomes more learner-centered to enhance learners’ critical thinking on complex biological processes.

STUDENT RESEARCH IN ENGLISH LANGUAGE LEARNING

2015 ◽  
Vol 8 (3) ◽  
pp. 131
Author(s):  
L. Angelianawati
Keyword(s):  
Language Learning ◽  
Teaching Strategies ◽  
English Language ◽  
Teaching Strategy ◽  
English Language Teaching ◽  
Student Research ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Teaching ◽  
And Performance

English Language Teaching (ELT) is in need of innovative and up-to-date teaching strategies which can develop students’ language competence and performance effectively. Student research is affirmed as one of effective as well as innovative teaching strategies, which develops student-centered learning. Through this strategy, the students learn how gathering information, interpreting it, and making conclusions based on the information gathered. The main purpose of applying this strategy is to make the students learn from the research, discover and also construct knowledge by themselves, as well as use the language. One important point that should be considered in implementing this strategy is the level of education in which the strategy is implemented. This article presents the way how this strategy may be utilized in the classroom.Keywords : student research, teaching strategy, student centered learning

scholarly journals SISTEM PEDAGOGI DALAM CERITA BHAGAWAN DHOMYA LAWAN SISYANIRA (PERSPEKTIF PENDIDIKAN AGAMA HINDU)

2017 ◽  
Vol 1 (2) ◽  
pp. 197
Author(s):  
Komang Pusparani
Keyword(s):  
Religious Education ◽  
Educational Practice ◽  
Educational Environment ◽  
Paddy Fields ◽  
Educational Goals ◽  
Learning Approach ◽  
Educational Tools ◽  
Student Centered ◽  
Student Centered Learning

<em>The Bhagawan Dhomya Lawan Sisyanira story is part ofAdi Parwa. The story is reflection of the interrelationship between pedagogical components, such as: educational goals, educators, learners, educational tools and educational environment, which form a system in educational practice called pedagogy system. Education components of Bhagawan Dhomya Lawan Sisyanira’s storydirected to student centered learning, which a test of obedience and devoted of  Bhagawan Dhomya’s students, namely Sang Arunika tested by paddy fields, Sang Utamanyu tested by shepherds cows and Sang Weda tested by providing dishes in the kitchen. The exam given by Bhagawan Dhomya to his students has been concerned about the nature of learners as the subjects and also educational objects. Therefore, students are directed to adapt and interact with the environment, but still pay attention to the components of pedagogy, so the education can be well done and Hindu religious ecaducation values in Bhagawan Dhomya Lawan Sisyanira’s story relevant to applied as guidance in the implementation of education. Based on the explanation, the purpose of this paper is to describe the pedagogy system, learning approach and Hindu religious education values in Bhagawan Dhomya Lawan Sisyanirastory</em>

scholarly journals Buzz Group in ESP Class to Improve Students' Speaking Skills

2018 ◽  
Vol 10 (2) ◽  
pp. 88
Author(s):  
Nine Febrie Novitasari ◽  
Dwi Taurina Mila Wardhani
Keyword(s):  
Effective Teaching ◽  
Teaching Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Visual Media ◽  
Group Method ◽  
Effective Teaching Strategies ◽  
Speaking Skill ◽  
Speaking Skills

Teaching strategy and media are two important factors that influence the success of teaching and learning process. The implementation of Buzz group method that are integrated with audio visual media is one example of the effective teaching strategies that can be used to teach speaking. Students taking ESP class at UNARS had difficulties with speaking skill because of their limited vocabularies. Thus, this research tried to see how if Buzz group implemented with audio visual media implemented to the students to mprove their speaking skill. This CAR was held in one cycle. The result showed that the strategy was effective in improving the students’ speaking skill.

Constructivism, Technology, and Meaningful Learning

2011 ◽  
pp. 51-64 ◽  
Author(s):  
Jared Keengwe ◽  
Grace Onchwari
Keyword(s):  
Student Learning ◽  
Learning Environments ◽  
Teaching Strategies ◽  
Teaching Styles ◽  
Meaningful Learning ◽  
Constructivist Teaching ◽  
Teaching With Technology ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Relationship

We are moving toward a future in which computing is becoming more ubiquitous and there is evidence that technology is changing the way instructors conduct their instruction. Even so, few instructors are integrating technology into their instruction in ways that can support meaningful learning. Those who are usually successful in teaching with technology are those who constantly strive to facilitate student-centered learning environments that support and improve the depth and scope of student learning (Cuban 2001; Ertmer, 1999). Further, they are likely to have experienced shifts in their learning paradigms and embraced constructivist teaching styles. This chapter explores the relationship between constructivism, technology, and meaningful learning and provides suggestions to help instructors translate constructivist methodologies into their own realities in teaching. In other words, this chapter seeks to explore constructivist teaching strategies that could benefit student learning in ways that are different from those practiced in traditional, non-technological classrooms.

scholarly journals             The role of the teacher use for Learner- Teaching in developing the students special education skills in teaching Arabic language

2019 ◽  
Vol 3 (3) ◽  
Author(s):  
Iman Hussein Abu Salim
Keyword(s):  
Special Education ◽  
Student Teachers ◽  
Learning Strategies ◽  
Teaching Strategies ◽  
Female Student ◽  
Arabic Language ◽  
Theoretical Background ◽  
Student Centered ◽  
Student Centered Learning ◽  
Reflection Model

The present study aims at investigating university teachers use of student-centered teaching strategies and its effect on developing Special education female student teachers' use of Arabic language teaching skills. A student-centered "Arabic Teaching Strategies" course was planned and executed with female special education students, level six. A sample of 74 female student teachers at El-Kharj College of Education, Prince Sattam Bin Abdulaziz University was non-randomly purposefully chosen due to the needs and objectives of the study. Theoretical background of the study is based on Wilmar's five steps of student-centered learning. Aims, objectives and tasks of the course were re-designed based on students' assuming individual responsibilities in planning for learning based on their needs and abilities. A peer observation checklist was built to identify the changes in students' skills of teaching Arabic in micro-teaching tasks. A self-reflection model to be filled by the student was also prepared. Results of the study indicates the effectiveness of using student-centered teaching based on student involvement in directing learning and increasing motivation through more cooperative tasks and encouragement of thinking about learning expressing how it happens and what is being learnt. The university teacher can play an important role in helping students assume learning responsibilities including planning for learning, gathering information, working within a group, choosing learning strategies and thinking of future practices.  

scholarly journals Teachers’ Strategies to Implement Higher-Order Thinking Skills in English Instruction

2020 ◽  
Vol 4 (1) ◽  
pp. 25
Author(s):  
Christian Bernard Nichols Djami ◽  
Paulus Kuswandono
Keyword(s):  
Data Analysis ◽  
Teaching Strategies ◽  
Higher Order Thinking ◽  
English Teachers ◽  
Thinking Skills ◽  
Higher Order ◽  
High School English ◽  
Student Centered ◽  
Student Centered Learning ◽  
Higher Order Thinking Skills

<p class="AbstractText">This study investigated English teachers’ strategies to implement HOTS (Higher-Order Thinking Skills) during the learning process. To prepare students for education 4.0, Indonesian government has mandated that HOTS are taught in every level of education. The research aimed to discover how English teachers implemented HOTS in their teaching strategies. HOTS are promoted in the 2013 curriculum in which English teachers should develop their strategies to implement these skills through student-centered learning instead of teacher-centered learning that may be a common phenomenon for teachers in Indonesia. The participants of the study were fifteen senior high school English teachers in Salatiga, and five of whom were interviewed and observed. The data were obtained through questionnaire, interview, and observation. The data analysis involved counting the percentage for the questionnaire and reading collected transcripts from the interviews and the observation notes. The data analysis was processed using descriptive statistics for the questionnaire and coding for eliciting the transcripts and observation notes. The results of the study showed that the effective teaching strategies in using HOTS were asking open-ended questions and encouraging students to give their critical opinion, while also acting as a facilitator.</p><p><strong> </strong></p><p> </p>

scholarly journals COMPETENCIES AND CONTEXTUAL TEACHING STRATEGIES FOR THE DEVELOPMENT OF JOB ABILITY SKILLS AMONG UNDERGRADUATES

2021 ◽  
Vol 6 (40) ◽  
pp. 308-320
Author(s):  
`Adlina Abdul Khalil ◽  
Mohd. Kasri Saidon ◽  
Mohamad Khairi Othman
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Structured Interview ◽  
Academic Excellence ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Confidence ◽  
Contextual Teaching ◽  
New Generation

Nowadays, teaching and learning need to improve parallel with the change of time and demand from society. Employers' demand for students who are going through the phase of revolution 4.0 is not just academic excellence but also look at the aspects of skills that can be applied while working. The unemployment scenario among students can be seen as a big challenge for them and it is not limited to a particular field of study. Educators or lecturers act to help students solve problems given to them as a learning process and this can indirectly build skills in students. However, previous studies have found that the implementation of learning in shaping job availability skills among students nowadays appears to contribute various forms of challenges to lecturers. Through this study, researchers identify how this concept of student-centered learning and contextual teaching strategy can be used as an effective teaching medium in building job availability skills among students. The study was conducted using a qualitative design, in a semi-structured interview with 12 undergraduate students from different fields of study such as medicine, business management, and counseling. The findings of the study found that the benefits of student-centered learning on the formation of student personalities such as building self-confidence, leadership attitudes, critical thinking, and creativity. Although they successfully applied student-centered learning, there were some students who had to face some form of challenge. The two dominant forms of challenges that emerged during the interviews conducted were the first, to work in groups consisting of peers who had a passive, uncreative attitude and high dependence on others. Second, the challenge in applying group works effectively and successfully completing assigned tasks. The findings of the study show that the preparation of lecturers by using certain techniques of teaching like contextual teaching strategy is very important to form job availability skills among the new generation who are always competing in their careers.

INDIVIDUAL PROBLEM SOLVING SHARED READING TO DEVELOP STUDENTS’ READING COMPREHENSION

2017 ◽  
Vol 9 (2) ◽  
pp. 109
Author(s):  
Luh Angelianawati
Keyword(s):  
Teaching Strategy ◽  
Learning By Doing ◽  
Shared Reading ◽  
Student Centered ◽  
Student Centered Learning ◽  
Language Competence ◽  
Effective Strategies ◽  
Literature Reading ◽  
Asking Questions ◽  
And Performance

ABSTRACTTeaching English as a Foreign Language is challenged to find strategies which develop student-centered learning and be able to cultivate students’ language competence and performance effectively. Shared reading is affirmed as one of effective strategies to develop student-centered learning. The strategy is recognized as a creative and exciting model for active learning by doing a group or student-sharing. It makes students learn how making connections, predicting, asking questions, understanding new vocabulary, and making inferences. The main purpose of applying this strategy is to make the students have knowledge of vocabulary and concepts of print and literature reading, as well as use the language through collaborative reading experience. In implementing this strategy, the level of education in which the strategy is implemented should be considered. The way how this strategy may be utilized in the classroom is presented in this article.Keywords: shared reading, teaching strategy, student centered learningABSTRAKPengajaran Bahasa Inggris sebagai Bahasa Asing ditantang untuk menemukan strategi yang mampu mengembangkan pembelajaran yang berpusat pada siswa dan mampu menumbuhkan kemampuan berbahasa dan kinerja siswa secara efektif. Membaca bersama diakui sebagai salah satu strategi yang efektif untuk mengembangkan pembelajaran yang berpusat pada siswa. Strategi ini diakui sebagai model pembelajaran aktif yang kreatif dan menarik dengan cara belajar bersama kelompok. Hal tersebut membuat siswa belajar bagaimana menghubungkan informasi, memprediksi, mengajukan pertanyaan, memahami kosa kata baru, dan membuat kesimpulan. Tujuan utama dari penerapan strategi ini adalah untuk membuat siswa memiliki pengetahuan kosa kata dan konsep tentang bacaannya, serta menggunakan bahasa melalui pengalaman membaca kolaboratif. Dalam menerapkan strategi ini, tingkat pendidikan di mana strategi ini dilaksanakan harus dipertimbangkan. Cara bagaimana strategi ini dapat dilakukan di dalam kelas disajikan dalam artikel ini.Kata kunci: membaca bersama, strategi pengajaran, pembelajaran berpusat pada siswa

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

EVALUASI IMPLEMENTASI PEMBELAJARAN STUDENTS CENTERED LEARNING OLEH MAHASISWA PPL FKIP-UKI DI SEKOLAH MITRA – PSKD

2018 ◽  
Vol 1 (1) ◽  
pp. 69-80 ◽  
Author(s):  
Eden Handayani Tyas ◽  
Sunarto Sunarto ◽  
Lamhot Naibaho
Keyword(s):  
Random Sampling ◽  
Research Method ◽  
Survey Method ◽  
Research Approach ◽  
Questionnaire Data ◽  
Student Centered ◽  
Student Centered Learning ◽  
Faculty Of Education ◽  
Partner Schools

This study is about the evaluation of student centered learning implementation by Internship students of Faculty of Education and Teacher Training at PSKD Jakarta. The purpose of this study to find out how the implementation of student centered learning at the school. The research method used was survey method by using qualitative research approach. The respondents of this study were 31 teachers who were taken using proportional random sampling (50%) from 62 companion teachers. The instruments used in this study were questionnaires (which consists of 24 statements) and interviews. Questionnaire data was analyzed quantitatively by classification of Likert scale value while interview data was analyzed descriptively. From the data collected through questionnaires and interviews found that the implementation of student centered learning in PSKD partner schools in Jakarta is good, and 30% of teachers still believe that the implementation of student centered learning in PSKD partner schools is still poor. Thus, it can be concluded the implementation of students centered learning at PSKD is good, but it still needs improvement. Keyword: evaluation, implementation, students centered learning, PPL

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