scholarly journals Evaluation process associated with multiple intelligences in high school students of the Ecuadorian educational system

2020 ◽  
Vol 3 (1) ◽  
pp. 26-33
Author(s):  
Liliana Magdalena Alcívar Rodríguez ◽  
Karina Eliana Castro Intriago ◽  
Luis Alfredo Tubay Cevallos ◽  
Lubis Carmita Zambrano Montes
Keyword(s):  
High School ◽  
High School Students ◽  
Formative Assessment ◽  
Multiple Intelligences ◽  
Formative Evaluation ◽  
Traditional Approach ◽  
Learning Processes ◽  
Pedagogical Practice ◽  
School Students ◽  
General Process

Formative assessment is ideal for improving teaching and learning processes. However, little is practiced systematically and a traditional approach still persists in many educational institutions that value the product rather than the process. The objective of this study is to determine the evaluative process associated with multiple intelligences in high school students from an Educational Unit in the city of Manta. Methodologically, this research project is of a mixed type with a qualitative-quantitative approach since it obtains real data that evaluates the results. To collect the information, information from primary sources will be used and will be carried out through a survey via Google to teachers and secondary information will be taken from accredited sources of virtual libraries, indexed magazines, and other academic Google publications. The results will be processed using statistical methods that will allow their analysis and interpretation. As a result of it, a set of formative evaluation activities underlying the pedagogical practice of the teacher was obtained, assessing the general process of formative evaluation of learning included in the teaching-learning processes. The process is useful for conducting a conscious and systematic formative assessment.

A Career Education Program for Gifted High School Students

2001 ◽  
Vol 10 (2) ◽  
pp. 6-10 ◽  
Author(s):  
Graham Boyd ◽  
Brian Hemmings ◽  
Eddie Braggett
Keyword(s):  
High School ◽  
High School Students ◽  
Education Program ◽  
Best Practice ◽  
Career Education ◽  
Formative Evaluation ◽  
Learning Opportunities ◽  
School Students ◽  
Community Learning ◽  
South Wales

This article reports the development of a career education program for gifted high school students in a New South Wales selective, coeducational high school. The program replaced a previous approach that was demand-responsive, generic in approach, and not aligned with student needs. A needs analysis of the school and a formative evaluation were undertaken to ensure successful redevelopment of the program. These evaluations resulted in the following changes to the school's program: earlier and more flexible career awareness opportunities; increased scope for clarification of values; inclusion of psychological, psychocreative, and social elements; integration of career education and student welfare; lifelong learning emphases; aspiration enhancement for particular students; strategy employment for females; and an expansion in community learning opportunities. A program influenced by these elements was then highlighted as a best-practice exemplar.

Examining the Cultural Capital in the Parental Involvement of African American Parents of Disabled High School Students

2022 ◽  
pp. 368-379
Author(s):  
Donovan Griffin-Blake
Keyword(s):  
High School ◽  
African American ◽  
High School Students ◽  
Public Education ◽  
Parental Involvement ◽  
Cultural Capital ◽  
Traditional Approach ◽  
African American Parents ◽  
African American Mothers ◽  
School Students

This chapter explores the value of cultural capital in the parental involvement of African American parents of disabled high school students. The traditional approach of parental involvement is widely implemented across public education. The framework for parental involvement is outdated and racially one-sided, which causes the contributions of African American parents to be devalued by their child's school. This chapter focuses on a qualitative study of five African American mothers of disabled high school students and how they engage with their children's public education. The participants provide narrative examples of their cultural capital and they have used it to help benefit their child's education. This implies the need to revise the image of parental involvement to one that is a more diverse inclusionary model, which will help schools better support the academic achievement of students from culturally and linguistically diverse families.

scholarly journals The effectiveness of multiple intelligences based teaching strategy in enhancing the multiple intelligences and science process skills of junior High School students

2019 ◽  
Vol 9 (2) ◽  
pp. 122 ◽  
Author(s):  
Atiek Winarti ◽  
Leny Yuanita ◽  
Moh. Nur
Keyword(s):  
High School ◽  
High School Students ◽  
Multiple Intelligences ◽  
Junior High School ◽  
Teaching Strategy ◽  
Junior High School Students ◽  
Control Group ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills

The study was aimed to investigate the effectiveness of teaching strategy based on Multiple Intelligences (MI) theory to improve multiple intelligences and science process skills of junior high school students in Indonesia. The study used quasi experimental design and the effectiveness of the teaching strategy was evaluated by pretest-posttest-control-group design. The samples consisted of two schools selected by Stratified Random Sampling. The experimental group (n=63) was taught using the MI strategy while the control group (n=61) was taught using the traditional strategy. This study was conducted in 12 weeks. Data were obtained from multiple intelligences test, science process skills test, and observation sheets. The hypotheses of student multiple intelligences and science process skills were tested using Wilcoxon’s Signed Rank Test and ANOVA test. The results indicated that students who were instructed by using MI strategy improved on four specific types of multiple intelligences namely visual spatial, intrapersonal, kinesthetic, and musical intelligences. However, the interpersonal logic remains unchanged, while the mathematical logic decreases after treatment. Also, these showed an improvement of the science process skills, specifically in the questioning ability.

scholarly journals PROSES PEMECAHAN MASALAH MATEMATIKA SISWA SMA BERDASARKAN KECERDASAN MAJEMUK

2020 ◽  
Vol 3 (2) ◽  
pp. 123-144
Author(s):  
Suhartini Sumadi ◽  
Teguh Yuliandri Putra ◽  
Heny Sri Astutik
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Multiple Intelligences ◽  
Multiple Intelligence ◽  
Research Subjects ◽  
School Students ◽  
Science Olympiad ◽  
High School Math ◽  
Problem Solving Process

This study aims to analyze the mathematics problem-solving process of high school students based on multiple intelligences. In research, multiple intelligence is divided into dominant linguistic intelligence, interpersonal and kinesthetic intelligence, dominant musical intelligence, logical-mathematical and naturalistic, existential, intrapersonal, and visual dominant intelligence. The type of research used in this research is descriptive exploratory, and the approach used is qualitative and quantitative approaches. Determination of research subjects was carried out using purposive sampling based on multiple intelligences, to obtain 3 high school students of class X as research subjects. The research instrument used was a multiple intelligence test and two problem-solving tests adopted from the American High School Math Exam (AHSME) Problems and the Provincial High School Mathematics National Science Olympiad questions. The data obtained were analyzed, utilizing data reduction. The research results show that students with multiple different intelligence bits have different ways of solving them, but there are also similarities in solving problems.

scholarly journals Pengembangan Media Pembelajaran Interaktif Pada Konsep Monera Berbasis Smartphone Android

2018 ◽  
Vol 2 (1) ◽  
pp. 38 ◽  
Author(s):  
Gufron Amirullah ◽  
Susilo Susilo
Keyword(s):  
High School ◽  
High School Students ◽  
Formative Evaluation ◽  
School Students ◽  
Mobile Media ◽  
Self Evaluation ◽  
High School Class ◽  
Evaluation Phase ◽  
Media Learning

This study aims to develop media learning of Android-based mobile for students of Senior High School class X, and to know the quality of mobile media learningproducts on the concept of monera. The research was done through 2 stages, namely Preliminary and Formative Evaluation. Formative Evaluation Phase was divided into 3 stages namely, Self-Evaluation, Prototyping and Field Test. Validation was done by material experts and media experts. The developed media was tested to 100 students of class X IPA SMAN 5 Bekasi. Data analysis techniques were used the feasibility and quality of media obtained with the instrument in the form of a questionnaire. The results showed that the value of media-based learning feasibility of Android-based monera of 93.92% with Excellent category and material expert judgment of 97% with Excellent category. Trial on students at SMAN 5 Bekasi school obtained the quality of media learning is 91.40% with Excellent category. Based on the results of data acquisition shows that learning media based on Android mobile learning on the concept of monera worthy of use as a source of learning class X high school students.

scholarly journals Student’s Video Production as Formative Assessment

2017 ◽  
Vol 8 ◽  
Author(s):  
Eduardo Gama ◽  
Marta F. Barroso
Keyword(s):  
High School ◽  
High School Students ◽  
Formative Assessment ◽  
Learning Process ◽  
Assessment Tool ◽  
Video Production ◽  
School Students ◽  
Classroom Assessments ◽  
Learning Assessments

Learning assessments are subject of discussion both in their theoretical and practical approaches. The process of measuring learning in physics by high school students, either qualitatively or quantitatively, is one in which it should be possible to identify not only the concepts and contents students failed to achieve but also the reasons for the failure. We propose that students’ video production offers a very effective formative assessment tool to teachers: as a formative assessment, it produces information that allows the understanding of where and when the learning process succeeded or failed, of identifying, as a subject or as a group, the deficiencies or misunderstandings related to the theme under analysis and their interpretation by students, and it provides also a different kind of assessment, related to some other life skills, such as ability to carry on a project till its conclusion and to work cooperatively. In this paper, we describe the use of videos produced by high school students as an assessment resource. The students were asked to prepare a short video, which was then presented to the whole group and discussed. The videos reveal aspects of students’ diï¬culties that usually do not appear in formal assessments such as tests and questionnaires. After the use of the videos as a component of classroom assessments and the use of the discussions to rethink learning activities in the group, the videos were analysed and classified in various categories. This analysis showed a strong correlation between the technical quality of the video and the content quality of the students’ argumentation. Also, it was shown that the students do not prepare their video based on quick and easy production; they usually choose forms of video production that require careful planning and implementation, and this reï¬ects directly on the overall quality of the video and of the learning process.

scholarly journals Atividades preparatórias para Olimpíada de Conhecimento e Mostra Científica através de um projeto de ensino: um relato de prática pedagógica

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Érico Kemper
Keyword(s):  
High School ◽  
High School Students ◽  
Social Interaction ◽  
Instructional Material ◽  
Natural Sciences ◽  
Learning Theories ◽  
Pedagogical Practice ◽  
School Students ◽  
Teaching Institution ◽  
Definition Of

Resumo: Com o objetivo de estimular estudantes do ensino médio de uma instituição federal de ensino a ampliar o interesse nos estudos e os índices de aprendizagem na área da Ciências da Natureza, desenvolveu-se um projeto de ensino que abordou conteúdos de Astronomia, Física e Astronáutica. Seu propósito foi a preparação para a realização da prova da Olimpíada Brasileira de Astronomia e Astronáutica e a participação nas atividades da Mostra Brasileira de Foguetes. Desse modo, o presente trabalho relata o planejamento e as atividades desenvolvidas no referido projeto, bem como os resultados e as experiências ali vivenciadas com os estudantes em ambiente além da sala de aula. O planejamento e a organização do material instrucional e das atividades práticas, assim como sua aplicação e desenvolvimento, tiveram o embasamento nas teorias da aprendizagem de David Ausubel e Lev Vygotsky. Certifica-se que as atividades proporcionaram aos presentes momentos de interação social, aprendizagem, diversão e expectativa. Além disso, houve um número expressivo de alunos premiados com medalhas na Olimpíada Brasileira de Astronomia e Astronáutica e na Mostra Brasileira de Foguetes, levando ao reconhecimento de que a ação de ensino desenvolvida foi exitosa. Palavras-chave: Aprendizagem significativa. Ensino de Astronomia. Foguetes de garrafas pet. PREPARATORY ACTIVITIES FOR THE OLIMPÍADA DE CONHECIMENTO [KNOWLEDGE BEE EVENT] AND MOSTRA CIENTÍFICA [SCIENTIFIC FAIR] VIA A TEACHING PROJECT: A PEDAGOGICAL PRACTICE REPORTAbstract: This piece of work presents a report of a teaching project in which the subjects Astronomy, Physics and Astronautics have been addressed with the aim of stimulating high school students from a federal teaching institution to increase interest in studies and the rates of learning in the area of Natural Sciences. The definition of these subjects had the purpose of helping the students to take the test on Olimpíada Brasileira de Astronomia e Astronáutica [Brazilian Olympiad of Astronomy and Astronautics] well as participating in Mostra Brasileira de Foguetes [the Brazilian Rocket Fair]. Thus, the present work reports the planning and the activities developed by the project, as well as the results and the experiences shared with the students beyond classroom. The planning and the organization of instructional material and practical activities, as well as their application and development, were based on David Ausubel’s and Lev Vygotsky’s learning theories. This is to certify that the reported activities provided the students with moments of social interaction, learning, fun and expectation. In addition, there were a significant number of students who won medals at Brazilian Olympiad on Astronomy and Astronautics and the Brazilian Rocket Fair, leading to the confirmation that the developed teaching project, by and large, has been successful.Keywords: Meaningful learning. Astronomy teaching.  PET Bottle Rockets.

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