scholarly journals APLICABILIDADE DE UM PROJETO CRIATIVO ECOFORMADOR EM UMA ESCOLA DA REDE MUNICIPAL DE ENSINO NO MUNICÍPIO DE TIMBÓ GRANDE-SC

2020 ◽  
Vol 8 (1) ◽  
pp. 100-114
Author(s):  
Leandro José Carneiro de Almeida ◽  
Vera Lúcia Simão ◽  
Maria Teresinha Milan da Silva
Keyword(s):  
Action Research ◽  
Primary School ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Self Assessment ◽  
Public Network ◽  
The Public ◽  
Transdisciplinary Education ◽  
The Subject ◽  
Analyse Data

O presente artigo apresenta um estudo sobre as contribuições da proposta metodológica do Projeto Criativo Ecoformador (PCE) no processo de ensino e de aprendizagem transdisciplinar como possibilidade transformadora. Nessa direção, mobilizou-se a seguinte pergunta de pesquisa: quais as contribuições do PCE como proposta metodológica no processo de ensino e aprendizagem transdisciplinar para o 7º ano a partir do tema sustentabilidade? O contexto da pesquisa decorreu em uma turma do 7º ano do Ensino Fundamental de uma escola pública da Rede Municipal de Ensino de Timbó Grande/SC. Para alcançar o objetivo geral, investigaram-se as contribuições da metodologia do PCE para o desenvolvimento de processos de ensino e de aprendizagem transdisciplinares no 7º ano do Ensino Fundamental. Quanto à pesquisa, em relação à natureza, classifica-se como qualitativa e, quanto ao procedimento, pesquisa-ação apoiada pela bibliográfica. Entre os autores utilizados, destacam-se Morin (2000, 2002), Galvani (2020), Mallart (2008), Torre (2008), Torre e Zwierewicz (2009), Moraes (2010), Silva e Torre (2015). Para análise de dados, utilizaram-se, como base, os organizadores conceituais do PCE. Os resultados da pesquisa apontam que as contribuições da proposta metodológica do PCE denotam comprometimento com uma educação criativa, inovadora e transdisciplinar. Como conclusão, evidenciou-se que a metodologia de PCE favorece um processo de ensino e de aprendizagem transdisciplinar transformador e condizente às necessidades da realidade local articuladas com as necessidades globais. Além disso, o estudo possibilitou uma autoavaliação da prática docente, com novos entendimentos sobre o processo de ensino. Palavras-chave: Transdisciplinaridade. Ecoformação. Projetos Criativos Ecoformadores. Práticas Pedagógicas. ABSTRACT: This paper provides a piece of investigation on contributions from the methodologic proposal called Ecoformation Creative Project (PCE) in the process of transdisciplinary teaching and learning as a way of changing. In this sense, we have conducted the following question for the investigation: which contributions has PCE given as a method in the process of transdisciplinary teaching and learning for 7th-grade children with the subject of sustainability? The context of the investigation happened in a7th-grade class in a primary school at the public network of education of Timbó Grande/SC. Concerning its nature, the investigation is classified as qualitative, and concerning its procedure it is a book-based action-research. We have drawn on Morin (2000, 2002), Galvani (2020), Mallart (2008), Torre (2008), Torre & Zwierewicz (2009), Moraes (2010), Silva & Torre (2015). To analyse data we used conceptual organisers of PCE. Research results have shown that PCE’s contributions mean compromise with creative, innovating and transdisciplinary education. As a conclusion, we have shown that PCE methodology favours a process of teaching and learning that is transdisciplinary, challenging, and consistent with needs of local reality articulated with global needs. Moreover, the investigation enabled the teaching practice self-assessment with novel understanding of the teaching process. Keywords: Transdisciplinarity. Ecoformation. Ecoforming creative projects. Teaching practices.

scholarly journals THE ASSEMBLING OF CONTEXTUAL TEACHING AND LEARNING (CTL) MODEL ASSISTED BY ORIGAMI PAPER MEDIA FOR INCREASING PLANE LEARNING RESULT IN THE FIFTH GRADE OF PRIMARY SCHOOL

2017 ◽  
Vol 1 (3) ◽  
pp. 176
Author(s):  
Dyah Tri Wahyuningtyas
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Primary School ◽  
Learning Community ◽  
Key Words ◽  
Teaching And Learning ◽  
Authentic Assessment ◽  
Fifth Grade ◽  
Average Score ◽  
The Subject

Abstract: The objective of this study was describing the application of CTL model assisted by origami media for increasing learning result of plane circumference in the fifth grade of primary school. It was a qualitative research by using Classroom Action Research (CAR) methodology. The subject research was 43 students in the fifth grade in Bunuwetan Pakis primary school. The steps are: (1) Introduction, (2) Material presentment step (constructivism, inquiry, questioning, learning community, modelling, reflecting, and authentic assessment), conclusion and (3) Closing. The scoring result of this study was 80% in the activity of the teacher in cycle I, it included good category. In cycle II was getting 96% and including excellent category. The activity of the students was getting 67,14% and including quite active category. Besides, in cycle II it got 92,86%, involved very active category. The result study in cycle I was gotten from classical mastery 69,77% and the average score was 63,83. The cycle II was 81,39% and the average score was 80,93. Therefore, can be concluded that the assembling of CTL model assisted by origami could increase the learning result of the fifth grade in Bunuwetan Pakis Primary school.      Key words: CTL, origami, plane    

scholarly journals Leiturarte: Literatura e Arte nos Anos Iniciais do Ensino Fundamental

2017 ◽  
Vol 18 (1) ◽  
pp. 18
Author(s):  
Jacqueline Lidiane de Souza Prais ◽  
Sueli De Oliveira Castilho
Keyword(s):  
Action Research ◽  
Primary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Project Development ◽  
Teaching Literature ◽  
Art And Literature ◽  
The Arts ◽  
Methodological Strategy

Este artigo apresenta a discussão sobre o ensino de Arte e de Literatura nos anos iniciais do Ensino Fundamental, bem como a estratégia metodológica desenvolvida no Projeto Leiturarte. Destaca nos documentos oficiais o encaminhamento para o ensino de Arte e de leitura/ literatura, apontando as contribuições das estratégias metodológicas, que visam à interdisciplinaridade e justifica o desenvolvimento do Projeto Leiturarte como possibilidade metodológica qualitativa no ensino de Arte e Literatura no Ensino Fundamental. Para alcançar tais objetivos, a metodologia utilizada foi pesquisa bibliográfica e a pesquisa descritiva e de campo por meio da pesquisa-ação. Dessa forma, aponta uma contribuição para prática docente destacando que a interdisciplinaridade deve ser reconhecida como estratégia metodológica ao estabelecer conexões entre os conhecimentos a serem ensinados aos alunos. O Projeto Leiturarte demonstrou, qualitativamente, resultados para o processo ensino e aprendizagem nos anos iniciais no Ensino Fundamental, redimensionamento a compreensão do ensino de Arte e de Literatura.Palavras-chave: Ensino de Arte. Literatura. Leiturarte. Experiência Pedagógica. AbstractThis article presents a discussion about the teaching of Art and Literature in the initial Primary School years, as well as the methodological strategy developed in the Leiturarte Project. It emphasizes in the official documents the follow-upto the teaching of Arts and reading/Literature, pointing out the  methodological strategies contributions which aim at the interdisciplinarityand justifies the e Leiturarte Project development as a qualitative methodological possibility in the teaching of Art and Literature in the Primary School. To achieve the goals, the bibliographical, descriptive and field researches, throughthe action-research, were used as the methodology. Thus, it brings a contribution for the teaching practice emphasizing that the interdisciplinaritymust be recognized as a methodological strategy establishing connections withinthe knowledge to be taught to the students. The Leiturarte Project showed, qualitatively, results  for the teaching and learning process in the initial Primary School years resizing the  Arts and Literature’s teaching comprehension. Keywords: Arts teaching. Literature. Leiturarte. Pedagogical Experience. 

IMPROVING THE STUDENTS ACHIEVEMENT IN SPEAKING THROUGH TEAMS-GAMES-TOURNAMENT TECHNIQUE

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Ramadhayani Fitri Nasution And Busmin Gurning
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Speaking Test ◽  
The Subject ◽  
Thinking Process ◽  
Classroom Action Research

The objective of this study was to investigate whether the application of Teams-Games-Tournament Technique improve the students achievement in Speaking. This study was an classroom action research. The subject of this study was class XI IPA 3 SMA Muhammadiyah 8 Kisaran which consists of 35 students. The study was conducted in two cycles, cycle I consisted of three meetings and cycle II was consisted of three meetings. The instruments for collecting data were quantitative (oral speaking test) and qualitative data (observation sheet and diary note). Based on speaking scores, students’ score kept improving in every evaluation and based on observation sheet and diary note, it was found that teaching and learning process ran well. Students could enlarge their thinking process. The result of this study showed that Teams-Games-Tournament improved students’ achievement in speaking.

IMPROVING STUDENTS ACHIEVEMENT IN VOCABULARY THROUGH LUSTERING TECHNIQUE

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Lisda Yuniati Tumanggor And Zainuddin
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Clustering Technique ◽  
Class Viii ◽  
The Subject ◽  
The Mean ◽  
Vocabulary Score

This study attempts to improve students’ vocabulary achievement through Clustering Technique. This study was conducted by using classroom action research. The subject of the research was class VIII-B SMP Katolik Trisakti 2 Medan that consisted of 32 students. The research was conducted in two cycles and each cycle consisted of three meetings. The instruments for collecting data were vocabulary tests for quantitative data and diary notes, observation sheet and questionnaire sheet for qualitative data. Students’ score kept improving in every test. In the first cycle test, the mean of vocabulary score was 64.68. And in the second cycle test, the mean of vocabulary score was 79.85. Based on diary notes, observation sheet and questionnaire sheet, teaching and learning process had done effectively showed the improvement. Every student was studied actively. And from the research can be concluded that Clustering Technique can improve students’ achievement in vocabulary.

Teaching and Learning activities that promote effective learning of Research Methodology among Psychology students

2021 ◽  
Author(s):  
Minu Mathews
Keyword(s):  
Teaching And Learning ◽  
Psychology Students ◽  
Learning Activities ◽  
Student Perspective ◽  
Effective Learning ◽  
Psychology Courses ◽  
The Subject ◽  
Analyse Data ◽  
High Level

BackgroundCreating a conducive environment for learning cultivates engaged and independent learners, allowing for high-level learning (Warren, 2004). When assessing the diverse Psychology courses that exist, the evaluation of Research Methods (RM) teaching and its associated pedagogies is high on the agenda of college based Higher Education (Burton & Schonfield, 2011). ObjectiveThis study aimed at exploring what range of teaching and learning activities (TLA’s) promote effective learning of RM among Psychology students. Additionally, it aimed to understand, from a student perspective, what ‘effective learning’ meant in the context of RM. MethodA mixed methods approach comprising of both surveys as well as focus groups was conducted with undergraduate Psychology students. Thematic analysis and basic frequencies were used to analyse data. Results Results demonstrated that both student and teacher-led activities were beneficial and worked complementarily for students in their understanding of the subject whilst serving different purposes. Practical labs and class exercises were the top activities highlighted (student-led) followed by lectures and flow chart concept checks (teacher-led). Furthermore, ‘effective learning’ encapsulated not just a long-term knowledge acquisition of concepts but the ability to apply one’s knowledge to the wider context. Conclusion and teaching implication Findings are in line with the Conception of Learning which has a nested hierarchy consisting of both surface learning elements and deep learning (Marton,Dall’Alba & Beaty, 1993). RM has been identified as a difficult subject to teach as well for students to learn (Gray et al., 2015) and as a result this study teases apart some of the most beneficial techniques from a student perspective to be considered when designing the structure and delivery of RM courses.

scholarly journals TEACHING SCIENCES AND BIOLOGY FOR DEAF INDIVIDUALS: INVESTIGATING THE CONTEXT OF TEACHING PRACTICE IN REGULAR CLASSROOMS OF A MUNICIPALITY IN THE STATE OF PARANÁ

2018 ◽  
Vol 11 (26) ◽  
pp. 201-218
Author(s):  
Lucken Bueno Lucas ◽  
Renan Guilherme Pimentel ◽  
Simone Luccas
Keyword(s):  
Sign Language ◽  
Teaching Practice ◽  
Deaf Students ◽  
Sign Language Interpreters ◽  
Public Network ◽  
The Public ◽  
Inclusion Process ◽  
Regular Classrooms ◽  
Brazilian Sign Language ◽  
The City

The process of school inclusion for people with disabilities is a recent development, especially for the deaf individuals, so the study of how this inclusion process occurs and the teaching of Sciences/Biology for these individuals is still incipient. The objective of this work was to investigate how science/biology teaching takes place for deaf students in the city of Cornélio Procópio-PR and what difficulties are encountered by the students, teachers, and sign language interpreters in the scenario of school inclusion. To reach this goal, we interviewed teachers and interpreters who work in elementary and middle schools of the public network that attend deaf students in Cornélio Procópio. The results of the interviews demonstrated that all those involved in this process face difficulties, the interpreters indicate language as an obstacle to the interpretation of Sciences and Biology classes, since Brazilian Sign Language presents a deficit of lexicons in relation to the Portuguese Language. On the other hand, the main difficulty for the teachers is the lack of preparation to work in classes which include deaf people, jeopardizing not only their interaction with the students, but also the teaching of Sciences and Biology. 

scholarly journals The Establishment of The Character Of Indonesian Surrounding through Techniques of Folklore Helpful Value Clarification in Pontianak Primary School

2018 ◽  
Vol 1 (1) ◽  
pp. 11
Author(s):  
Marzuki Marzuki ◽  
Sri Utami
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Data Collection ◽  
Primary School ◽  
Research Design ◽  
Primary Schools ◽  
First Semester ◽  
Qualitative Descriptive ◽  
The Subject ◽  
Collection Methods

This study aims to form the characters of Indonesian students through the implementation of Value-clarified Techniques with the help of folklore. The implementation of this lesson is based on the dynamics and problematics of characters that occur today in primary schools and intends to bridge the issues. The research design used is the type of action research with the subject of the study of grade V of Pontianak Elementary School Pontianak amounted to 32 people in the first semester. Data collection methods are observation and interview, while to analyze the data with qualitative descriptive. From the analysis of the results of research and discussion obtained the conclusion that the implementation of Value-assisted Clarification Technique folklore can improve the formation of the character of Indonesian students in primary schools.

scholarly journals Approaches to teaching primary level mathematics

2014 ◽  
Vol 4 (2) ◽  
pp. 20 ◽  
Author(s):  
Caroline Long ◽  
Tim Dunne
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Mathematical Concept ◽  
Process Approach ◽  
Policy Statement ◽  
Advanced Mathematics ◽  
Five Dimensions ◽  
Advantages And Disadvantages ◽  
School Based ◽  
The Subject

In this article we explore approaches to curriculum in the primary school in order to map and manage the omissions implicit in the current unfolding of the Curriculum and Assessment Policy Statement for mathematics. The focus of school-based research has been on curriculum coverage and cognitive depth. To address the challenges of teaching mathematics from the perspective of the learner, we ask whether the learners engage with the subject in such a way that they build foundations for more advanced mathematics. We firstly discuss three approaches that inform the teaching of mathematics in the primary school and which may be taken singly or in conjunction into organising the curriculum: the topics approach, the process approach, and the conceptual fields approach. Each of the approaches is described and evaluated by presenting both their advantages and disadvantages. We then expand on the conceptual fields approach by means of an illustrative example. The planning of an instructional design integrates both a topics and a process approach into a conceptual fields approach. To address conceptual depth within this approach, we draw on five dimensions required for understanding a mathematical concept. In conclusion, we reflect on an approach to curriculum development that draws on the integrated theory of conceptual fields to support teachers and learners in the quest for improved teaching and learning.

scholarly journals Program Penggabungan Sekolah Dasar (SD) Dalam Meningkatkan Efektivitas dan Efisiensi Penyelenggaraan Pendidikan

2018 ◽  
Vol 4 (1) ◽  
pp. 55-62
Author(s):  
Tita Setiawati
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Teaching And Learning ◽  
Work Performance ◽  
School Level ◽  
Educational Facilities ◽  
Policy Study ◽  
The Public ◽  
Limited Budget ◽  
Efficiency And Effectiveness

REGROUPING PROGRAM OF PRIMARY SCHOOL (SD) IN IMPROVING EFFECTIVENESS AND EFFICIENCY OF EDUCATION. The fact shows that the implementation of primary school level education must still receive attention, whether in the aspects of employment, finance, educational facilities and infrastructure which are still far from the desired expectations, the limited budget for education as well. The effort to improve the education budget appears to be in the current situation and condition, not yet possible to do. On the basis of that consideration, the policy of Primary School Regrouping is the most feasible effort to be done as a breakthrough step to realize efficiency and effectiveness in carrying out educational operational tasks. Judging from the public policy study the significance of the Elementary School regrouping program is to increase the success of effective and efficient primary school. While from the aspect of public interest, with the incorporation of Primary School can provide the best service to the public in the field of education. Further data obtained and the value of information that the policy of incorporation elementary school is appropriate to be implemented and has been able to create teaching and learning activities more effective and efficient. In addition, it has also been able to improve the work performance and motivation of principals and teachers in performing their duties, to improve the participation of the School Board significantly in assisting the smooth management of the school.

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