scholarly journals Interdisciplinary Cooperative Educational Approaches to Foster Knowledge and Competences for Sustainable Development

2020 ◽  
Vol 12 (20) ◽  
pp. 8624 ◽  
Author(s):  
Marcel Bassachs ◽  
Dolors Cañabate ◽  
Teresa Serra ◽  
Jordi Colomer
Keyword(s):  
Sustainable Development ◽  
Critical Thinking ◽  
Cooperative Learning ◽  
Interpersonal Relationships ◽  
School Students ◽  
Strategic Action ◽  
Educational Approach ◽  
Group Processing ◽  
Interdisciplinary Approaches ◽  
Teaching Learning

The objective of this paper is to prove that interdisciplinary educational approaches foster knowledge and competences for sustainable development in primary education. The intervention methodology employed is an educational and pedagogical approach to teaching science through physical activities and is based on developing dynamic reflective and cooperative learning environments to strengthen teaching–learning relationships. The educational approach included analyzing students’ reflections from their focus groups, in which five categories of cooperative learning: positive interdependence, individual accountability, promotive interaction, the appropriate use of social skills, and group processing, were considered. The results show that, to a significant statistical degree, when the interdisciplinary approaches were adopted the primary school students reached higher levels of understanding, reflective and critical thinking development, and that cooperative learning provided them with a greater perception of sustainable development competences through systems and critical thinking, analysis, interpersonal relationships and collaboration, and strategic action.

scholarly journals Fostering Critical Reflection in Primary Education through STEAM Approaches

2020 ◽  
Vol 10 (12) ◽  
pp. 384
Author(s):  
Marcel Bassachs ◽  
Dolors Cañabate ◽  
Lluís Nogué ◽  
Teresa Serra ◽  
Remigijus Bubnys ◽  
...  
Keyword(s):  
Primary Education ◽  
Critical Reflection ◽  
Individual Responsibility ◽  
School Students ◽  
Educational Approach ◽  
Sense Of Competence ◽  
Instructional Activities ◽  
Science Technology ◽  
Group Processing

This paper describes a quantitative study that explores teaching practices in primary education to sustain the hypothesis that students’ critical thinking may be activated through individual and group reflection. The study examines the quality of the reflections from primary school students during group processing when participating in Science, Technology, Engineering, Arts, and Math (STEAM) instructional approaches. The project’s core methodology lies in scientific (physics) and artistic (dance) instructional activities which were executed in a continuous reflective and cooperative learning environment. The educational approach was refined by analyzing the reflective discussions from focus groups where descriptive, argumentative, reflective and critical reflective knowledge about acquired knowledge, competences, beliefs, attitudes and emotions were considered. While the educational intervention proved that 1st-year (K-7) students essentially reflected at the level of description, 3rd-year (K-9) and 5th-year (K-11) students, however, attained higher levels of individual critical reflection development than initially anticipated. The STEAM approaches were found to produce significant use and understanding of both science and artistic concepts and to increase a sense of competence readiness and a perception of modes of cooperation such as individual responsibility and promotive interaction.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN KIMIA MODEL KOOPERATIF DENGAN PENDEKATAN INKUIRI UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA SMA

2017 ◽  
Vol 5 (1) ◽  
pp. 720
Author(s):  
Nurkhasanah Nurkhasanah ◽  
Tukiran Tukiran ◽  
Wahono Widodo
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Process ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
Inquiry Approach ◽  
Teaching Learning

This research is a research development of teaching materials a model cooperative with inquiry approach on chemistry learning sub-subject factors that affect the rate of reaction, including: syllabus, lesson plans, student worksheets, student’s book and assessment sheet. This research was conducted at SMAN 5 Tuban through three stages: 1) Development of teaching materials with the model Thiagarajan, 2) Validation of teaching materials, and 3) Field try out with design One Group Pretest-Posttest Design. The results of this study are: 1) Teaching materials arranged by using cooperative learning model with inquiry approach are declared valid to be used in learning; a) the results of validation toward teaching materials that had been developed have good category and it can be used in teaching learning process; b) The level of difficulty for teahing materials developed are low and easy to be understood; c) Readability of instrument is high and the materials easy to understand by student; 2) The teaching materials is effective to be used in learning process, supported by: a) Learning outcome (product) is increase of high categories, b) student’s critical thinking skills is increase of with high categories, c) students responded positively to the teaching materials developed, and 3) The teaching materials developed is practical to be used in learning process shown by; a) the lesson plan used is in good category; b) The student’s activities are  dominated by forms of inquiry activities, presentations, and group discussions. Based on the results of this research can be concluded that the teaching materials with cooperative learning model with inquiry approaches that have been developed fulfills the validity, effectiveness, and practical, feasible to implement to improving students' critical thinking skills. Penelitian ini merupakan penelitian pengembangan perangkat pembelajaran model kooperatif dengan pendekatan inkuiri pada pembelajaran kimia SMA sub pokok bahasan faktor-faktor yang mempengaruhi laju reaksi, meliputi: silabus, RPP, LKS, Buku Ajar Siswa, dan Lembar Penilaian. Penelitian ini dilaksanakan di SMAN 5 Tuban melalui tiga tahap, yaitu 1) Pengembangan perangkat pembelajaran menggunakan model Thiagarajan, 2) Validasi perangkat pembelajaran, dan 3) Uji coba lapangan dengan rancangan “One Group Pretest-Posttest Design”. Hasil dari penelitian ini adalah: 1) Perangkat pembelajaran model kooperatif dengan pendekatan inkuiri dinyatakan valid untuk digunakan dalam pembelajaran model kooperatif dengan pendekatan inkuiri; a) hasil validasi perangkat pembelajaran yang dikembangkan berkategori baik dan dapat diterapkan dalam kegiatan belajar mengajar; b) Tingkat kesulitan perangkat pembelajaran yang dikembangkan rendah dan mudah dipahami siswa; dan c) Keterbacaan perangkat pembelajaran tinggi dan materi mudah dipahami oleh siswa; 2) perangkat pembelajaran dinyatakan efektif untuk digunakan dalam proses pembelajaran, yang didukung oleh; a) Tes hasil belajar produk meningkat dengan kategori tinggi, b) Keterampilan berpikir kritis siswa mengalami peningkatan dengan kategori tinggi,  dan c) Siswa memberikan respon positif terhadap perangkat pembelajaran yang dikembangkan, dan 3) Perangkat pembelajaran yang dikembangkan bersifat praktis untuk digunakan dalam pembelajaran yang ditunjukkan dari; a) keterlaksanaan RPP dalam kategori baik; b) Aktivitas siswa didominasi bentuk-bentuk kegiatan inkuiri, presentasi, dan diskusi kelompok. Berdasarkan hasil penelitian dapat disimpulkan bahwa perangkat pembelajaran model kooperatif dengan pendekatan inkuiri yang telah dikembangkan memenuhi unsur kelayakan, keefektivan dan kepraktisan, sehingga layak diimplementasikan untuk meningkatkan keterampilan berpikir kritis siswa.

scholarly journals Pierre Van Cortlandt Middle School Promotes Student STEM Interest

2017 ◽  
Vol 7 (2) ◽  
pp. 117-128
Author(s):  
Pauline Mosley ◽  
Gerald Ardito ◽  
Lauren Scollins
Keyword(s):  
Middle School ◽  
Critical Thinking ◽  
Middle School Students ◽  
Cooperative Learning ◽  
Cognitive Skills ◽  
Problem Based Learning ◽  
Control Group ◽  
School Students ◽  
Stem Interest ◽  
Experimental Group

The principal purpose of this investigation is to study the effect of robotic cooperative learning methodologies on middle school students’ critical thinking, and STEM interest. The semi-experimental inquiry consisted of ninety four six-grade students (forty nine students in the experimental group, forty five students in the control group), chosen by their principals. A critical thinking test was administered to evaluate the cognitive skills and STEM interest of the students. Instruction was implemented in two formats: cooperative learning and problem-based learning. The experimental group utilized robotic cooperative learning while the control group utilized problem-based learning.  After four sessions of both instruction types with both groups the findings reveal that critical thinking of students is enhanced significantly by robotic cooperative learning (P<0.01).

scholarly journals Sustainable Environments in Education: Results on the Effects of the New Environments in Learning Processes of University Students

2020 ◽  
Vol 12 (7) ◽  
pp. 2668 ◽  
Author(s):  
Diego Galán-Casado ◽  
Alvaro Moraleda ◽  
María Luisa Martínez-Martí ◽  
Miguel Ángel Pérez-Nieto
Keyword(s):  
Sustainable Development ◽  
Critical Thinking ◽  
University Students ◽  
Repeated Measures ◽  
Social Transformation ◽  
Ad Hoc ◽  
Learning Processes ◽  
The Sustainable Development ◽  
Development Goals ◽  
Teaching Learning

Within the framework of the Sustainable Development Goals, it is necessary to move towards quality education that promotes opportunities based on the principles of equity and equality. For this reason, the environment where the teaching–learning process occurs plays a fundamental role. Our research shows the results of the effects of the environment in the learning processes of university students (N = 33). Using a method of sampling experiences, the students assessed how the new environment learning (NEL) compared to the traditional classroom (TC) encouraged their attention, participation in class, creativity, curiosity, critical thinking, motivation to learn and mood (hedonic tone and activation level). In addition, the students assessed to what extent the class seemed visually appealing to them. The design was of repeated measures, so that the experiences of the same subjects in both classrooms were evaluated over a period of 53 days. Over this period of time, after finishing each of the classes selected for the study, the participants received a message on their mobile phones with a link to a short ad hoc questionnaire that evaluated their experience in relation to the learning environment of the classes they had just attended. In total, we recorded 359 responses in relation to the TC and 209 in relation to the NEL. The results show statistically significant differences in the degree of participation and visual appeal, with higher levels in the NEL. These elements are vital in achieving the education for sustainable development, oriented towards critical thinking, responsibility and social transformation.

scholarly journals PENGARUH IMPLEMENTASI PEMBELAJARAN KOOPERATIF TIPE JIGSAW TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA SEKOLAH DASAR

2020 ◽  
Author(s):  
Hani Handayani
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
School Students ◽  
Significance Level ◽  
Fifth Grade Students ◽  
Nonequivalent Groups ◽  
Quasi Experimental

The background of the problem in this study originated from students' mathematical critical thinking skills that are still low. One way to overcome these problems is to use Jigsaw cooperative learning. This study aims to determine the effect of the use of jigsaw cooperative learning on the ability to think critically mathematically elementary school students. The method used in this study is a quasi-experimental method with nonequivalent groups pretest-posttets design. The subject of this research is the fifth grade students of SD Negeri Andir Kidul 1, Bandung Municipality. The instrument used was a test item to measure students' mathematical critical thinking skills. Based on the results of data analysis using the t test at a significance level of 0.05, from the t test results obtained 0.192 results. So it can be concluded that Jigsaw cooperative learning has a significant influence on students' mathematical critical thinking skills.

Cooperative Learning and ICT

2011 ◽  
pp. 187-204 ◽  
Author(s):  
Nicoletta Sala
Keyword(s):  
High School ◽  
High School Students ◽  
Cooperative Learning ◽  
Cognitive Abilities ◽  
Teaching Strategy ◽  
Learning By Doing ◽  
School Students ◽  
Educational Approach ◽  
School Manager ◽  
Different Levels

ICT can promote the cooperative learning that is a teaching strategy where small teams, each composed by students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Recent studies emphasized that the computer can play a central role in a teaching environment based on cooperative learning. This chapter focuses on an educational experience that analyses 45 high school students’ cognitive abilities while they are developing a database that contains their school evaluations and which will be available online. This educational approach used cooperative learning and the “Learning by Doing” environment. The database has been protected with passwords to different levels of priority (e.g., principal, school manager, parents, and students). The project involved three classrooms of the fifth year (students aged 18 to 20) in the Laboratory of System and Techniques of Transmission in a High School in Italy.

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