scholarly journals EFFECTIVENESS OF THE CONCEPTUAL CHANGE METHOD ON UNDERSTANDING PLANT MASS INCREASE

2019 ◽  
Vol 18 (4) ◽  
pp. 569-582
Author(s):  
Katja Gobec ◽  
Jelka Strgar
Keyword(s):  
Conceptual Change ◽  
Science Teachers ◽  
Agricultural Education ◽  
Biology Education ◽  
Experimental Teaching ◽  
Significant Difference ◽  
Before And After ◽  
Teaching Unit ◽  
Students Attitudes ◽  
Mass Increase

This research aimed to assess the influence of the method of conceptual change on understanding the concept of increasing the mass of plants among 414 students in agricultural education in Slovenia. In photosynthesis, biomass is produced, so understanding these processes is essential for successful agriculture. Data were collected using a knowledge test and a questionnaire that were administered before and after the traditional and experimental teaching units. The results allowed the conclusion that the method of the conceptual change (experimental teaching unit) was significantly more effective than the traditional method in improving the understanding of the contribution of solar energy and carbon dioxide to the increase in the mass of plants. There was no significant difference in the improvement of knowledge about the contribution of the minerals that plants receive through their roots. Understanding the contribution of water to the increase of the mass should be tested further because of the unexpected misconception that influenced the results that was found among students. Students’ attitudes toward biology and photosynthesis were significantly better after the experimental teaching unit. Considering these findings, other topics should be prepared using the method of the conceptual change to assist biology and science teachers in agricultural education. Keywords: agricultural education, biology education, conceptual change, photosynthesis, plant mass.

The Effects of Three Disparate Instructional Approaches on Skill Attempts and Student Learning in an Experimental Teaching Unit

1985 ◽  
Vol 4 (3) ◽  
pp. 212-218 ◽  
Author(s):  
Wallace B. Salter ◽  
George Graham
Keyword(s):  
Skill Acquisition ◽  
Motor Skill ◽  
Self Efficacy ◽  
Cognitive Learning ◽  
Instructional Approaches ◽  
Guided Discovery ◽  
Experimental Teaching ◽  
Significant Difference ◽  
Teaching Unit ◽  
Skill Improvement

The effects of three disparate styles of teaching were examined to determine their influence on motor skill acquisition, cognitive learning related to the performance of a motor skill, and students’ ratings of self-efficacy. The subjects were third, fourth, fifth, and sixth grade children (N = 244) in two rural elementary schools. The three instructional methodologies employed were Command, Guided Discovery, and No Instruction. The criterion lesson was a 20-minute experimental teaching unit using a novel golf task. Results revealed no significant differences between the groups taught by the three instructional approaches on skill improvement or self-efficacy. Cognitive understanding improved significantly for the groups taught by the command and guided discovery approaches, however, as compared to the no-instruction groups. Students in the no-instruction groups had a significantly higher number of skill attempts (M = 29.56) as compared to the command (M = 18.56) and guided discovery (M = 20.63) groups. This finding served as a plausible explanation for the lack of significant difference in skill improvement between the three groups on the criterion skill.

scholarly journals REDUKSI MISKONSEPSI ASAM BASA MELALUI INKUIRI TERBUKA DAN STRATEGI CONCEPTUAL CHANGE

2017 ◽  
Vol 3 (1) ◽  
pp. 286
Author(s):  
Ahmad Ahmad ◽  
Suyono Suyono ◽  
Leny Yuanita
Keyword(s):  
Critical Thinking ◽  
Conceptual Change ◽  
Inquiry Learning ◽  
T Test ◽  
Rank Test ◽  
Test Results ◽  
Signed Rank ◽  
Significant Difference ◽  
Before And After ◽  
Signed Rank Test

This research aims to study the effect of inquiry learning by critical thinking practice followed by a conceptual change efforts to reduce misconceptions on acid-base learn. The research design using one-group pretest-posttest design with students of SMAN 2 Ngawi as sample research. The student conception  status finding by knowing concept (TK), not knowing concept (TTK), and misconception (MK), whereas intensity of misconception be analized by CRI. Results and analysis of research data found that there is a shift in conception after inquiry learning p rocess. Based on Wilcoxon’s signed rank test, the T value of test TK, TTK, and MK is less than T table at α = 0.05 , so it was concluded that inquiry learning increase TK and decrease TTK and MK. The influence of inquiry learning for understanding the influence was strengthened by the results of the t test tests before and after understanding the concept of inquiry learning that indicate a significant difference.  t-test results on tests of critical thinking before and after the inquiry learning also showed a significant difference. Inquiry learning can not reduce all of misconceptions. Reduction step again is with conceptual change. Based on Wilcoxon’s signed rank test was concluded that conceptual change learning can reduce misconception significantlyPenelitian ini bertujuan mempelajari pengaruh pembelajaran inkuiri terbuka disertai latihan berpikir kritis yang dilanjutkan dengan conceptual change sebagai upaya mereduksi miskonsepsi pada materi asam basa. Penelitian eksperimen semu ini menggunakan metode one group pretest-postest design dengan subyek penelitian  siswa kelas XI SMA Negeri 2 Ngawi. Profil konsepsi siswa dinyatakan dengan status tahu konsep (TK), tidak tahu konsep (TTK), dan miskonsepsi (MK), sedangkan intensitas miskonsepsi diperoleh dari hasil analisis CRI jawaban siswa.  Hasil dan analisis hasil tes pemahaman konsep menemukan bahwa terjadi pergeseran konsepsi setelah proses pembelajaran inkuiri terbuka. Berdasarkan wilcoxon’s signed rank test diperoleh T hitung untuk semua status TK, TTK, dan MK kurang dari nilai T tabel pada α = 0,05 dan n = 25, sehingga   disimpulkan bahwa pembelajaran inkuiri meningkatkan jumlah TK dan menurunkan TTK dan MK.  Pengaruh pembelajaran inkuiri terhadap pemahaman konsep serta kemampuan berpikir kritis diketahui dari uji t hasil tes pemahaman konsep serta tes berpikir kritis sebelum dan setelah pembelajaran. Hasil uji t pada α = 0,05 menunjukkan adanya perbedaan signifikan pemahaman konsep serta kemampuan berpikir kritis antara sebelum dan setelah pembelajaran inkuiri. Miskonsepsi yang masih tersisa setelah pembelajaran inkuiri direduksi kembali dengan strategi   conceptual change. Berdasarkan wilcoxon’s signed rangk test disimpulkan bahwa pembelajaran conceptual change dapat mereduksi miskonsepsi secara signifikan.

scholarly journals Development of monopoly mite game as a health promotion media to increase knowledge and understanding about house dust mites in student boarding house

2021 ◽  
Vol 1 (1) ◽  
pp. 18-25
Author(s):  
Muhimatul Arifah ◽  
Ainur Rofieq ◽  
Yuni Pantiwati
Keyword(s):  
Health Promotion ◽  
Data Analysis ◽  
House Dust ◽  
Biology Education ◽  
T Test ◽  
House Dust Mites ◽  
Average Value ◽  
Significant Difference ◽  
Before And After ◽  
Boarding House

Student’s knowledge of house dust mite (TDR) is still limited as well as the learning media used are uncomplicated. However, aside from learning outcome, knowledge of environmental health and hygiene are ignored. This study aims to produce health promotion media and analyze the effectiveness. This type of study was conducted by Research and Development (R&D) modified model by Borg & Gall. Data were collected from material expert, media expert, and extensive trial (experiments) that involving 30 students of Biology education department who have taken parasitology courses. As data analysis uses paired t-test (paired sample t-test). The result of the Mite Game Monopoly health media promotion products shows the validation of media experts and material experts are categorized very well with percentages of 97% and 89%. The result of data analysis obtained a value P < 0.05 which means there is a significant difference in the average value of pretest and posttest, it shows an increase of knowledge and understanding of TDR between before and after using the Mite Game Monopoly media.

scholarly journals Literature Circles: Creating an Environment of Fluency and Fun

2019 ◽  
Vol 8 (9) ◽  
pp. 14-20
Author(s):  
Jahzeel Montero Candilasa
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Intervention Program ◽  
Literature Circles ◽  
Intervention Period ◽  
School Year ◽  
Significant Difference ◽  
Before And After ◽  
Students Attitudes ◽  
Frustration Level

Literature circles create an opportunity for students to make reading a fun-filled activity and at the same time develop their fluency skills. This action research examined the efficacy of creating literature circles in the classroom as an intervention program to address students’ problems in reading fluency specifically in terms of phrasing and accuracy. Furthermore, it also investigated the attitudes of students’ toward reading before and after they became members of a literature circle.  The study was conducted among 30 grade 7 students from the same section who belong to the frustration level during the oral reading assessment done at the beginning of the school year. Results of the study revealed that there was an improvement in the students phrasing in reading after the 10-week intervention period but not significantly enough to improve their fluency. On the other hand, a significant difference was observed on the students’ reading rate after the intervention period. Furthermore, the students’ attitudes toward reading have also positively changed after they became members of the literature circles. The study concluded that the creation of literature circles in the classroom could improve students’ reading fluency.  

scholarly journals Improving Knowledge Gain in Secondary School Agricultural Education through Supervised Agricultural Experience Programme (SAEP) in Migori County, Kenya

2020 ◽  
Vol 2 (2) ◽  
pp. 6-18
Author(s):  
Peter Odhiambo Ongang’a ◽  
Washington Adede Ochola ◽  
Judith Odhiambo ◽  
Evans Abenga Basweti
Keyword(s):  
Secondary School ◽  
Agricultural Education ◽  
Control Group ◽  
Knowledge Gain ◽  
Control Group Design ◽  
Agriculture Students ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
Equivalent Control

This study focused on determining the influence of SAEP on knowledge gain in secondary school agricultural education among Form Three students in Migori County, Kenya. It zeroed on analysing the differences in knowledge gained in agriculture between two groups, one taking part in SAEP and the other not taking part. It utilised quasi-experimental design, particularly the pre-test and post-test none-equivalent control group design incorporating a sample of 384 forms three agriculture students in Migori County. A test for measuring learning outcomes was used to collect data before and after the programme. Analysis of data was done using SPSS (Version 22). Descriptive statistics were used to present and describe data while inferential statistics were used test hypotheses at α = 0.05. The study established that there was a statistically significant difference in the acquisition of knowledge of specific agriculture content between secondary school agriculture students exposed to SAEP as opposed to the control group.

scholarly journals A Week Long “PEP” Talk – Initial and 2-3 Year Longitudinal Data on the Ottawa Psychiatry Enrichment Program (OPEP)

2021 ◽  
Author(s):  
Elliott Kyung Lee ◽  
Alexandra Morra ◽  
Khalid Bazaid ◽  
Abdellah Bezzahou ◽  
Kevin Simas ◽  
...  
Keyword(s):  
Medical Students ◽  
Effect Size ◽  
Rank Test ◽  
Significant Difference ◽  
Before And After ◽  
Signed Rank Test ◽  
Enrichment Program ◽  
Students Attitudes ◽  
Increasing Demand ◽  
Mean Differences

Abstract Background: Recruitment to psychiatry has been challenging in Canada and abroad. Historically 4-6% of medical students match to psychiatry in Canada. Novel and innovative measures to increase interest in psychiatry among medical students are needed to meet the increasing demand for psychiatrists given the increasing burden of mental health issues globally. Common barriers include negative attitudes and stigma towards psychiatry and a paucity of knowledge about the field. The study goal was to evaluate the efficacy of the Ottawa Psychiatry Enrichment Program (OPEP), a one-week extracurricular program about psychiatry as a career, developed for 1st and 2nd year medical students to improve medical students’ attitudes towards psychiatry, and increase recruitment.Methods: 1st and 2nd year medical students from Canada applied to OPEP. Attendees completed the Attitudes Towards Psychiatry Questionnaire (ATP-30) before OPEP (PreOPEP), after OPEP (PostOPEP) and after their Canadian Residency Matching Service (CaRMs) match 2-3 years later. OPEP ATP-30 scores were compared to third-year student ATP-30 scores before and after their psychiatry rotation. Data were analysed using Friedman non-parametric ANOVA and post hoc testing by either Wilcoxon rank sum test, Wilcoxon matched pairs signed rank test, or parametric Welch independent t-test as appropriate. Effect sizes of group mean differences were calculated using Cohen’s “d”. Results: 29 students were selected for OPEP from 2017-2018 from across Canada. 100%, 93.1% and 75.8% of students completed the PreOPEP, PostOPEP, and CaRMs ATP-30 surveys respectively. 43% of OPEP attendees matched to psychiatry. PostOPEP ATP-30 scores (mean=133, median=137, SD=10.6) were significantly higher than PreOPEP ATP-30 (mean score=121, median=122, SD=9.3, p < 0.001) and CaRMS ATP-30 (mean=126, median=127, SD=12.3, p < 0.02) scores. OPEP effect size on ATP-30 scores was large (d=1.2) but decreased 2-3 years later (p=0.078, d=0.44). 97/202 students completed the ATP-30 before and after their psychiatry rotation (clerkship). Clerkship effect size on improvement in ATP-30 was moderate (d=0.39). There was a non significant difference between OPEP CaRMS ATP-30 and post clerkship ATP-30 scores (median 127 vs 121, p=0.056). Conclusions: OPEP ameliorated attitudes toward Psychiatry, but improvement deteriorated longitudinally. Additional strategies to boost/retain these improvements during clerkship years may be beneficial.

Teaching the properties of chromium's oxidation states with a case study method

2015 ◽  
Vol 16 (1) ◽  
pp. 39-52 ◽  
Author(s):  
Zehra Ozdilek
Keyword(s):  
Content Knowledge ◽  
Hexavalent Chromium ◽  
Science Teachers ◽  
Mixed Method ◽  
Oxidation States ◽  
Structured Interviews ◽  
Significant Difference ◽  
Before And After ◽  
Chromium Compounds

The purpose of this study was to investigate how a mixed-method case study affects pre-service science teachers' awareness of hexavalent chromium pollution and content knowledge about the properties of chromium's different oxidation states. The study was conducted in Turkey with 55 sophomores during the fall semester of 2013–2014. The students were taught using a case study about chromium's properties, the qualitative and quantitative analysis methods used with chromium compounds, the effects of chromium compounds on human health, and the chemical techniques that can be used to remove hexavalent chromium from wastewater. Open-ended questions were applied to determine the students' pre- and post-knowledge before and after instruction. An open-ended questionnaire and semi-structured interviews showed that the case study had a positive effect on all participants in terms of increasing their awareness of the hazardous effects of hexavalent chromium. Pair sample and independent samplet-test results revealed that the presenting and the audience groups significantly increased their content knowledge after instruction. On the other hand, while there was no statistically significant difference between the groups on verbal questions, there was a difference between the presenting and the audience groups on calculative questions. This finding shows that the mixed-method case instruction might not have affected all subjects in the same way.

scholarly journals Development and Validation of Module for Teaching Human Rights at Higher Education Level

sjesr ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 182-189
Author(s):  
Haroon Ur Rashid ◽  
Ashfaque Ahmad Shah ◽  
Dr. Muhammad Sarwar
Keyword(s):  
Higher Education ◽  
Human Rights ◽  
Assessment Tool ◽  
University Teachers ◽  
Education Commission ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Students Attitudes ◽  
Development And Validation

The study focused on the development and validation of modules for teaching Human Rights (HRs). The researchers developed modules consisted of nine units, based on previous modules and literature. One group pre-test-post-test (pre-experimental) design was used to validate the module. A Self-reported 5-point Likert scale (22-item) was developed for pre- and post-test assessment. Forty-seven (47) final year students of BS education were pre-tested, 27 hours treatment was given to them through the teaching of Human Rights Values (HRVs) by using Modular Approach (MA), and again tested. Data were analyzed by applying a paired sample t-test. A significant difference was found in students’ attitudes towards learning HRs before and after the treatment. The mean gain score of the learners was higher on the post-test as compared to that of on pre-test. Hence, it is concluded that the module for teaching HRs has been proved to be valid and effective. Higher Education Commission (HEC) of Pakistan may recommend a separate course on Human Rights Education (HRE) at BS level, based on MA. Special training to use this module and the assessment tool to university teachers may be arranged by either the local authorities at the universities or the National Academy of Higher Education (NAHE) by HEC Islamabad-Pakistan.

scholarly journals Population Dynamics of Pometia for The Period of Post-Selective Logging in Tropical Rainforest, Southern Papua, Indonesia

2016 ◽  
Vol 8 (3) ◽  
pp. 321
Author(s):  
Agustinus Murdjoko ◽  
Djoko Marsono ◽  
Ronggo Sadono ◽  
Suwarno Hadisusanto
Keyword(s):  
Population Dynamics ◽  
Tropical Rainforest ◽  
Biology Education ◽  
Selective Logging ◽  
Composition And Structure ◽  
Significant Difference ◽  
Before And After ◽  
Permanent Sample Plot ◽  
Logged Forest ◽  
Species Composition And Structure

<p>Tropical rainforest changed in term of structure, composition and population, resulting from logging. One of target trees during logging is <em>Pometia</em>. Our goals of this research were to answer that (1) How were survival, growth, fecundity and population growth rate (λ) of <em>Pometia</em> within remnant stands?; (2) what were driving factors to explain population dynamics of <em>Pometia</em> within logged forest?. Data were derived from three hectares-permanent sample plot (PSP) in logged forest of PT Tunas Timber Lestari. Integral Projection Models (IPMs) were applied to analyze population dynamics. The study showed dynamically that probability of the individuals of <em>Pometia</em> survived in this area did not significantly differ among their size, while stands showed the significant difference between small and large individuals. The growth of both individuals of <em>Pometia</em> and stands varied significantly in different size. The probability of fecundity both <em>Pometia</em> and stands were significantly different among size. The population of <em>Pometia</em> has been increasing for about a decade as the population of all stands was growing as well. Moreover, the regular documentation of species composition and structure before and after logging is necessary as a control of biodiversity. Therefore, a proper protocol to monitor the biodiversity should be designed by government and disseminated it to logging companies.    </p><p><strong>How to Cite</strong></p><p>Murdjoko, A., Marsono, D., Sadono, R. &amp; Hadisusanto, S. (2016). Population Dynamics of Pometia for The Period of Post-Selective Logging in Tropical Rainforest, Southern Papua, Indonesia. <em>Biosaintifika: Journal of Biology &amp; Biology Education</em>, 8(3), 321-330. </p>

scholarly journals Attitudes of students of teacher studies towards music education

2019 ◽  
Vol 25 (2) ◽  
pp. 111-136
Author(s):  
Lidija Nikolić
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Education Students ◽  
Music Lessons ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Before And After ◽  
Students Attitudes ◽  
Faculty Of Education ◽  
Teacher Education Students

This paper presents the results of research on changes in attitudes towards music education among teacher education students who were exposed to vocal-instrumental lessons over the course of two semesters. The research was conducted among second-year students of teacher education (N=103) at the Faculty of Education in Osijek, Croatia. The results have shown that students’ attitudes towards music education are relatively positive both before and after exposure to music lessons. Students with choir experience had more positive attitudes towards music education. Although positive attitudes after music lessons are somewhat higher, there is no statistically significant difference between the attitudes of students before or after music lessons. Further research on attitudes towards music education is suggested across a larger population of teacher education students, over a longer period of time, and using a wider range of instruments.

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