scholarly journals REAL LIFE EXPERIENCE IN INQUIRY-BASED EARTH AND SPACE SCIENCE INSTRUCTION

2019 ◽  
Vol 7 (5) ◽  
pp. 284-292
Author(s):  
Roldan D. Atienza
Keyword(s):  
Science Teachers ◽  
Learning Process ◽  
Real World ◽  
Life Experience ◽  
Life Experiences ◽  
Science Instruction ◽  
Real Life ◽  
Space Science ◽  
Global Issues ◽  
Teaching Learning

Science teachers play an important role in improving science literacy of their students. In achieving and building students’ interest and literacy about science, teachers must have an appropriate approach to be used in teaching. In teaching science, students must be active and participative in the learning process. Engaging students in variety of activities can help them in constructing their own knowledge by experiencing and observing results of the experiment. Teachers must provide real world experiences for students to engage with around global issues. This took the form of service-learning projects emphasizing issues of global concern, or working in teams to devise and debate solutions to real-world problems. Notably, these activities were student-centered and inquiry-based. Teachers also incorporated their own cross-cultural experiences into the classroom through informal conversation, discussions, around artifacts and photos, and lesson plans that incorporated knowledge gained and relationship built though their global experiences. The need for utilizing real life experiences in science teaching is a must in today’s classroom as the new generations of learners are ready to work with the different global issues and concerns of which can play an important role in the learning process. However, the utilization of real life experiences in science instruction grows as a measure when teachers are able to develop an engaging and positive learning environment for learners. With this, teachers should carefully plan how to utilize the students’ real life experiences efficiently and effectively in inquiry-based science instruction to enhance more the teaching-learning process. The focus of this study was to determine the real life experience in inquiry-based earth and space science instruction in public secondary schools in Batangas City. The descriptive method of research was applied in the study, with the questionnaire as the main data gathering instrument responded to by 102 science teachers. Based on the analysis, it was revealed that real life experiences in science areas were moderately utilized by the students while teachers applied inquiry-based learning activities along its phases of exploration, concept introduction, and concept application to a moderate extent. It was recommended that the proposed learning plans be used to enhance science instruction and an instrument or assessment tool may be developed to determine the impact of utilization of real life experiences in teaching-learning process.

scholarly journals Authentic Material and Automaticity for Teaching English

2017 ◽  
Vol 10 (1) ◽  
pp. 83
Author(s):  
Widyastuti Widyastuti
Keyword(s):  
Science Education ◽  
Learning Process ◽  
Real Life ◽  
Text Structure ◽  
First Year ◽  
Teaching English ◽  
Authentic Material ◽  
English Fluency ◽  
Real Language ◽  
Teaching Learning

This article discusses how to make students of Science Education in first year feel interesting in English lesson, understanding the text well and can communicate English fluency. It has been suggested that Authentic Material and Automaticity Theory not only creates a friendly and fun condition in teaching reading but helps students to study comprehensibly so they are able to understand the text, structure, vocabulary easily, read fluently and they also can communicate in English. The authentic material can make the teaching learning process fun and eliminate boring because the topics and materials can be found in internet so it will be more visually and  interactive . Automaticity theory can solve the problem of students who must memorize words that make them feel boring and forget the words soon. The other benefit is the students can exposure the real language being used in a real context and stimulate studens’idea, encouarage them to relate themselves with real-life experiencesThese strategies can make the students understand easily and enjoy the teaching learning process. By combining authentic material and automaticity strategies for teaching English in science education, will develop readers (students) to become fully competent and fluent.

Experiences of a US-India Team in Developing a Case Study That Illustrates Technical and Global Issues in Weld Design

2008 ◽  
Author(s):  
Pramod Rajan ◽  
P. K. Raju ◽  
Chetan S. Sankar
Keyword(s):  
Real World ◽  
Engineering Students ◽  
Learning Experience ◽  
Real Life ◽  
Inspection Time ◽  
Cd Rom ◽  
Global Issues ◽  
Auburn University ◽  
Institute Of Technology

Understanding the real-world issues in the global industry is one of the ways of enhancing the learning experience of engineering students. This paper describes such an experience. This was a collaborative weld design project between Auburn University, Auburn, Alabama, Indian Institute of Technology (IIT), Madras, India and Bharat Heavy Electricals Limited (BHEL), Tiruchirappalli, India. The main problems BHEL faced were (1) Inspection time of the welds, (2) Inaccessibility of the welds, and (3) Detection of kissing bond or pasty weld. Three possible solutions to these problems were identified by the practitioners. In order to bring this real-world issue into engineering classrooms, the authors developed a case study. The authors also developed a multimedia CD-ROM which brings the problem live into class rooms using video, audio and pictures. This case study has been tested with mechanical engineering students. The majority of the students found the use of case studies to be beneficial, particularly because of the group work and applicability to real life situations. The details of the case study and its implementation in an engineering class room at Auburn University are discussed in the paper.

scholarly journals Nurse educators’ perceptions of the way nursing students protect patient privacy

2014 ◽  
Vol 48 (spe2) ◽  
pp. 171-177
Author(s):  
Otília Zangão ◽  
Mendes Felismina
Keyword(s):  
Nursing Students ◽  
Learning Process ◽  
Nurse Educators ◽  
Real Life ◽  
Care Process ◽  
Patient Privacy ◽  
Structured Interviews ◽  
Schools Of Nursing ◽  
Teaching Learning ◽  
The Way

The aim of this study was to assess the teaching-learning process related to patient privacy during the care process and the way nursing students’ protect patient privacy. Descriptive/correlational study using a qualitative approach and nonprobability sampling of 19 nurse educators from two schools of nursing. Data was collected using semi-structured interviews. Data analysis was undertaken using the SPSS version 20 and Alceste 2010 programs. The study complied with ethical standards. Two classes were assigned (protection of patient privacy and care process) with four subcategories (protection, empathy, relational competencies and technoscientific competencies).The findings show the need to adopt a reflective approach to the teaching-learning process by using experiential learning activities and real-life activities. We believe that intimacy and the protection of privacy should be core themes of nurse education and training.

scholarly journals PREFERENCES EXPRESSED BY STUDENTS OF NINTH STANDARD TO THE ADOPTION OF VARIED SITUATIONS IN SITUATIONAL APPROACH

2017 ◽  
Vol 5 (8(SE)) ◽  
pp. 34-39
Author(s):  
Ravi ◽  
K. Chinnappan
Keyword(s):  
Urban Area ◽  
Learning Process ◽  
English Language ◽  
Rating Scale ◽  
Real Life ◽  
Statistical Technique ◽  
Female Students ◽  
English Language Teaching ◽  
Male Students ◽  
Teaching Learning

The present study is aimed at assessing the preferences of ninth standard students in various situations of situational approach of English language teaching. All the ninth standard students studying in the high and higher secondary schools in Thanjavur district form the population of the study. 200 ninth standard students have chosen randomly to form the sample of the study. Percentage analysis was the only statistical technique adopted to compute the number of students preferring each situation. A rating scale for student’s preference towards different situations was prepared and validated by the researcher to collect data. The percentage analysis of the collected data reveals that real life situations are the most preferred situation from the situational approach by ninth standard students; whereas verbal situation is the least preferred by them. Male students, Students from rural area, Students from government and aided schools have more preference towards real life situations; whereas female students, Students from urban area, Students from private schools shown preference towards classroom situations. Without any difference, all the category of students prefers verbal situations as the least effective situations of situational approach of teaching learning process. These findings may be handy in making aware of teachers to use various situations to teach language in the classrooms.

scholarly journals AS ATIVIDADES PRÁTICAS NO ENSINO DE CIÊNCIAS

2020 ◽  
Vol 4 (2) ◽  
pp. e042006
Author(s):  
Tayse Pereira Alves Costa ◽  
Cristiane Silveira Mendes Nogueira ◽  
Alenice Ferreira Cruz
Keyword(s):  
Elementary School ◽  
Science Teachers ◽  
Learning Process ◽  
Knowledge Construction ◽  
Public Network ◽  
Know How ◽  
Municipal Schools ◽  
Teaching Learning ◽  
Structured Questionnaire ◽  
Quantitative Nature

As atividades práticas são ferramentas didáticas de suma importância no processo de ensino-aprendizagem, pois despertam no educando o interesse pelo ensino, além de proporcionarem uma melhor assimilação dos conteúdos ministrados na disciplina de Ciências. O presente trabalho, de cunho quantitativo, teve como objetivos analisar os tipos de atividades práticas desenvolvidas por professores de Ciências, verificar a frequência com que ocorrem no cotidiano da escola, identificar as dificuldades dos professores para sua realização e conhecer como os docentes percebem a importância das atividades práticas, como recurso pedagógico facilitador do processo de ensino-aprendizagem. Primeiramente realizou-se uma revisão bibliográfica, posteriormente aplicou-se um questionário semiestruturado com 12 professores que lecionam a matéria de Ciências no Ensino Fundamental II da Rede Pública Municipal de Guanambi/BA. O resultado da pesquisa revelou que as professoras utilizam as atividades práticas no processo de ensino para estimular a construção do conhecimento e motivar os alunos. Contudo, relataram as dificuldades na realização de atividades práticas, pontuando: a ausência de um local adequado para a realização das ações, a pequena quantidade de material disponível e o elevado número de estudantes por sala de aula. As professoras apontam o quanto é importante a realização de atividades práticas no Ensino de Ciências, pois proporcionam um aprendizado mais prazeroso, se comparadas às aulas meramente expositivas.   Abstract Practical activities are didactic tools of paramount importance in the teaching-learning process, as they arouse students’ interest in learning, in addition to providing a better assimilation of the contents taught in Science. The present work has a quantitative nature. It aimed at analyzing the types of practical activities developed by Science teachers, verifying the frequency they occur in the school, identifying teachers’ difficulties to carry them out and to know how teachers perceive the importance of practical activities, as a pedagogical resource that facilitates the teaching-learning process. First, a bibliographic review was carried out, then a semi-structured questionnaire was applied with 12 teachers who teach Science in Elementary School II of the Municipal Public Network of Guanambi/BA. The result of the research revealed that teachers use practical activities in the teaching process to stimulate knowledge construction and motivate students. However, they reported the difficulties in carrying out practical activities, pointing out: the absence of an adequate place to carry out the actions, the small amount of available material and the high number of students per classroom. The teachers point out how important it is to carry out practical activities in Science Teaching, as they provide a more pleasurable learning, when compared to merely expository classes.   Keywords: Science teachers, Elementary School II, Municipal schools.

scholarly journals Self-Description and Observers’ Perspective Toward Science Teachers’ Ability in Using Questioning Technique in Middle School

2018 ◽  
Vol 8 (2) ◽  
pp. 106 ◽  
Author(s):  
Hilda Mazlina ◽  
Abdul Halim ◽  
Yusrizal Yusrizal
Keyword(s):  
Science Teachers ◽  
Learning Process ◽  
Sampling Technique ◽  
Survey Method ◽  
Physics Teachers ◽  
Data Collection Process ◽  
Teaching Learning ◽  
Teaching Physics ◽  
Banda Aceh ◽  
Made In

The study aimed at inquiring how science teachers use question technique in the teaching-learning process. The methodology used in this study was a survey method of quantitative approach. The population is all senior high school Physics teachers in Banda Aceh. The sample is the Physics teachers regarding their length of duty which were 6 teachers from 6 schools. The sampling technique was using disproportionate stratified random sampling based on the schools’ accreditation. The data collection process was carried out by distributing the questionnaire to teachers and documentation technique by videotaping the learning process. The data were analyzed using a descriptive technique. The results showed that teachers used redirecting technique (70%) and probing technique (45.83%). Next, the teachers’ experience only impacts the probing technique. A suggestion that can be made in teaching Physics, teachers should ask questions that track and test students’ understanding toward a concept that they have learned.

scholarly journals The status of concept mapping in teaching learning process: Exploring the present awareness, use and challenges

2020 ◽  
Vol 13 (37) ◽  
pp. 3944-3949
Author(s):  
Sunil Kumar Pandey ◽  
Keyword(s):  
Concept Mapping ◽  
Learning Process ◽  
Present Status ◽  
Teaching And Learning ◽  
Concept Maps ◽  
Real Life ◽  
Rural And Urban ◽  
The Status ◽  
Teaching Learning ◽  
Private Government

Aims: To explore the present status of concept mapping in teaching and learning process in India. Also, to find answers of certain questions pertaining to the usage, awareness and present status of concept maps in real life education. Further to provide some recommendation for the teaching learning process. Method: In this study, the researcher developed a questionnaire using google form containing 14 items. The items were revolving around the concept map and its practical usage in teaching and learning process. The questionnaire was sent to 200 teachers in the month of June, 2020; out of which 80 responses were received back. All the teachers are teaching in various school of the country. The types of schools included private, government, rural and urban. The region covered for data collection was mainly Delhi, however some respondents were from other parts of India also. The data was analyzed qualitatively and quantitatively. Ms. Excel was used for quantitative analysis. Findings: The study indicated that there is an awareness of concept mapping among the teachers. There are several teachers who are using concepts maps in their regular teaching learning process. Many of them learn concept maps when they were students. The use of concept maps is always considered to be effective in the classroom. However, there were some respondents who found making and implementing concept maps time-consuming and effortful. All opined that concept maps are in use and found effective in the teaching learning process. Novelty: The study investigates the status of uses of concept maps in teaching learning process. It also throws light on the problems faced by the teachers in using concept maps; hence the study contributes to plan the school-time table, curriculum and other activities. Moreover, the study provides basis for further in depth study pertaining to problems faced by teachers in using concept maps. Keywords: Concept mapping; awareness; usage; teaching; learning; education; concept maps; purpose of concept maps; challenges

scholarly journals A Perception-Based Curricular Review on the K to 12 HUMSS Strand Curriculum

2020 ◽  
Vol 8 (4) ◽  
pp. 25-44
Author(s):  
Edwin B. Estrera
Keyword(s):  
Social Sciences ◽  
High Schools ◽  
Social Science ◽  
Science Teachers ◽  
Learning Process ◽  
The Philippines ◽  
Core Courses ◽  
Humanities And Social Sciences ◽  
Teaching Learning ◽  
K To 12

This study examines the perception of Humanities and Social Science teachers among public Senior High Schools in the Department of Education’s Humanities and Social Sciences strand in the Philippines. It uses Erden’s element-based model of evaluation by considering the alignment to the goals of the Humanities and Social Sciences disciplines, the purpose, and core courses of the program, and the teaching-learning process. It also uses Tyler’s Rationale as frameworks in assessing the curriculum. Likewise, the study examines the problems and difficulties in curricular implementation. Upon administering a survey to 25 Humanities and Social Science teachers among four public senior high schools, data revealed that the respondents perceived the curriculum goals, and the purpose of the program as highly observed, while the core courses of the program and teaching-learning process were satisfactorily observed in the curriculum. Also, sex and age were not factors in their level of assessment of Humanities and Social Science goals. The problems and difficulties encountered by teachers included unbalanced time allocation of learning competencies, lack of available learning materials, and lack of specialized teachers. Based on the findings, it is suggested that the government provide stronger teacher support programs to address the gap in curriculum implementation. The K to 12 program also needs a full review, as the study only provides a presurvey to more significant institutional issues. While the Humanities and Social Science curriculum appears aligned with the goals of their disciplines, and to the country’s educational goals, its realization still depends upon the teachers’ implementation in the classroom level.

scholarly journals The Experience Created by the Social and Cultural Context Constructed by Video Games: A Digitization of Life and Death

2021 ◽  
Vol 3 (1) ◽  
pp. 19-31
Author(s):  
Tulia Maria Cășvean ◽  
◽  
Vasile Hodorogea ◽  
Ioan Emanuel Cășvean ◽  
◽  
...  
Keyword(s):  
Video Games ◽  
Video Game ◽  
Real World ◽  
Cultural Context ◽  
Life Experience ◽  
Real Life ◽  
Cultural Issues ◽  
Life And Death ◽  
The Social ◽  
Game Industry

Appling the Gadamer’s filter on video games, reveals that they support an intimate connection with real life, built on basic mimesis of simple and, at the same time, coherent and meticulous realities. Video games are not intrinsically real-world escapism but generate a concrete, contextualized life experience that is ultimately connected to social and material realities (Spiridon, 2013, pp. 64-65). Moreover, experiences gained through video games can contribute, same as television, cinema or novels do, to the creation of perceptions that influence the way people relate to various aspects of life. The pivot of this study focuses on the experience created by the social, cultural context, captured by video games, which allow players to make choices of "life and death". Such choices are even more important in the current pandemic context when some people seem not to clearly understand the potential consequences on their own protection or even own survival. The aim of the research is to open a path for a better understanding of how a video game appreciated by critics and very popular among players, especially during the pandemic (DayZ, produced by Bohemia Interactive in 2013) explores social, cultural issues that can create a favorable context for players to be better equipped for the reality of everyday life. The study will include, besides the analysis of the video game itself, wikis, and walkthroughs, the views of other researchers and professionals working in the video game industry.

scholarly journals The Challenges Faced by Graduates of Teacher Professional Education Program

2020 ◽  
Vol 5 (12) ◽  
pp. 1754
Author(s):  
Lilis Nur Hidayati ◽  
Utami Widiati ◽  
Enny Irawati
Keyword(s):  
Learning Process ◽  
Education Program ◽  
Professional Education ◽  
Teaching And Learning ◽  
Life Experiences ◽  
Narrative Research ◽  
Lesson Planning ◽  
Real Life ◽  
Three Phase ◽  
Teacher Professional

<p><strong>Abstract:</strong> This article gives a report on a study on the challenges faced by graduates of Teacher Professional Education Program in terms of lesson planning, execution stage, and evaluation. Narrative research is used for this study to understand present real-life experiences. The study revealed that the graduates of PPG experienced some challenges in those three phase of teaching and learning process; however, along with those challenges, they were able to give responses which they thought to be the most effective responses.</p><strong>Abstrak:</strong><em> </em>Penelitian ini melaporkan hasil penelitian tentang tantangan yang dihadapi oleh lulusan Program Pendidikan Profesi Guru dalam merencanakan pembelajaran, mengimplementasikan rencana pembelajaran, dan evaluasi pembelajaran. Penelitian naratif digunakan untuk memahami pengalaman nyata dalam kehidupan. Penelitian ini mengungkapkan bahwa lulusan program PPG mengalami beberapa tantangan dalam ketiga tahapan pembelajaran tersebut, namun bersama dengan itu, mereka mampu memberikan respons yang menurut mereka paling efektif untuk dilakukan

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