Testing the Rhetoric: Application of Active Learning Strategies in Logic and Critical Thinking Classrooms– Lessons from University of Gondar, Ethiopia

2020 ◽  
Vol 7 (2) ◽  
pp. 78-85
Author(s):  
Ketemaw Tiruneh Muluye
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
Learning Strategies ◽  
Study Design ◽  
Document Analysis ◽  
Group Discussions ◽  
Case Study Design ◽  
Active Learning Strategies ◽  
Mixed Approach

The purpose of this research was to examine the implementation of Active Learning Strategies (ALSs) in logic and critical thinking classrooms by focusing on freshman students of Gondar University. For this purpose, a concurrent triangulation mixed approach and case study design were employed. The data were collected through questionnaires (n=361), interviews and document analysis. Accordingly, the utilization of ALSs in logic and critical thinking classrooms is found to be negligible. Though buzz group discussions and presentations were found to be preferable as compared to other ALSs, they are utilized in a rare manner. Factors related with the directives of the Ministry, motivation of the instructors and students were found to have an influence on the utilization of ALSs. This implies though the Ministry claims that it is committed for the utilization of ALSs, its directives are not found to be complimentary with its rhetoric for the utilization of ALSs. Int. J. Soc. Sc. Manage. Vol. 7, Issue-2: 78-85

scholarly journals Management of Active Learning Strategies in Learning Fiqh in General Department Students

2019 ◽  
Vol 3 (2) ◽  
pp. 212
Author(s):  
Muhamad Ali Anwar
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Islamic Law ◽  
Educational Institution ◽  
Case Study Research ◽  
Implementation Evaluation ◽  
Active Learning Strategies ◽  
Nahdlatul Ulama ◽  
Planning Implementation

The success of learning in an educational institution depends on creativity in learning from the teacher's business. Because he is a teacher, he must bring the learner towards the goals he has set. This study describes how the planning, implementation, evaluation of active learning strategies in learning jurisprudence (Islamic law) in students majoring in Mathematics and Natural Sciences (MIPA) in Madrasah Aliyah Nahdlatul 'Ulama (MA-NU) Mojosari, Loceret, Nganjuk, East Java, Indonesia. This study uses an interpretive paradigm through a qualitative approach, a type of case study research. The results of the study found several related to the planning, implementation, and evaluation of active learning in fiqh learning carried out at the study site, all by the concept of the theory although there are still improvements in terms of implementation that will automatically affect the results, so the teacher must work extra hard to perfection through continuous evaluation.

scholarly journals Taking the perspective of the other seriously? understanding historical argument

2011 ◽  
pp. 95-106 ◽  
Author(s):  
Arthur Chapman
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
Learning Strategies ◽  
History Education ◽  
The Other ◽  
Historical Argument ◽  
Thinking Strategies ◽  
Active Learning Strategies

This paper discusses the nature of argument and its role and importance in historical learning. The paper describes pedagogic strategies developed to help school pupils understand what argument is, model how arguments work and think about how arguments can be evaluated. These strategies are explained as generic critical thinking strategies and the article then demonstrates how these strategies can be applied in history education contexts. The strategies that the article describes aim to make the logical relationships that are embodied in arguments clear to students through the use of analogies and active learning strategies that seek, first, to enable students to represent logical relationships in concrete ways and, second, to help students manipulate and explore these relationships.

scholarly journals It’s Personal: Biology Instructors Prioritize Personal Evidence over Empirical Evidence in Teaching Decisions

2015 ◽  
Vol 14 (1) ◽  
pp. ar7 ◽  
Author(s):  
Tessa C. Andrews ◽  
Paula P. Lemons
Keyword(s):  
Active Learning ◽  
Empirical Evidence ◽  
Learning Strategies ◽  
Decision Model ◽  
Need Support ◽  
Personal Experiences ◽  
Learning Instruction ◽  
Active Learning Strategies ◽  
Case Study Teaching

Despite many calls for undergraduate biology instructors to incorporate active learning into lecture courses, few studies have focused on what it takes for instructors to make this change. We sought to investigate the process of adopting and sustaining active-learning instruction. As a framework for our research, we used the innovation-decision model, a generalized model of how individuals adopt innovations. We interviewed 17 biology instructors who were attempting to implement case study teaching and conducted qualitative text analysis on interview data. The overarching theme that emerged from our analysis was that instructors prioritized personal experience—rather than empirical evidence—in decisions regarding case study teaching. We identified personal experiences that promote case study teaching, such as anecdotal observations of student outcomes, and those that hinder case study teaching, such as insufficient teaching skills. By analyzing the differences between experienced and new case study instructors, we discovered that new case study instructors need support to deal with unsupportive colleagues and to develop the skill set needed for an active-learning classroom. We generated hypotheses that are grounded in our data about effectively supporting instructors in adopting and sustaining active-learning strategies. We also synthesized our findings with existing literature to tailor the innovation-decision model.

scholarly journals Manajemen Pembelajaran Berbasis Bahtsul Masail Pada Mata Pelajaran Fiqih Ibadah di Pondok Pesantren Fathul Ulum Jombang

2020 ◽  
Vol 4 (1) ◽  
pp. 52-73
Author(s):  
Mihmidaty Ya'cub ◽  
Nurul Lailiyah ◽  
Nur Hani’ah
Keyword(s):  
Critical Thinking ◽  
Study Design ◽  
Qualitative Method ◽  
Boarding School ◽  
Case Study Design ◽  
Research Show ◽  
Descriptive Qualitative

This research is to find out the implementation of bahtsul masail in Fathul Ulum boarding school Jombang, the students’ critical thinking of fiqh, and the implementation of bahtsul masail in increasing the critical thinking of ulya class students in the subjects fiqh of worship. This research is a descriptive qualitative method using a case study design, about how the implementation of Bahtsul Masail in increasing the critical thinking of ulya class students in fiqh worship subjects. The results of research show that: 1) the implementation of bahtsul masail is held once a week on bahtsul masail sughra and once a month in bahtsul masail Kubra. 2) Students’ critical thinking in fiqh subjects is seen when students can describe the problem, criticize the problem and provide answers in accordance with the problems proposition, especially religious jurisprudence issue occurs in the community. 3) The implementation of bahtsul masail at the Fathul Ulum Jombang has increased; students have begun to be critical of the problems arround them. The form of implementation has been carried out in Fathul Ulum Jombang is about the issue of ablution, prayer, and so on.

Using Prediction Markets to Deliver Authentic Learning Experiences

2012 ◽  
pp. 42-57
Author(s):  
Patrick Buckley ◽  
John Garvey ◽  
Fergal McGrath
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Cognitive Domain ◽  
Prediction Markets ◽  
Teaching Environment ◽  
Mass Higher Education ◽  
Large Group ◽  
Active Learning Strategies ◽  
Authentic Learning Experiences

Mass higher education presents serious problems to implementing active learning. Large class sizes means that traditional active learning strategies are becoming more and more difficult to implement, due to the administrative burdens associated with them. In this chapter, the authors present prediction markets as a pedagogical tool which can be used to allow teachers to implement active learning in a large group teaching environment without imposing prohibitive administrative overheads. They outline the benefits for students in the cognitive and affective domains of learning. They move on to present a case study describing in detail how our methodology can be implemented and conclude by presenting research on the effectiveness of our approach in the cognitive domain of learning. The authors conclude that prediction markets are a powerful tool for implementing active learning in a large group teaching environment.

Language Support Strategies in First Year Chemistry

2011 ◽  
pp. 18-57 ◽  
Author(s):  
Adam James Bridgeman
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Student Response ◽  
Peer Instruction ◽  
First Year ◽  
Group Discussions ◽  
Large Classes ◽  
Chemical Concepts ◽  
Active Learning Strategies ◽  
The University

In-class and online active learning strategies, which have been implemented at The University of Sydney, are described to respond to the challenge of teaching chemistry at a first year level, to students with a wide range of abilities and levels of motivations. Core to the design of these activities is the belief that students learn chemical concepts most effectively when they are actively engaged in doing and talking, rather than rote learning and listening. The strategies described have been developed within the context of large classes and limited resources. They are fully adaptable to other topics beyond first chemistry and to other sciences. They are also necessarily designed to be scalable to large or small classes and to be sustainable. Online resources are useful for helping students become familiar with chemical language and symbolism and to provide them with a means of practicing their use. Online quizzes are an invaluable means of students self-assessing their progress and of providing meaningful assessment of their level of mastery. In-class activities involving student response systems and student-centred, inquiry based approaches are built around active learning and on-going formative assessment. To develop language skills, social interaction via peer instruction and group discussions can be utilized to ensure that classes are vibrant and engaging.

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