Teachers’ Reports of Their Cognitive Processes During Teaching

1978 ◽  
Vol 15 (4) ◽  
pp. 555-565 ◽  
Author(s):  
Penelope L. Peterson ◽  
Christopher M. Clark
Keyword(s):  
Student Achievement ◽  
Social Studies ◽  
Cognitive Processes ◽  
Junior High ◽  
Cognitive Styles ◽  
Structured Interview ◽  
Experienced Teachers ◽  
Experimental Conditions ◽  
Junior High Students ◽  
Student Reactions

Each of 12 experienced teachers taught a social studies lesson to three groups of junior high students under experimental conditions. After each 3-hour lesson, teachers viewed four brief videotaped segments of their teaching and responded to a structured interview concerning their cognitive processes while teaching. Teachers’ responses were audiotaped and coded. Reports were characterized most frequently by a sequence of observing student reactions, judging them to be satisfactory, and continuing teaching. Differences in reports were related to teachers’ cognitive styles and abilities, to teachers’ planning statements, and to student achievement and attitude.

Teacher Planning, Teacher Behavior, and Student Achievement

1978 ◽  
Vol 15 (3) ◽  
pp. 417-432 ◽  
Author(s):  
Penelope L Peterson ◽  
Ronald W Marx ◽  
Christopher M Clark
Keyword(s):  
Student Achievement ◽  
Social Studies ◽  
Student Outcomes ◽  
Teacher Behavior ◽  
Experienced Teachers ◽  
Teacher Planning ◽  
Attitude Measures ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship

This study investigated individual differences in teacher planning and the relationship of teacher planning to teacher behavior and student achievement. Each of 12 experienced teachers taught a social studies lesson to three groups of junior high students (N=8 per group) randomly formed from 288 paid volunteers. Before teaching each group, teachers had 90 minutes to “think aloud” and plan the lesson. Teachers’ planning and teaching were recorded and coded. Students completed achievement and attitude measures after the lesson. Results indicated that generally, the greatest proportion of planning statements concerned the subject matter, but substantial differences occurred. Planning differences were related to teachers’ cognitive styles and abilities. Relationships between teacher planning, teacher behavior, and student outcomes also appeared.

scholarly journals PERANAN KELUARGA TERHADAP PRESTASI SISWA PADA MATA PELAJARAN ILMU PENGETAHUAN SOSIAL

2020 ◽  
Vol 6 (2) ◽  
pp. 172-178
Author(s):  
Nova Okta Afriyani
Keyword(s):  
High School ◽  
Student Achievement ◽  
Data Collection ◽  
Social Studies ◽  
Junior High School ◽  
Research Method ◽  
Junior High ◽  
Case Study Research ◽  
Good Communication

                                                     AbstractThis study aims to determine the role of family on student achievement in social studies subjects. The study was conducted using qualitative methods through interview techniques as data collection instruments. The study was conducted at State Junior High School 1 Mejobo, Kudus Regency. This case study research was conducted at State Junior High School 1 Mejobo Kudus with a research method using qualitative research methods. The research method used is the naturalistic method, which is research that originates from the aspect of phenomenology and seeks to understand the meaning of events or problems and their relationship to the object of research. Data collection techniques aside from using observation were also carried out through deep interviews. The results showed that the family is the main place for the formation of student character. The process of forming good character requires good communication between children and other family members. The attitude of parents in caring for and educating children greatly influences the increase in children's intelligence and creativity. Children's intelligence and creativity affect student achievement in social studies subjects.Keywords: Social Studies Subjects, Achievement, Family                                                    AbstrakPenelitian ini bertujuan untuk mengetahui peran keluarga terhadap prestasi siswa pada mata pelajaran IPS. Penelitian dilakukan dengan menggunakan metode kualitatif melalui teknik wawancara sebagai instrumen pengumpulan data. Penelitian dilaksanakan di SMPN 1 Mejobo, Kabupaten Kudus. Penelitian studi kasus ini dilakukan di SMPN 1 Mejobo Kudus dengan metode penelitian dengan menggunakan metode penelitian kualitatif. Metode penelitian yang digunakan adalah metode naturalistik, yaitu penelitian yang bersumber pada aspek fenomenologi dan berusaha memahami arti peristiwa atau permasalahan dan hubungannya terhadap obyek penelitian.  Teknik pengumpulan data di samping dengan menggunakan  observasi juga dilakukan melalui deep interview. Hasil penelitian menunjukkan bahwa keluarga merupakan tempat utama untuk pembentukan karakter siswa. Proses pembentukan karakter yang baik memerlukan komunikasi yang baik antara anak dengan anggota keluarga lainnya. Sikap orangtua dalam mengasuh dan mendidik anak sangat memengaruhi peningkatan kecerdasan dan kreativitas anak. Kecerdasan dan kreativitas anak berperan terhadap prestasi siswa pada mata pelajaran Ilmu Pengetahuan Sosial.Kata Kunci: Mata pelajaran IPS, Prestasi, Keluarga.

scholarly journals PERAN GURU IPS DALAM PEMBELAJARAN RESOLUSI KONFLIK BERBASIS NILAI BUDAYA PELA DI KOTA AMBON

2020 ◽  
Vol 6 (2) ◽  
pp. 83-95
Author(s):  
Samuel Patra Ritiauw
Keyword(s):  
Conflict Resolution ◽  
Social Studies ◽  
Research And Development ◽  
Learning Community ◽  
Junior High ◽  
Social Studies Teachers ◽  
Important Thing ◽  
Junior High Students ◽  
Conflict Resolution Education

AbstractConstructing learning of conflict resolution based on Pela culture in social studies learning of Junior High students in Ambon city becomes an important thing, which is convincedto produce students who are able to manage conflict constructively based on Pela culture value. To develop the roles of teachers in conflict resolution learning, theresearcher implemented Research and Development developed by Borg and Gall.  The result of study showed that teachers played important roles that media could not replace them.  This could be seen form the six roles that should owned by teachers such as teacher as an education,  expert, guide, manager, mediator,  and evaluator. These six roles can produce a class as a peaceful learning community if social studies teachers own them. Keywords: Conflict Resolution Education, Social Studies Learning, Pela Culture Value AbstrakMengkonstruksi pembelajaran resolusi konflik berbasis nilai budaya Pela dalam pembelajaran IPS pada siswa SMP di Kota Ambon merupakan bagian terpenting dalam pembelajaran IPS kelak dan mampu menghasilkan siswa yang dapat mengelola konflik secara konstruktif berbasis nilai budaya “Pela”. Untuk mengembangkan peran guru dalam pembelajaran resolusi konflik, maka penulis menggunakan tipe Research and Development yang dikembangkan oleh Borg & Gall. Hasil dari pengembangan memperlihatkan bahwa guru memiliki peran yang tidak bias digantikan oleh media apapun. Hal ini dapat terlihat dari keenam peran yang harus dimiliki oleh guru yakni guru sebagai pendidikan, expert, pembimbing, manager, mediator dan evaluator. Keenam peran tersebut, jika dimiliki oleh guru IPS dalam pembelajaran resolusi konflik berbasis nilai budaya pela, maka dapat menghasilkan kelas sebagai suatu komunitas belajar yang damai. Kata Kunci: Pendidikan Resolus iKonflik, Pembelajaran IPS, Nilai Budaya Pela    

IMPLEMENTASI MODEL PEMBELAJARAN BERDASARKAN MASALAH UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS IV SDN 169 PEKANBARU

2015 ◽  
Vol 4 (2) ◽  
pp. 87
Author(s):  
Erlisnawati ' ◽  
Hendri Marhadi
Keyword(s):  
Student Achievement ◽  
Action Research ◽  
Social Studies ◽  
Problem Based Learning ◽  
Fourth Grade ◽  
Learning Model ◽  
Student Activities ◽  
First Semester ◽  
Average Value ◽  
Implementation Problem

The problem in this research was social studies student achievement in fourth grade (IV) SDN 169 Pekanbaru still low with average value 63.88 (with KKM 75). The purpose of this research was to improve the student achievement of the fourth grade (IV) SDN 169 Pekanbaru with the implementation of Problem Based Learning model. This research was classroom action research with two cycles in first semester 2015. Before implementation Problem Based Learning average 63.88, after implementation of Problem Based Learning, UH I was 71.25 that improve 11.54% from before exam with average 61.62. UH II was 80.38 that improve 25.83%. Teacher’s activities with the implementation of Problem Based Learning at first meeting of first cycle was 70% (good category), and second meeting was 80% (good category) that improve 10 point. At second cycle, teacher’s activitiesat first meeting was 90% (very good category) that improve 10 point from second meeting of first cycle. Second meeting of second cycle was 95% (very good category) which improve 5 point. Students activities at first meeting of first cycle was 65% (good category), and second meeting 75% (good category) that improve 10 point. At second cycle, student activities at first meeting was 80% (good category) that improve 5 point from second meeting of first cycle. Second meeting of second cycle was 85% (very good category) which improve 5 point. Implementation of Problem Based Learning model can improvedsocial studies student achievement of fourth grade (IV) SDN 169 Pekanbaru.Keywords: problems based learning, sosial studies student’s achievement

CONSTRAINTS IN DEVELOPING NON-COGNITIVE INSTRUMENTS MADE BY TEACHERS IN IPS SUBJECTS IN JUNIOR HIGH SCHOOL IN PADANG IN GRADE VII SEMESTER II

2018 ◽  
Vol 2 (2) ◽  
pp. 133
Author(s):  
Gusnita Efrina
Keyword(s):  
High School ◽  
Data Analysis ◽  
Social Studies ◽  
Student Performance ◽  
Junior High School ◽  
Cognitive Assessment ◽  
Junior High ◽  
Product Performance ◽  
Expert Assessment ◽  
Attitude Assessment

This articel aims to obtain data on non-cognitive assessment, the ability of teachers to make the rubric of non-cognitive assessment, constraints - any constraints faced by teachers in developing noncognitive instruments as well as any policy that will be done in overcoming the obstacles faced by social studies teacher in junior RSBI Padang Class VII Semester II.This type of research is descriptive research. Data obtained from document analysis, interviews and observation. Techniques of data analysis by using percentages. Data obtained from interviews with informants, the junior high school teachers who teach social studies classes RSBI VII, Chairman of the IPS MGMP Padang, three expert specialist and deputy head of the school curriculum areas.After data analysis performed, the results obtained that the number of teachers who have not done in developing and assessing the activities within the rubric of attitude assessment, student performance and products. Once analyzed by the expert assessment rubric attitude, and product performance in terms of science and the content is quite good and better in terms of the language section. Perceived obstacles to overcome problems that arise in the application of attitude assessment, and performance of the products most social studies teachers have tried various things such as: reading books / other resources relevant to teaching materials, training, seminars and follow MGMP forum, discuss in advance with Head of School before attending the training and talked about making attitude assessment rubrics, and product performance with peers.

Covert orienting of attention in macaques. I. Effects of behavioral context

1993 ◽  
Vol 70 (1) ◽  
pp. 431-443 ◽  
Author(s):  
E. M. Bowman ◽  
V. J. Brown ◽  
C. Kertzman ◽  
U. Schwarz ◽  
D. L. Robinson
Keyword(s):  
Cognitive Processes ◽  
Reaction Times ◽  
Orienting Response ◽  
Validity Effect ◽  
Experimental Conditions ◽  
Covert Orienting ◽  
Cognitive Influences ◽  
Attentional Effect ◽  
Peripheral Cues ◽  
Neurophysiological Studies

1. A task was used by Posner (1980) to measure shifts of attention that occurred covertly, in the absence of an eye movement or other orienting response. This paradigm was used here to assess the nature of covert attentional orienting in monkeys to develop an animal model for neurophysiological studies. Shifts of attention were measurable in monkeys and were consistent across a variety of experimental conditions. 2. The paradigm required that monkeys fixate and release a bar at the appearance of a target, which was preceded by a cue. Reaction times to targets that followed peripheral cues at the same location (validly cued) were significantly faster than those that followed cues in the opposite visual field (invalidly cued). This difference was defined as the validity effect, which as in humans, is used as the measure of a covert attentional shift. 3. When the proportion of validly to invalidly cued targets was decreased, no change was seen in the validity effect of the monkeys. This is in contrast to humans, for whom the ratio of validly to invalidly cued targets affected the magnitude of the validity effect. When 80% of the targets were preceded by cues at the same location, the validity effect was greatest. The effect was reversed when the proportions were reversed. From this result, it is concluded that cognitive processes can affect covert orienting to peripheral cues in humans, whereas in trained monkeys, performance was automatic. 4. To test whether cognitive influences on attention could be demonstrated in the monkey, an animal was taught to use symbolic, foveal signals to covertly direct attention. The magnitude of this validity effect was greater than that obtained with peripheral cues. 5. The effects of motivational and perceptual processes were tested. Although overall reaction times could be modified, the facilitating effects of the cues persisted. This constancy across motivational and perceptual levels supports the notion that the monkeys were performing the task in an automatic way, under the exogenous control of peripheral cues. 6. Most visual cuing has been tested with visual landmarks at the locations of cues and targets. These monkeys were trained with such landmarks, and when tested without them, the attentional effect of the cues was nearly abolished. These data suggest that local visual features can be important for covert orienting. 7. To determine the spatial extent of the effect of the cue, monkeys and humans were tested with four cue-target distances (0-60 degrees).(ABSTRACT TRUNCATED AT 400 WORDS)

Sign in / Sign up

Export Citation Format

Share Document