The Guided Inquiry Learning Materials Based on Multiple Chemical Representations As One of Chemistry Learning Strategies Centered on Students

Education in accordance with future needs will only be realized if there is a shift or change in mindset in the learning process, including: 1) From teacher-centered to student-centered, 2) From passively to active-investigating; 3) From virtual / abstract to real world contexts; 4) From personal learning to team-based learning; 5) From the one-way relationship shifts towards cooperatives; 6) From a single conscious effort to plural; 7) From factual thinking to critical; and 8) From the delivery of knowledge to the exchange of knowledge. In the Center Curriculum report (2007), findings were found in the four groups of problems faced by teachers when they will realize the implementation of content standards, namely: 1) Translation of basic competencies into indicators. 2) The description of the basic material in KD becomes a description of the main material in the Indicator, covering the breadth and depth of the material because what is given in the curriculum is minimal material means the lower limit, but the limit is not determined so that the teacher experiences difficulties in preparing syllabus and lesson plans; 3) Difficulties in implementing approaches, methods, or certain learning models in learning, due to limited capacity so that the demands of the Standard Process are difficult for teachers to fulfill; 4) Difficulties in obtaining textbooks (teaching materials) that are oriented to certain processes (models) such as inquiry, especially those written in Indonesian and in accordance with the National Curriculum, which greatly influences the achievement of content Standards and Process Standards. The development of chemical teaching materials for High School (SMA) based Classes Activities with guided inquiry models is one of the choices offered to overcome the problems faced by teachers in realizing the implementation of content standards and process standards.

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VALIDITAS BAHAN AJAR BERBASIS RISET PADA MATERI SISTEM REPRODUKSI SMA/MA

Horizon ◽

10.22202/horizon.v1i1.4710 ◽

2021 ◽

Vol 1 (1) ◽

pp. 195-203

Author(s):

Yulia Yulia

Keyword(s):

Learning Process ◽

Reproductive System ◽

Core Competencies ◽

Content Standards ◽

Teaching Materials ◽

Validity Test ◽

Printed Books ◽

The Family ◽

Basic Competencies ◽

D Model

This research is motivated by the limited material in printed books, the book is distributed to students one book for two people and distributed when the learning process is only in school, this makes the learning process very ineffective, for that students need additional teaching materials, especially reproductive system material at school. contraceptive method sub material in the family planning (KB) program. Research conducted in February 2020 aims to produce valid teaching materials for the reproductive system of SMA / MA. The method used in this research is the 4-D model method. Data analysis was carried out by descriptive method. The instrument used in this study was a validity test questionnaire, which was conducted by 3 expert validators, namely 2 lecturers and 1 teacher. The results obtained from the validity test showed a validity value of 86, 9% with very valid criteria because it was in accordance with the content standards, basic competencies and core competencies that had been set.

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Estrategia didáctica para el perfeccionamiento del proceso de enseñanza-aprendizaje de los estudiantes de la Universidad Tecnológica Ecotec-Facultad de Marketing y Comunicación con enfoque constructivista

South Florida Journal of Development ◽

10.46932/sfjdv2n5-020 ◽

2021 ◽

Vol 2 (5) ◽

pp. 6575-6584

Author(s):

Yeimer Prieto López ◽

Beatriz Loor Ávila

Keyword(s):

Learning Strategies ◽

Learning Process ◽

Teaching And Learning ◽

Deep Understanding ◽

Point Of View ◽

Student Centered ◽

Pedagogical Strategies ◽

The One ◽

Teaching Learning ◽

Technological University

La Didáctica centrada en el estudiante exige la utilización de concepciones, modelos, alternativas, estrategias y métodos adecuados, en los que el proceso de enseñanza- aprendizaje se conciba cada vez más como resultado del vínculo entre lo afectivo, lo cognitivo, las interacciones sociales y la comunicación. La presente investigación científica ofrece elementos teóricos y metodológicos esenciales que permiten asumir posiciones bien fundamentadas y estructuradas acerca de las estrategias pedagógicas dirigidas a los docentes y los métodos de enseñanza y aprendizaje, lo que en ocasiones se aborda desde diversas posiciones, no siempre consistentes y con múltiples acepciones e interpretaciones. La Pedagogía se enfrenta a un gran reto en estos momentos, la dirección y conducción adecuada del proceso de enseñanza y aprendizaje en la Educación Superior con el empleo del Constructivismo, donde el estudiante sea quien produzca el conocimiento desarrollando un pensamiento crítico, reflexivo desde el punto de vista cognoscitivo, poniendo a su disposición estrategias de aprendizaje en un contexto donde lamentablemente predomina una Pedagogía Conductista. El presente artículo aborda las estrategias de enseñanza- y aprendizaje que permiten tanto al profesor como al estudiante, tener una comprensión profunda de este fenómeno dentro del proceso docente educativo en la Facultad de Marketing y Comunicación, de la Universidad Tecnológica Ecotec. Student-centered Didactics requires the use of appropriate conceptions, models, alternatives, strategies and methods, in which the teaching-learning process is increasingly conceived as a result of the link between the affective, the cognitive, social interactions and the communication. This scientific research offers essential theoretical and methodological elements that allow us to assume well-founded and structured positions about pedagogical strategies aimed at teachers and teaching and learning methods, which is sometimes approached from different positions, not always consistent and with multiple meanings and interpretations. Pedagogy faces a great challenge at this time, the proper direction and conduction of the teaching and learning process in Higher Education with the use of Constructivism, where the student is the one who produces knowledge by developing critical thinking, reflective from the point of view. from a cognitive point of view, making learning strategies available to them in a context where, unfortunately, a Behavioral Pedagogy predominates. This article addresses the teaching- and learning strategies that allow both the teacher and the student to have a deep understanding of this phenomenon within the educational teaching process at the Faculty of Marketing and Communication of the Ecotec Technological University.

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Digital Literacy for Effective Communication in the New Academic Environment

Social Media and the New Academic Environment ◽

10.4018/978-1-4666-2851-9.ch018 ◽

2013 ◽

pp. 368-390 ◽

Cited By ~ 3

Author(s):

Ruxandra Vasilescu ◽

Manuela Epure ◽

Nadia Florea

Keyword(s):

Learning Environment ◽

Digital Literacy ◽

Workforce Training ◽

Student Centered ◽

Student Centered Learning ◽

Personal Learning ◽

Student Community ◽

New Concepts ◽

The One ◽

New Student

“The fixity” of knowledge - the accumulation of fixed elements of knowledge - no longer meets the requirements of nowadays society. The capacity of change, adaptation, and constant updating of these elements according to individual needs, but also to the needs of the various contexts the knowledge, must be used as a prerequisite of social integration for the graduate. Education stepped into the era of deep reforms based on new concepts: student-centered learning, informal education, and personal learning environment. Thus, to teach means to model and to demonstrate; to learn means to practice and to consider. The information technology provides the new student with the learning environment he/she needs in the new context, and it connects him/her rapidly to the up-to-date information and to the rest of the world. Finding new ways of recreating student community on the background of the change of the student structure, the profile of the new student, his/ her interests and individual learning habits, on the one hand, and the main challenges of the workforce training/retraining for the current and future information society, on the other hand are the main concerns of this chapter. Due to the spectacular extension of the Internet use, the blog is a solution for the development of the student community, for social interaction and serves as an alternative or extension of classroom discourse.

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Nurse training in health in different regions in Brazil

Revista Brasileira de Saúde Materno Infantil ◽

10.1590/1806-9304201700s100010 ◽

2017 ◽

Vol 17 (suppl 1) ◽

pp. S219-S228 ◽

Cited By ~ 5

Author(s):

Carinne Magnago ◽

Celia Regina Pierantoni ◽

Cristiana Leite de Carvalho ◽

Sabado Nicolau Girardi

Keyword(s):

Learning Strategies ◽

National Curriculum ◽

Evaluation Process ◽

Nurse Training ◽

Exploratory Research ◽

Documentary Analysis ◽

Curriculum Guidelines ◽

Curricular Structure ◽

The One ◽

Teaching Learning

Abstract Objectives: to identify on the one hand whether there has been any changes in the nurse training in Brazil and on the other if regionalizing health incurred interference in this process. Methods: an exploratory research of a multiple case study in a qualitative approach developed between November 2015 and March 2017, in seven regions in Brazil. The data were collected by in-depth interviews with 16 administrators of the undergraduate courses in nursing and by documentary analysis of the Projetos Políticos Pedagógicos (Political Pedagogical Projects). Content analysis was undertaken by having the theoretical references of the Diretrizes Curriculares Nacionais (National Curriculum Guidelines). Results: varied profiles of undergraduates were observed with higher tendency for the basic level in health practice or for hospital level with competencies in health care that is still fragmented and not interdisciplinary. The curricular structure of the courses focuses on isolated disciplines with little or no interdisciplinary integration and the pedagogical model is based on traditional teaching-learning strategies and additional evaluation process. There were no differences in health among the regions. Conclusions: it is necessary in concomitance with the changes that are required in the field of training to undertake efforts in the development of health units and training institutions, which has already proven to be a factor of professional retention and regional development.

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Toward a new energy paradigm in geography: revisiting the curriculum and teaching practices

Journal of Education Culture and Society ◽

10.15503/jecs2021.1.131.150 ◽

2021 ◽

Vol 12 (1) ◽

pp. 131-150

Author(s):

NATALIJA MAŽEIKIENĖ ◽

Odeta Norkutė

Keyword(s):

Learning Strategies ◽

Teaching And Learning ◽

Energy Use ◽

Social Issues ◽

National Curriculum ◽

Green Energy ◽

Formal Curriculum ◽

Expert Interview ◽

New Energy ◽

The One

Aim. The aim of the article is to investigate how energy topics are presented in the geography curriculum in Lithuania and how school geography becomes an educational response to the current global challenges related to energy production and consumption. Methods. The article presents research using several methods: review of literature on energy geography and energy literacy, analysis of Lithuanian national curriculum for geography, content analysis of 14 geography textbooks for forms 6–12, expert interview with 9 geography teachers. Results. The empirical research reveals that the national curriculum and textbooks still represent the old energy paradigm with a profound focus on fossil fuel and nuclear energy resources. Meanwhile, the new energy paradigm is realised in the teaching of experienced and qualified teachers who, in addition to the new green energy economy, emphasise environmental and social issues of energy use. Conclusions. The conclusions include observations on necessary changes in teaching energy geography: on the one hand, by revising the formal curriculum and textbooks and integrating concepts of energy literature and new energy developments; on the other hand, by initiating changes in primary and continuous teacher education. Professional development of teachers could include new energy topics, new teaching and learning sources (political debates in media, TV, strategic energy development documents), new teaching and learning strategies and methods.

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Development of Guided Inquiry Based Teaching Materials Enriched with Augmented Reality

Journal of Disruptive Learning Innovation (JODLI) ◽

10.17977/um072v2i22021p72-79 ◽

2021 ◽

Vol 2 (2) ◽

pp. 72

Author(s):

Venin Kharisma Noviantia ◽

Munzil Munzil ◽

Vita Ria Mustikasari ◽

Erni Yulianti

Keyword(s):

Augmented Reality ◽

Research And Development ◽

Development Stage ◽

Guided Inquiry ◽

Teaching Materials ◽

Pocket Book ◽

Basic Competencies ◽

8Th Grade ◽

The Subject ◽

Feasibility Test

The purpose of this research and development is to produce Guided-Inquiry Based Teaching Materials Enriched by Augmented Reality (AR) on the subject of light and optics for 8th grade which is feasible and valid, as a teaching materials during the COVID-19 pandemic. This research and development using Lee and Owen’s method. However, it was narrowed down into 3 stages only, which are: assessment/analysis, design, and development stage. The teaching material’s validity was obtained from expert’s validation result, while the feasibility was obtained from the feasibility test on the students. Developed teaching materials takes form of an A5 sized pocket book, and discuss about the basic competencies in the subject of light and optics. Subject delivery served through learning module, learning video, and AR technology on image formation as well as using Google Form as student worksheet. The validation result shows that developed teaching materials are feasible and valid with score percentage more than 61 percent.

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Digital Literacy for Effective Communication in the New Academic Environment

Information and Technology Literacy ◽

10.4018/978-1-5225-3417-4.ch090 ◽

2017 ◽

pp. 1781-1805

Author(s):

Ruxandra Vasilescu ◽

Manuela Epure ◽

Nadia Florea

Keyword(s):

Learning Environment ◽

Digital Literacy ◽

Workforce Training ◽

Student Centered ◽

Student Centered Learning ◽

Personal Learning ◽

Student Community ◽

New Concepts ◽

The One ◽

New Student

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PENGEMBANGAN BAHAN AJAR TEKS DRAMA BERDASARKAN PENGALAMAN PENGARANG

Jurnal Tuturan ◽

10.33603/jt.v8i2.2867 ◽

2019 ◽

Vol 8 (2) ◽

Author(s):

Didin Khaerudin ◽

Suherli Kusmana ◽

Iyay Robia Khaerudin

Keyword(s):

Personal Experience ◽

Teaching Materials ◽

Learning Skills ◽

Student Activities ◽

Development Method ◽

Average Value ◽

Surrounding Environment ◽

Basic Competencies ◽

Materials Used ◽

Minimum Criteria

Research conducted to develop drama text teaching materials based on the experience of the author of the drama script aims to make it easier for students to understand drama text material. In addition, based on the author's experience students are expected to emulate the author's creative process in writing a paper. The research method used in this research is the research and development method. Based on the results of the interview it can be concluded that the ability to write drama is determined based on mastery of the elements of drama and the ability to develop stories based on the author's experience. The process of writing drama is done in several steps: (1) searching for ideas based on personal experience, other people, or the surrounding environment; (2) processing ideas to find plots (characters), characters or characters that vary with their inner conflicts, settings and dialogues, interesting conflicts, and messages to be conveyed; (3) starts the process of writing drama with stages and elements of drama; (4) revision of drama products. Teaching material developed is presented from basic competencies of knowledge and basic competencies of learning skills. Based on experiments on developed teaching materials it is known that the average value of the ability to write plays gets a score exceeding the minimum criteria, so that the teaching materials used are effective. Based on observations it is known that teaching materials can help students in learning and student activities become more independent, and active.

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