Effective Learning and Teaching

2019 ◽  
Author(s):  
Siti Koimah ◽  
Adib Rifqi Setiawan
Keyword(s):  
Science Education ◽  
Technology Education ◽  
Effective Teachers ◽  
Teaching And Learning ◽  
Research Knowledge ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Craft Knowledge ◽  
Growing Body ◽  
Principles Of Learning

Although science education emphasizes what students should learn, it also recognizes that how science is taught is equally important. In planning instruction, effective teachers draw on a growing body of research knowledge about the nature of learning and on craft knowledge about teaching that has stood the test of time. Typically, they consider the special characteristics of the material to be learned, the background of their students, and the conditions under which the teaching and learning are to take place. This article presents—nonsystematically and with no claim of completeness—some principles of learning and teaching that characterize the approach of such teachers. Many of those principles apply to learning and teaching in general, but clearly some are especially important in science, mathematics, and technology education. For convenience, learning and teaching are presented here in separate sections, even though they are closely interrelated.

scholarly journals Evaluating Pangasinan State University Faculty Performance Using Associative Rule Analysis

2022 ◽  
Vol 12 (1) ◽  
pp. 21-29
Author(s):  
Frederick F. Patacsil ◽  
◽  
Paulo V. Cenas ◽  
Bobby F. Roaring ◽  
Jennifer M. Parrone ◽  
...  
Keyword(s):  
Effective Teachers ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Faculty Evaluation ◽  
The Philippines ◽  
Faculty Members ◽  
Teaching Performance ◽  
State University ◽  
Learning And Teaching ◽  
Teaching Learning

Evaluating faculty members' performance is a very complex area to study. In addition, predicting the performance of these faculty members is a very difficult and challenging task. However, the core of education is teaching and learning, and teaching-learning works to its fullest when there are effective teachers. Measuring the effectiveness of faculty members is done based on the student evaluation of faculty. This research aims to develop a model to predict the performance of the faculty members using associative rule based on the existing evaluation form used by PSU to evaluate faculty members. The model is designed to utilize the knowledge of text analytics rule capabilities that will provide great support for the decision-making of Pangasinan State University in the Philippines. The result reveals that the term good is still the top one terms occurred for all campuses followed by teaching. The results indicated that teacher/faculty members on all campuses are good teachers. Associating words reveal that "teaching good subject/topic," "explains simply" and other meaningful associated words can be utilized to evaluate the performance of the teacher. The results exposed not only the quantitative values of faculty evaluation it also exposed the qualitative opinion of the students in the performance of their faculty members. This study reveals important aspects of the faculty member's teaching performance in terms of words/association of words that will describe their teaching performance. The results can be utilized in coaching and mentoring faculty members to cope with their weaknesses. The proposed model can be utilized by Pangasinan State University to evaluate the faculty members in terms of their teaching performance by utilizing the comments/opinions of the students.

scholarly journals PEMBUATAN APLIKASI E-LEARNING PADA SMK SWASTA PARIWISATA IMELDA MEDAN

2019 ◽  
Author(s):  
HENGKI TAMANDO SIHOTANG
Keyword(s):  
Teaching And Learning ◽  
Learning System ◽  
Control Panel ◽  
Learning And Teaching ◽  
Face To Face ◽  
Effective Learning ◽  
Teachers And Students ◽  
Long Time ◽  
E Learning ◽  
Subject Material

SMK Swasta Priwisata Imelda Medan is one of the private vocational schools in Medan. Learning system at SMK Swasta Priwisata Imelda Medan still use manual system which means the teaching and learning process is still bound by the time the subjects are available and must meet face-to-face with subject teachers. Subject material in the SMK Swasta Pariwisata Imelda Medan is quite difficult so that teachers and students need a long time in teaching and learning. to support an effective learning system at SMK Swasta Pariwisata Imelda Medan needs to be made an e-learning based learning system that is e-learning. the author uses the php language, mysql, dreamweaver and Xampp Control Panel Version 2.5.8, to provide solutions in the process of learning and teaching at SMK Swasta Pariwisata Imelda Medan in order to facilitate students and teachers in teaching and learning without the time limit provided by the school

scholarly journals Reformed Teaching and Learning in Science Education: A Comparative Study of Turkish and US Teachers

2017 ◽  
Vol 6 (3) ◽  
pp. 23 ◽  
Author(s):  
Burhan Ozfidan ◽  
Baki Cavlazoglu ◽  
Lynn Burlbaw ◽  
Hasan Aydin
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Science Teaching And Learning ◽  
Learning And Teaching ◽  
American Science ◽  
Study Results ◽  
Teachers Beliefs

Achievements of educational reform advantage constructivist understandings of teaching and learning, and therefore highlight a shift in beliefs of teachers and apply these perceptions to the real world. Science teachers’ beliefs have been crucial in understanding and reforming science education as beliefs of teachers regarding learning and teaching science impact their practice. The purpose of this study was to compare US and Turkish science teachers’ beliefs about reformed learning and teaching science. As an instrument, we used Beliefs about Reformed Science Teaching and Learning (BARSTL) to collect and measure the teachers’ beliefs regarding teaching and learning science education. We used an independent-sample t-test to analyze Turkish and American science teachers’ beliefs about reformed learning and teaching science. In total, 38 science teachers from the US and 27 science teachers from Turkey participated in this study. Results showed that US science teachers’ beliefs about reformed learning and teaching science are statistically higher than Turkish science teachers. The results of this study also indicated that although American and Turkish science education aim similar constructivist views on learning and teaching science, American science teachers hold more reformed beliefs in science teaching and learning than their Turkish colleagues.

The Transfer Value of Successful Learning Practices Using Web 2.0

2011 ◽  
pp. 269-290
Author(s):  
Jos Fransen ◽  
Bas van Goozen
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Success Factors ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Learning Practices ◽  
Innovative Learning ◽  
Cross Case Analysis

Listening to students’ voices might result in the design of more effective learning practices, assuming that learning and teaching can be attuned more adequately in those practices. Therefore, research was carried out to investigate the characteristics of successful innovative learning practices using Web 2.0 technologies to establish to what extent they might serve as a model for learning practices in more or less similar contexts. Five learning practices were investigated through a range of processes including document analysis and by interviewing students. Additionally, a cross case analysis was carried out to track down success factors of teaching and learning with Web 2.0 technologies, and to find out to what extent these practices are contextual. The analysis showed the importance of co-production and co-creation in learning practices supported by the use of Web 2.0 technologies, and the crucial role of students’ motivation and teacher’s willingness to experiment with new learning practices.

scholarly journals Concept of chemical reaction in chemistry textbooks

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Renata Michalisková ◽  
Zuzana Haláková ◽  
Miroslav Prokša
Keyword(s):  
Science Education ◽  
Education Research ◽  
Science Teachers ◽  
Chemical Reaction ◽  
Teaching And Learning ◽  
Science Education Research ◽  
Educational Content ◽  
Learning And Teaching ◽  
Chemistry Textbooks ◽  
Educational Reconstruction

AbstractFor more than 20 years the science teachers, the researchers in science education, the educationists and the other pedagogues have been acquainted with the model of educational reconstruction. In this model there are integrated three areas of this scientific interest: the recognition of pupils’ conceptions, the investigation of scientific conceptions with didactics branch approach and the creation of an educational content (Duit, R., Gropengießer, H., & Kattmann, U. (2005). Towards science education research that is relevant for improving practice: The model of educational reconstruction. In H. E. Fischer, (Ed.), The Developing standards in research on science education (pp. 1–9). London: Taylor & Francis; Duit, R., Gropengießer, H., Kattmann, U., Komorek, M., & Parchmann, I. (2012). The model of educational reconstruction – a framework for improving teaching and learning science. In D. Jorde & J. Dillon (Eds.), Science education research and practice in Europe. Cultural perpectives in science education, 5 (pp. 13–37). Rotterdam: Sense Publishers; Kattmann, U., Duit, R., Gropengießer, H., & Komorek, M. (1997). Das Modell der Didaktischen Rekonstruktion – Ein Rahmen für naturwissenschaftsdidaktische Forschung und Entwicklung.Zeitschrift für Didaktik der Naturwissenschaften, 3(3), 3–18). There is required to reconstruct the educational content for learning and teaching purposes. It leads to the educational structuring and to the clarification in scientific field. Therefore, in this contribution there is analysed a formation of the concept chemical reaction from the perspectives of the chemistry textbooks used in the 19th, the 20th and the 21st centuries in Slovakia. These findings could be useful in the process of comparison between scientific and pedagogical knowledge in this branch not only in neighbouring countries, even in the broaden European or worldwide content.

Toward Evaluating Software According to Principles of Learning and Teaching

1989 ◽  
Vol 5 (2) ◽  
pp. 135-149 ◽  
Author(s):  
Thomas J. Shuell ◽  
Linda M. Schueckler
Keyword(s):  
Subject Matter ◽  
Teaching And Learning ◽  
Independent Practice ◽  
Learning And Teaching ◽  
Grade Levels ◽  
Prerequisite Knowledge ◽  
Instructional Goal ◽  
Effective Teaching And Learning ◽  
Principles Of Learning ◽  
Classroom Use

Sixteen software packages designed for classroom use were evaluated against nineteen criteria based on principles of effective teaching and learning. The programs were randomly selected from a software library containing over 1,100 items representing all grade levels and a variety of subject-matter areas, software types (tutorials, simulations, etc.), and publishers. Generally speaking, the programs were rated high with regard to 1) presenting material in appropriate steps or blocks, 2) consistency between program and stated objectives, 3) providing appropriate examples, and 4) opportunities for independent practice. The programs were rated low with regard to 1) informing students of instructional goal, 2) determining if students have necessary prior knowledge, 3) reviewing prerequisite knowledge, 4) reteaching information not known, 5) providing anticipatory set, and 6) providing for closure. Differences in ratings were obtained between subject-matter areas and program types, but these differences are difficult to interpret. These findings are discussed in terms of their implications for the development of effective instructional software and its use in the classroom.

scholarly journals Hakikat Belajar Dan Pembelajaran

2020 ◽  
Vol 1 (2) ◽  
pp. 175
Author(s):  
Silviana Nur Faizah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Formal Education ◽  
Interaction Process ◽  
Learning Objectives ◽  
Behavioral Changes ◽  
Internal Factors ◽  
Learning And Teaching ◽  
Education Environment ◽  
Principles Of Learning

Learning is a process that must be done by every individual to get knowledge. It is considerably a fundamental element in the implementation of any education level. The success of education depends on the student learning process both within and outside the school. In formal education the learning process is inseparable from to the teaching and learning process. Both of these processes are synergized to realize the ideals of the nation in order to educate the life of the world. As learning creatures and educational practitioners, whatever related to learning is important to know. Learning is a conscious activity undertaken by individuals through training and experiences that produce behavioral changes that include the cognitive, affective and psychomotor aspects. While teaching and learning is a system or process of teaching subject matters that are planned, implemented, and evaluated systematically so that students can achieve the learning objectives effectively and efficiently. Three learning characteristics are: (a) learning is a conscious effort of a person, (b) learning is characterized by a change of behavior that encompasses all aspects (cognitive, affective, and psychomotor), and such changes are relatively permanent, (c) changes in behavior are derived from the interaction process with the environment and exercises. Factors that influence learning and teaching process are internal factors (physiological and psychological) and external factors (family, school and community). Five principles of learning: subsumption, organizer progressive differentiation concolidation integrative Reconciliation.Keywords: Learning process, education, environment

scholarly journals Cara Mengajarkan Doktrin kepada Jemaat di Gereja

2019 ◽  
Vol 1 (2) ◽  
pp. 89-99
Author(s):  
Pestaria Happy Kristiana
Keyword(s):  
Effective Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Proper Understanding ◽  
Learning And Teaching ◽  
Effective Learning ◽  
The Bible ◽  
Learning Patterns ◽  
Teaching Pattern ◽  
The Church

This subject is important because the teaching and learning process in the church tends to stagnate or not interesting. For this reason a strategy or pattern is needed so that the teaching and learning process can run well. Determining an effective pattern of doctrinal teaching requires a proper understanding of how learners learn. Because to be able to form effective teaching patterns need to understand how adults learn and mix them in the form of an effective learning process. From the discussion, it was found that to determine the effective teaching pattern about doctrine for adults is: the teacher understands accurately about the needs of students. Teachers must be able to find various truths that are needed by students. Knowing the Bible as a real need must be an emphasis on effective learning patterns. Finally, adults need space to share experiences not to be filled with a variety of knowledge. Therefore, the teacher must be able to bridge the knowledge and experience in the process of learning and teaching that takes place.AbstrakPokok bahasan ini menjadi penting dikarenakan proses belajar mengajar di dalam gereja cenderung mengalami stagnasi atau tidak menarik. Untuk itulah diperlukan suatu strategi atau pola yang tepat agar proses belajar mengajar dapat berjalan dengan baik. Penentuan suatu pola pengajaran doktrin yang efektif memerlukan pemahaman yang tepat tentang bagaimana peserta didik belajar. Karena untuk dapat membentuk pola pengajaran yang efektif perlu memahami bagaimana orang dewasa belajar serta meramunya dalam bentuk sebuah proses belajar yang efektif.  Dari pembahasan tersebut di dapatkan bahwa untuk menentukan pola mengajar efektif tentang doktrin bagi orang dewasa adalah: pengajar memahami secara akurat tentang kebutuhan peserta didik. Pengajar harus mampu menemukan barbagai kebenaran yang sangat dibutuhkan oleh peserta didik. Mengenal Alkitab sebagai sebuah kebutuhan nyata haruslah menjadi penekanan pada pola pembelajaran efektif. Akhirnya, orang dewasa membutuhkan ruang untuk berbagi pengalaman bukan untuk dipenuhi dengan berbagai ilmu pengetahuan. Oleh karena itu, pengajar harus bisa menjembatani antara pengetahuan dan pengalaman dalam proses belajar dan mengajar yang berlangsung.

scholarly journals RENEWED TRENDS IN HIGHER EDUCATION FOLLOWING COVID-19

2021 ◽  
Vol 1 ◽  
pp. 755-765
Author(s):  
Olga Vindača ◽  
Velta Ļubkina
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Digital Transformation ◽  
Theoretical Research ◽  
Learning And Teaching ◽  
Effective Learning ◽  
The World ◽  
Effective Teaching And Learning ◽  
Digital Or

The world in general and the organizations in particular has been changed significantly because of Covid-19 pandemic. The higher education institutions haven’t been an exception. The new challenge has triggered a worldwide shift towards online learning and teaching. There is a question of whether the current situation will lead to the overall transformation of higher education institutions to online, digital or blended one. This paper presents the systematic review of official reports where the new trends concept is used in higher education context. The primary goal of this paper is to establish understanding of already listed trends and directions and to contribute to the discussion of a digital transformation of higher education institutions following Covid-19 pandemic for effective teaching and learning. The paper is based on the theoretical research, including literature and official reports review in the context of transformation of higher education following Covid-19. As primary results, the list of new trends in higher education has been made for effective learning and teaching. This study will help higher education institutions to rethink their strategies according to the necessities to respond to the challenges of such rapid digital transformation.  

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