scholarly journals Restructuring Perceptions of Geographical Knowledge and Experience Among Learners Under a Concept Mapping Domain

2021 ◽  
Vol 9 (2) ◽  
pp. 135-147
Author(s):  
Amit Vishwakarma ◽  
Afshan Naz Quazi
Keyword(s):  
Learning Outcomes ◽  
Concept Mapping ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Traditional Lecture ◽  
Innovative Strategy ◽  
Lecture Method ◽  
Best Teachers ◽  
Assessment Standard ◽  
Effective Teaching And Learning

Alexandra k Transfer quoted, “The best teachers are those who show you where to look, but don’t tell you what to see”. While teaching merely rests on art but it connotes into science wherein imaginative minds are ignited for knowledge. Pedagogy and enriched content are dependable solutions for effective teaching and learning. Real meaningful learning is the focus of modern teaching which follows a constructivist approach. Bygone are the days when the traditional lecture method was sufficient to teach the pupils. Advanced technologies have been the replacement of the monotonous lecture method in Geographic studies. The pupil now constructs their knowledge by engagement, exploration, explanation, elaboration and evaluation methods. Different pedagogical practices are involved, like the enquiry approach, reflective strategy, collaborative learning, etc., among which concept mapping is one of the important strategies applied in Geography teaching. It is a graphical organiser which connects links between the two or more concepts in some logical, sequential flows. Concept Mapping effectively assists in achieving the learning outcomes. Learning outcomes are the assessment standard that indicates the expected level of learning that learners should achieve for that particular class. Many concepts of Geography dealing with exhaustive knowledge about nature and processes in nature are prudently taught with the concept mapping approach. These maps make a vivid picture of illustrated concepts in learners minds assuring thus, a rigorous and long-lasting rationalisation of content knowledge. The paper highlights one of the robust, innovative strategy of modern pedagogy in Geographic studies where the chain linkages in concept mapping provide an enriching experience of learning nature and natural phenomena.

EFEKTIVITAS PENERAPAN METODE CONTEXTUAL TEACHING AND LEARNING TERHADAP PENINGKATAN HASIL BELAJAR SISWA DALAM MATA PELAJARAN ILMU PENGETAHUAN ALAM (IPA) KHUSUS DALAM MATERI SIFAT-SIFAT CAHAYA

2018 ◽  
Vol 2 (3) ◽  
pp. 329
Author(s):  
Ni Wayan Rusniati
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Material Properties ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Model ◽  
Learning Material ◽  
Average Value ◽  
Lecture Method ◽  
Contextual Teaching

The process and student learning outcomes in science learning material properties of light is a problem faced by class IV SD Negeri 3 Mengwi. Student activity and learning outcomes have not been maximized because the teacher delivered science learning materials using the lecture method. This is the background of the researchers to conduct research with the aim of improving the process and learning outcomes of science with material properties of light with learning models Contextual Teaching and Learning. This research is a type of classroom action research conducted in SD Negeri 3 Mengwi. The subjects of this study were fourth grade students, amounting to 27 students consisting of 14 female students and 13 male students. The implementation of this study used 2 cycles. Instruments used to collect data are observation sheets, interviews, documentation and test questions. The results of this study indicate that science learning outcomes with material properties of light using the Contextual Teaching and Learning model in SD Negeri 3 Mengwi have increased in two cycles with quite satisfactory values. There was an increase in learning outcomes from cycle 1 an average value of 68.51 to 75.37 in cycle 2. In addition, there was an increase in the learning process of students in science learning carried out by teachers using the Contextual Teaching and Learning model. Keywords: Learning process, learning outcomes, Contextual Teaching and Learning

Storytelling Through Video: A Bilingual Approach in Teaching

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Gaudencio M. Alaya-Ay, Jr.
Keyword(s):  
Mother Tongue ◽  
Frequency Count ◽  
Video Technology ◽  
Traditional Lecture ◽  
Innovative Strategy ◽  
Academic Achievements ◽  
Lecture Method ◽  
Grade Ii ◽  
Video Group ◽  
Very High

This is an experimental study on the effect of storytelling through video and the lecture method in which both approaches used English and Maranao versions to the 100 Grade II pupils in Balo-I District, Lanao del Norte Division, Philippines, SY 2011-2012. The study utilized the two-group experimental design of research.The tool for teaching was the story entitled “The Greatest Treasure” which was adapted from www.bookbox.com (retrieved, 2011) and was translated to the Maranao version for the other group of respondents. A researchermade test in Maranao and English versions were used in comparing the effects of the bilingual approaches in teaching. The statistical tools used in analyzing the data were frequency count, mean, paired, and independent t-test. The findings revealed that majority of the respondents in the video group both in English and Maranao versions scored very high in the post tests compared to the traditional lecture method. These implied that there were significant differences in academic achievements of video and lecture groups in Maranao and English versions. It was concluded that pupils can comprehend well if storytelling will be done using the latest technology and if also presented both in English and in their own native language or mother tongue. Conclusively, the use of video technology is effective in story telling as an innovative strategy in teaching.   Keywords - video storytelling, bilingual approach, innovative strategy

Stepping Out of the Classroom and up the Ladder of Learning

2004 ◽  
Vol 18 (1) ◽  
pp. 11-22 ◽  
Author(s):  
Sarah Cooper ◽  
Colin Bottomley ◽  
Jillian Gordon
Keyword(s):  
Teaching And Learning ◽  
Entrepreneurship Education ◽  
Development Project ◽  
Business Development ◽  
Full Time ◽  
Traditional Lecture ◽  
Venture Management ◽  
Vital Component ◽  
The University ◽  
Effective Teaching And Learning

Academics in the field of entrepreneurship education are increasingly aware that, while class-based knowledge input is a vital component of learning, the traditional lecture-based, didactic methods of teaching and learning alone are insufficient. In an attempt to achieve ‘real, active learning’ various interactive techniques have been developed, one of which is to provide opportunities for students to ‘see, touch and feel’ entrepreneurship at first hand by working alongside practising entrepreneurs. An example of this approach is the Venture Management programme of the Hunter Centre for Entrepreneurship at the University of Strathclyde, in which students from a broad spectrum of disciplines work with an entrepreneur on a business development project. This paper presents an evaluation of the programme to date, and considers its benefits and shortcomings from the perspectives of both students and entrepreneurs. The findings of the evaluation are now shaping the future development of this programme and also of ‘Implementing Entrepreneurship’, a new elective programme in which individual students work full-time for eight weeks on a business development project with an entrepreneur. Lessons from the innovative programmes offered by the Hunter Centre will help to inform the wider debate about effective teaching and learning programmes in entrepreneurship education.

scholarly journals Art of Teaching with Case Studies

2015 ◽  
Vol 10 (9) ◽  
pp. 2488-2494
Author(s):  
Damber Singh Kharka
Keyword(s):  
Case Studies ◽  
Teaching And Learning ◽  
Complex Analysis ◽  
Real Life ◽  
Relevant Information ◽  
Learning System ◽  
Use Case ◽  
Traditional Lecture ◽  
Lecture Method ◽  
Case Based Learning

In this paper I have shared some of my experiences on how to handle case studies in teaching with the intent to facilitate more discussions during our meeting over the two day conference on “research informed teaching” at Samtse College of Education organized by the Royal University of Bhutan in October 2014. We know that case studies are stories used as knowledge and skill transfer vehicles by which a lot of real life scenario is brought into the classroom to be discussed by the students and instructors. How we use case studies dependsuponthe objectives and the format of the course. My experience suggest that if it is a regular university dictated course with astrict timetable (one hour period everyday per subject) with pre-identified contents and has a large class size,it is not normally possible or at least not meaningfully efficient to go beyond the use ofsimple cases that will only help to illustrate the subject concepts and demonstrate afew practical aspects. However, if the class is smaller and the course is more discussion based with properly designed sessions, we choose to use cases through complex analysis thereby guiding the students in a step-wise fashionin the analysis of relevant information, problem identification and option evaluation. Whatever may be the format of the course or the class in which we use case studies, it is important that we, as case teachers, prepare ourselves well and know all the issues involved in the case, prepare questions in advance and prompt discussions and debate in the class, and anticipate where students might run into problems. Needless to mention that we encounter within the class, few or even all students findingthemselves out of place when case studies are used; it particularly true in the Bhutanese situation as our teaching and learning system is historically predominant with the traditional lecture method. To overcome such problems, it is essential to prepare students for case based learning methods. We must know about our students’ backgrounds in advance so that wecan productively draw on their areas of expertise, experiences and personalities to enhance the discussionandenrich learning across the board as facilitators rather than acting as a traditional teacher[1]. 

scholarly journals Best Practice Through Broken Triangle, Square and Heart Can Grow Constitutional Awareness and Increase Citizenship Values

2021 ◽  
Vol 11 (1) ◽  
pp. 1-14
Author(s):  
Siti Fatimah
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Best Practice ◽  
Research Data ◽  
Learning Activities ◽  
Heart Model ◽  
The Third ◽  
Lecture Method ◽  
Class Viii ◽  
Academic Year

This Best Practice is the best experience in learning to increase awareness about constituting and improving learning outcomes through the Broken Square Triangle, Square, and Heart model in Class VIII E of SMP Negeri 2 Wonosari Gunungkidul in the Even Semester of the 2019/2020 Academic Year. The results of the teacher's observations during PBM, students like to littering, wearing colorful shoes, long hair, unidentified uniform at SMPN 2 Wonosari, less respect for teachers in class, not concentrating on teaching and learning activities, sleeping in class. After studying with the Broken Triangle, Square and Heart models, there is a change in constitutional awareness, as evidenced by the research data. At the first meeting with the lecture method, the violation was 18.89%. When KBM uses the Broken Triangle, Square and Heart model, in the second meeting there is a violation of 2.59% and the third meeting there is a violation of 1.48%. This has proven to be an increase in constitutional awareness. From the learning outcomes, the lecture method shows an average result of 59.47, with the Broken Triangle, Square and Heart model, an average of 66.0 and 86.13. Thus, it shows that the Broken Triangle, Square and Heart models are more effectively used in PPKn learning.

scholarly journals Digitalized Versus Interpreted Biology Instructions for Deaf Learners: Implications for a Technosociety

2020 ◽  
Vol 10 (5) ◽  
pp. 265
Author(s):  
Olufemi T. Adigun ◽  
Dumisani R. Nzima
Keyword(s):  
Learning Outcomes ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Moderating Effects ◽  
Pedagogical Strategies ◽  
Effective Learning ◽  
Before And After ◽  
Inclusive Society ◽  
Digital Components ◽  
Effective Teaching And Learning

Deaf learners have strived to enrol in science-related subjects but barriers towards effective teaching and learning have contributed to low performances in science-related subjects. Although previous studies have affirmed that learners’ attitude towards scientific instructions and pedagogical strategies used by science teachers creates barriers to effective learning and expected learning outcomes, but gaps still exist in the use of digital components in learning outcomes of deaf learners. Therefore, this study, determined the moderating effects of onset of deafness on the attitudes of deaf learners towards Biology in Ibadan, Nigeria. Twenty-seven deaf learners were exposed to an 8-week digitalized and interpreted Biology instructions. Data were collected using the Biology Achievement Test before and after the treatment sessions. The data generated were analysed using the Analysis of Variance at p < 0.05. The results revealed that deaf learners in the digital Biology class performed better than their peers in the interpreted Biology instructions. Variations in the attitude toward Biology based on onset of hearing loss were observed. Based on the findings, recommendations were made to adequately prepare the deaf for a technologically-driven inclusive society.

scholarly journals Affordances, Architecture and the Action Possibilities of Learning Environments: A Critical Review of the Literature and Future Directions

Buildings ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. 76
Author(s):  
Fiona Young ◽  
Benjamin Cleveland
Keyword(s):  
Effective Teaching ◽  
Learning Environments ◽  
Teaching And Learning ◽  
The Body ◽  
Pedagogical Practices ◽  
Great Promise ◽  
Environmental Perceptions ◽  
Learning Spaces ◽  
Affordance Theory ◽  
Effective Teaching And Learning

This paper critically reviews the body of literature on affordances relating to the design and inhabitation of school buildings. Focusing on the influence of learning spaces on pedagogical practices, we argue that links between affordances, architecture and the action possibilities of school-based environments have largely been overlooked and that such links hold great promise for better aligning space and pedagogy—especially amidst changing expectations of what effective teaching and learning ‘looks like’. Emerging innovative learning environments (ILEs) are designed to enable a wider pedagogical repertoire than traditional classrooms. In order to transcend stereotypical understandings about how the physical environment in schools may afford teaching and learning activities, it is becoming increasingly recognised that both design and practice reconceptualisation is required for affordances of new learning environments to be effectively actualised in support of contemporary education. With a focus on the environmental perceptions of architects, educators and learners, we believe affordance theory offers a useful framework for thinking about the design and use of learning spaces. We argue that Gibson’s affordance theory should be more commonly applied to help situate conversations between designers and users about how physical learning environments are conceived, perceived and actioned for effective teaching and learning.

scholarly journals Peningkatan Kualitas Proses dan Hasil Belajar Biologi Materi Mutasi Melalui Strategi Pemetaan Konsep Siswa Kelas XII IPA 6 SMA Negeri 7 Makassar

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Abdul Hajar
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Concept Mapping ◽  
Learning Process ◽  
Teaching And Learning ◽  
Average Score ◽  
Student Responses ◽  
Asking Questions ◽  
Quality Learning

Abstract. The author's experience in teaching material all this time shows that most students feel boredom in their learning, students are still less active in asking questions and responding to learning, students only listen to the teacher's explanation. So, it needs to be given an effective way of learning. There needs to be an effort to introduce a way to help students learn to master concepts and are interrelated so that they can learn meaningfully. One alternative that can meet expectations is the use of concept mapping strategies, especially strategies in the teaching and learning process on mutation material, which is given to students of class XII IPA 6 even semester 2015. This research was carried out in 2 cycles, each cycle consisting of: planning, implementation, observation and evaluation and reflection. The results showed that the use of concept mapping strategies in the learning process can improve the process and learning outcomes of students in learning biology in the mutation material of students of class XII IPA-6 Makassar Senior High School 7. Student learning achievement obtained from the first cycle to the second cycle is the highest value achieved is 85 and 95. The average score from the first cycle to the second cycle is 71.74 and 85. Student responses to learning using concept mapping strategies can increase student learning motivation , facilitate learning for students, can attract students 'attention to learning, increase the quality of learning and can increase students' interest in learning. Keywords: Process Quality, Learning Outcomes, Concept Mapping Strategies, and Mutations.

scholarly journals Pengaruh Media Pembelajaran Natural Picture Terhadap Hasil Belajar Siswa Pada Mata Pelajaran IPA

BIO-PEDAGOGI ◽  
2018 ◽  
Vol 7 (2) ◽  
pp. 72
Author(s):  
Ruril Rudianto ◽  
Supiana Dian Nurtjahyani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Research Design ◽  
Teaching And Learning ◽  
Hypothesis Test ◽  
Student Learning Outcomes ◽  
Control Group ◽  
Control Group Design ◽  
Mean Values ◽  
Lecture Method

<p class="5abstrak">Science is a science that learns about life in the world from all aspects. To be able to study these subjects requires a deeper understanding of the material. Application of learning innovations needs to be done to achieve the objectives of science subjects especially by teachers so as to provide hands-on experience for students to acquire innovative learning. Based on the observations at SMP Negeri 1 Bancar known that the results obtained by students less satisfactory. The process of teaching and learning is done by lecture method, when the learning process takes place many students are sleepy and chatting. To improve the learning outcomes in science subjects especially biology required the existence of learning innovation, namely by using Natural Picture learning media. The purpose of this study is to determine whether there is an influence of Natural Picture learning media on student learning outcomes in science biology subjects in SMP Negeri 1 bancar. The type of research used is Quasi Eksperimen. This research was conducted at SMP Negeri 1 Bancar with research sample that is student of class VII A which amounted to 32 students as experiment class and student of class VII E which amounted to 32 students as control class. The research design used was Pre-Test research design - Post-Test Control Group Design. Based on the results of data analysis of learning results, the average value in the experimental class given treatment using Natural Picture learning media is higher than the control class using the lecture method. The experiment class is 87.12 and the control class is 74.37. In the hypothesis test the Sig value. (2-tailed) of 0.000, when compared with α 0.05 then Sig &lt;α then H0 is rejected and H1 accepted. Thus, it can be concluded that there is a difference in mean values of experimental class learning outcomes and control classes. That is, there is the effect of learning media Natural Picture on student learning outcomes.</p><p class="6keyword"> </p>

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