scholarly journals Philosophical and Biological Foundation of Brain Based Learning: A Phenomenological Approach

2021 ◽  
Vol 6 (2) ◽  
pp. 1-16
Author(s):  
Fozia Fatima ◽  
Sabir Ali
Keyword(s):  
Learning Process ◽  
Phenomenological Study ◽  
Phenomenological Approach ◽  
Learning Approach ◽  
Subjective Method ◽  
Brain Based Learning ◽  
Teaching Learning ◽  
The Mind ◽  
Biological Foundation

This investigation was undertaken to look at the philosophical and biological foundation of brain based learning through phenomenological approach. Subjective method of investigation was used. Interviews were taken through semi-structures procedure in which 12 instructors were involved as a sample. Two topics of the examination were assessed and it was discovered that authenticity, optimism, realism, dualism, naturalism, cognizant and oblivious part of cerebrum and constructivism were straightforwardly related with brain oriented learning approach. Correspondingly, Brain is not organically comprehended by the educator completely in light of the fact because cerebrum discovery is tranquil as a young ground of teaching learning process. Instructor have been rehearsing cerebrum based adapting normally yet they are not ready to express a reasonable balanced for their activity yet the educators still practice the mind based adapting adequately. Keywords:  Brain-Based Learning, Philosophical and Biological Foundation, Phenomenological Study

scholarly journals Learning Strategies Employed in English Language: Perceptions and Practices

2019 ◽  
Vol 1 ◽  
pp. 87-99 ◽  
Author(s):  
Pitambar Paudel
Keyword(s):  
Qualitative Research ◽  
Learning Strategies ◽  
Learning Process ◽  
English Language ◽  
Phenomenological Study ◽  
Learning Strategy ◽  
Language Skills ◽  
Learning Goal ◽  
Listening Skill ◽  
Teaching Learning

Learning strategies are the key tools to determine the approach for achieving the learning goal. They are included in different phases of teaching learning process. They are usually tied to the needs and interests of students to enhance their learning efficiency. This article aims at exploring perspectives and practices of learning strategies in learning English language. For this, phenomenological descriptive qualitative research was conducted with a class of 48 students of Bachelor in Education at a constituent campus, under Tribhuvan University, Nepal. Both the class of the students and campus were selected purposively to meet the requirement of phenomenological study. Thirty classes were observed as a participant as well as teacher and from the same group of the students only ten students were interviewed. Then, the data from both the sources were triangulated, interpreted and analyzed descriptively. From this study, it was interpreted that students employed various strategies to learn different language skills and aspects. The study revealed that students felt difficulty in selecting proper learning strategy for learning grammatical rules due to many exceptional cases and listening skill due to their less time devotion on it while the felt ease to select and employ proper strategies in learning vocabulary.

scholarly journals AN ANALYSIS ON THE ADVANTAGES OF COOPERATIVE LEARNING APPROACH IN TEACHING WRITING

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Chamisah Chamisah
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Teaching Writing ◽  
Learning Approach ◽  
Written Communication ◽  
Teaching Learning ◽  
Share Information

This article aims to explain an analysis of cooperative learning approach advantages in teaching writing. Accordingly, learning writing by using cooperative learning makes the students easier in developing the ideas to write. This approach is more than just putting students into groups, but the students can work together, share information, and they are responsible for completion of the tasks in group as well. Besides, in this approach, the students can transfer their information and knowledge to the others and help each other in getting the ideas to develop in written communication during teaching-learning process.

scholarly journals Mobile Education and Its Impact on Teaching Learning Process of Distance Education

2017 ◽  
Vol 7 (2) ◽  
pp. 28
Author(s):  
Surajit Sarma
Keyword(s):  
Distance Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Research Papers ◽  
Physical Ability ◽  
Mobile Education ◽  
Common Parlance ◽  
Teaching Learning ◽  
The Mind ◽  
Modern Era

<div><p><em>Education is a lifelong learning process. Education is the backbone of society. In common parlance education is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In this modern era technology has changed the way of teaching learning process. Teaching and learning process has now become more flexible and easily accessible from anywhere and anytime irrespective of location and time and all this is possible because of Mobiles Technology that are being used today. In this paper how Mobile education impact distance education, what are the benefit and challenges it has on teaching-learning process in Distance Education is being discussed<strong>. </strong>For this paper the data has been collected from internet and other research papers as well as bibliographic. This paper will cover topics on Mobiles Education for Learning, benefits, values, challenges and impact on Distance Learning.</em></p></div>

scholarly journals Observable Signals of Motivation in Teaching-learning Process

2020 ◽  
Vol 2 (1) ◽  
pp. 42-59
Author(s):  
Muhammad Umer Azim ◽  
Zaheer Hussain ◽  
Azhar Munir ◽  
Muhammad Iqbal
Keyword(s):  
Learning Process ◽  
English Language ◽  
Phenomenological Study ◽  
Group Discussion ◽  
Language Teachers ◽  
Cognitive Domains ◽  
Group Activities ◽  
English Language Teachers ◽  
Conducting Research ◽  
Teaching Learning

The current study focuses on the identification of the observable signals of motivation as perceived by the language teachers in the teaching-learning process. This phenomenon is worth studying as it can open new dimensions for conducting research on motivation and engagement in the field of applied linguistics. It can be very helpful for teachers in assessing their students’ motivation. Data was collected for this phenomenological study through questionnaire, interviews, and focus group discussion. The sample consisted of twenty-six English language teachers. The data were analyzed through thematic analysis. The observable signals of motivation were categorized in the behavioral, emotional, and cognitive domains. The results identified that ‘asking probing questions’, ‘eye contact’, ‘asking for extra resources’, ‘loving and respecting teachers’, ‘coming on time’, ‘completing classroom tasks quickly’, ‘enjoying group activities’, and ‘suggesting topics to teachers’ comprised the observable signals of motivation. The majority of the teachers agreed on observing most of these signals. Teachers can use these signals to assess the motivation of their learners and future researchers can use the findings of this research for conducting further research.

scholarly journals ‘Observable Signals’ of Motivation in Teaching-Learning Process

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Muhammad Umer Azim ◽  
Zaheer Hussain ◽  
Azhar Munir ◽  
Muhammad Iqbal
Keyword(s):  
Learning Process ◽  
English Language ◽  
Phenomenological Study ◽  
Group Discussion ◽  
Language Teachers ◽  
Cognitive Domains ◽  
Group Activities ◽  
English Language Teachers ◽  
Conducting Research ◽  
Teaching Learning

The current study focuses on the identification of the ‘observable signals’ of motivation perceived by the language teachers in the teaching-learning process. This phenomenon is worth studying as it can open new dimensions  for conducting research on motivation and engagement in the field of applied linguistics. It can be very helpful for teachers in assessing their students’ motivation. Data were collected for this phenomenological study through questionnaire, interviews and focus group discussion. The sample consisted of twenty-six English language teachers. The data were analyzed using thematic analysis. The ‘observable signals’ of motivation were categorized in the behavioral, emotional, and cognitive domains. The results identified that asking probing questions, eye contact, asking for extra resources, loving and respecting teachers, coming on time, completing classroom tasks quickly, enjoying group activities, and suggesting topics to teachers were comprised the ‘observable signals’ of motivation. The majority of the teachers agreed on observing most of these signals. Teachers can use these signals to assess the motivation of their learners and future researchers can use the findings of this research for conducting further research.

scholarly journals A Phenomenological Study on Teacher’s View and Perspectives on Using Technology in Teaching & Learning

2018 ◽  
pp. 748-755
Keyword(s):  
Teaching And Learning ◽  
Phenomenological Study ◽  
Phenomenological Approach ◽  
International School ◽  
Teacher Concerns ◽  
Full Time ◽  
Technology In Teaching ◽  
Older Teachers ◽  
Technology In Classroom ◽  
Teaching Learning

Technology has changed the conventional way of teaching and learning. Teaching with technology can deepen student learning by supporting instructional objectives. However, technology could be a distraction for students if they do not use it wisely. In addition, the emergence of new educational technologies has led to a need change teachers roles. This qualitative research study employed a phenomenological approach to focus on teachers’ views and perspectives on using technology in their teaching and learning. Eight full time elementary and secondary teachers in an international school attend in in-depth, semi-structural interviews. The data were analyzed using phenomenological analysis. Findings were coded into four categories: teacher concerns, teacher’s roles, teachers’ perspective, and implementation. Instructional maintenance, inequalities, filtration of information, teachers’ readiness and need for training have been identified as teacher concerns. Guider, facilitator, assessor and moderator were teachers’ roles in international school. Finally, the reason for implementing technology in schools was beneficial and effectiveness of integrating technology in classroom teaching. The research showed that teachers who are slightly younger often use the technology in teaching and learning more than the older teachers do.

scholarly journals Humanistic Model in Teaching Writing: One Step to Develop the Students’ Motivation

2019 ◽  
Author(s):  
Farikah Farikah
Keyword(s):  
Learning Process ◽  
Comparative Method ◽  
Learning Model ◽  
The Body ◽  
Teaching Writing ◽  
Writing Class ◽  
Constant Comparative Method ◽  
One Step ◽  
Teaching Learning ◽  
The Mind

Thiscasestudyexploredthelecturerandthestudents’experienceinteaching-learning process of writing class using humanistic learning model. Humanistic learning model assertsthecentralroleofthewholepersoninthelearningprocess.Effectiveteachinglearning process involves the whole person. It does not only involve the mind but also the body and the heart. The central person of the teaching-learning process is the learners (students). Involving two lecturers of writing subject and thirty students, the writer employed classroom observation and questionnaire in collecting the data of this study. Constant Comparative method developed by Glaser and Strauss was used in analyzingthedata[1].Analysisoftheobservationandinterviewyieldedthathumanistic learningmodelisaneffectivewayforteachingwritingsubjectespeciallyindeveloping the students’ motivation that can be seen from the four indicators of motivation. They are the students’ attention, relevance, confidence, and satisfaction. The conclusion suggests the need of the lecturers in implementing the humanistic learning model as an alternative model in teaching-learning process.

scholarly journals TEACHERS’ DIFFICULTIES AND STRATEGIES IN PHYSICS TEACHING AND LEARNING THAT APPLYING MATHEMATICS

2018 ◽  
Vol 17 (1) ◽  
pp. 120-135 ◽  
Author(s):  
Heri Retnawati ◽  
Janu Arlinwibowo ◽  
Nidya F. Wulandari ◽  
Rian G. Pradani
Keyword(s):  
High Schools ◽  
Learning Process ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Phenomenological Approach ◽  
Physics Teaching ◽  
Physics Teachers ◽  
Central Java ◽  
Teaching Learning ◽  
Mathematics And Physics

In a teaching and learning process, the mastery of mathematics would support students in learning physics. The aim of the research is to analyse the difficulties of physics teachers’ in conducting teaching and learning process that demands the requirements of mathematical concepts in senior high schools. The research was a qualitative research using phenomenological approach. The data were collected through focus group discussion (FGD) that involved 15 teachers from public and private senior high schools in the Kudus Regency, the Province of Central Java, Indonesia. The analysis was conducted by applying the Bogdan & Biklen model. The results of the research showed several findings if there had been problems of un-synchronism in the material orders of mathematics and physics that hindered the teaching and learning process. The strategies that physics teachers had applied individually are teaching mathematics materials as prerequisite first and making module collaboratively. The new arrangement of teaching and learning materials in mathematics and physics are needed to cover the problems. Keywords: mathematics mastery, physics teaching, learning process, difficulties and strategies.

scholarly journals KAJIAN TEORI MATEMATIKA EVERYONE IS A TEACHER HERE DAN PENDEKATAN QUANTUM TEACHING

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Jade Rehulina Muntuan
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Mathematical Problem ◽  
Teaching Approach ◽  
Mathematical Problem Solving ◽  
Learning Approach ◽  
Peer Tutors ◽  
Teaching Plan ◽  
Teaching Learning ◽  
The Right

Mathematics is one of the subjects which is learned at all levels of education. Ithappens because mathematics is used and needed in every aspect human activity. One of theabilities students must possess is the ability to solve problems. Facts in Indonesia show thatstudents' mathematical problem-solving abilities at both secondary and tertiary educationlevels are still not high. From previous studies reported that only 35% of students had problemsolvingskills, 25% of students were able to design completion plans and 20% of students hadthe ability to solve problems. The remaining 20% are students who have the ability to lookback at the completion steps. Looking at the research reports above, the teachers are expectedto choose the right strategy to be used in carrying out the learning process in the classroom sothat the goals that have been written in the teaching plan can be achieved. A learning modelcalled "Everyone is a Teacher Here (ETH)" is an alternative learning to improve students'mathematical problem solving abilities. The ETH Learning Model provides opportunities forall students to act as "instructors" to their peers or in other words "peer tutors". Anotheralternative learning that can be used to improve students' mathematical problem solving skillsis the Quantum Teaching learning approach. The Quantum Teaching Approach can givestudents an active learning that stimulates the student's brain so that learning can runoptimally. This Quantum Teaching Approach has an activity framework in the form of Grow,Experience, Name, Demonstrate, Repeat, and Celebrate.

Sign in / Sign up

Export Citation Format

Share Document