scholarly journals Physics-chemistry preservice teachers' opinions about preparing and implementation of STEM lesson plan

2020 ◽  
Vol 10 (2) ◽  
pp. 296
Author(s):  
Sevgül Çalış
Keyword(s):  
High School ◽  
Preservice Teachers ◽  
Creative Thinking ◽  
Lesson Plan ◽  
Real Life ◽  
Lesson Plans ◽  
Related Information ◽  
School Programs ◽  
High School Programs ◽  
Trained Teachers

The popularization of the STEM educational model has also brought along the need for well-trained teachers. In this model, it is aimed to understand examples in real world and solve related problems. Of course, this depends on the development of critical thinking, creative thinking, researching and experimental skills. For these reasons, in the study, the difficulties which the physics-chemistry preservice teachers encountered while preparing lesson plans in relation to STEM implementations and their opinions about the implementation of these plans. For this purpose, the preservice teachers were asked to form real life-related, information-based problems covering the acquisitions included in the high school programs and then they were expected to turn these into STEM lesson plans. The study is a descriptive study, one of the qualitative research methods. The data was collected via the forms developed by the researchers and including open-ended questions and one-to-one interviews. The obtained data was analyzed according to the steps of content analysis. When the analysis results were examined, it was found that the preservice teachers had difficulty in forming real life-related, information-based problems covering the acquisitions included in the high school programs and integrating them with scientific knowledge and in the engineering integration of STEM implementations and finding materials.

scholarly journals Distance Education: A Challenge for Higher Education in Indonesia

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
M. Rosul Asmawi
Keyword(s):  
High School ◽  
Junior High School ◽  
Educational Program ◽  
Basic Education ◽  
Junior High ◽  
Tertiary Education ◽  
National Education ◽  
National Education System ◽  
School Programs ◽  
High School Programs

The implementation of educational program for all through distance learning is expected to match with the condition of Indonesia’s geography, demography, and culture that vary from one place to another. In terms of the implementation of the nine-year basic education compulsion program, Indonesia has carried out various programs, such as Package A (equal to elementary school) and Package B (equal to open junior high school) programs in many parts of provinces in Indonesia. This ‘open junior high school’ model has even been adopted as ‘open Islamic junior high school’ in other provinces. At the level of tertiary education, there is open university, as stated in the Act on National Education System No. 20 of 2003

Preparing a Concept-Based Lesson from a Design Perspective: Facilitating Students' Understanding through Metacognitive Strategies

2019 ◽  
Vol 81 (9) ◽  
pp. 610-617
Author(s):  
Wenyuan Yang ◽  
Enshan Liu ◽  
Xintao Li ◽  
Cheng Liu
Keyword(s):  
High School ◽  
Cognitive Development ◽  
Design Problem ◽  
Lesson Plan ◽  
Real Life ◽  
Practical Approach ◽  
High School Biology ◽  
Instructional Process ◽  
Design Perspective ◽  
Five Phases

A lesson plan is a design problem for a teacher. The desired solution to this problem is to design an instructional process that can guide students in constructing an understanding of scientific concepts through their own thinking. This article demonstrates a practical approach to designing an effective lesson plan. The approach has five phases: listing the concepts in a lesson, proposing questions that can be answered by each concept, sequencing the questions according to the logic of student cognitive development, selecting resources and designing tasks to create learning situations, and applying knowledge to scientific research and real life. A meiosis lesson from a high school biology course serves as an example for understanding the solutions to problems that may arise in each phase.

Content Development Patterns Over a 2-Year Period as Indicated from Written Lesson Plans

1991 ◽  
Vol 11 (1) ◽  
pp. 79-102 ◽  
Author(s):  
Kate R. Barrett ◽  
Ann Sebren ◽  
Anne M. Sheehan
Keyword(s):  
Preservice Teachers ◽  
Student Teaching ◽  
Teacher Educators ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Methods Course ◽  
Content Development ◽  
Graduate Research ◽  
Unit Plans ◽  
Project Data

Teaching preservice teachers to plan, specifically the written lesson plan, is one vehicle to help transform their content knowledge into forms that are pedagogically powerful (Shulman, 1987). This article describes what changes occurred in how one teacher, BJ, transformed her knowledge of content for student learning in lesson plans written during her methods course, student teaching, and 1st-year teaching. Data sources beyond the 17 lesson plans selected for analysis were unit plans, dialogue journals, semistructured interviews, and a graduate research project. Data were analyzed using inductive analysis techniques, and emerging results were discussed continuously with BJ for participant validation of the researchers’ interpretation. Four patterns related to content development are discussed: a shift in how content was identified, shorter lesson plans, a shift from consistent use of extending tasks with minimum use of application tasks to the reverse, and the absence of preplanned refinement and simplifying tasks. Findings from both studies, BJ’s and the original inquiry, suggest that teacher educators need to reexamine the amount and type of information they ask students to include, as well as the format. The challenge will be to develop new approaches that will continually support this process but that will be better suited to the realities of teaching (Floden & Klinzing, 1990).

The Effects of Alternative School Programs on High School Completion and Labor Market Outcomes

1986 ◽  
Vol 8 (1) ◽  
pp. 77-86 ◽  
Author(s):  
James S Catterall ◽  
David Stern
Keyword(s):  
High School ◽  
Labor Market ◽  
Alternative High School ◽  
High School Completion ◽  
Dropping Out ◽  
Market Outcomes ◽  
Market Effects ◽  
School Programs ◽  
High School Programs ◽  
Employment Rates

This research probes two questions regarding participation in alternative high school programs: Does participation reduce the likelihood of students dropping out? Does participation lead to enhanced experiences in the labor market after students leave school? Using the California subsample of the 1980 and 1982 High School and Beyond surveys (involving nearly 3,000 sophomores and 3,000 seniors), vocational education and participation in other alternatives are scrutinized. Our findings regarding the dropout-preventing effects of these programs are mixed: The assessment varies across different procedures used to control for prior propensity to dropout. Our findings for labor market effects are more definite. Participants in vocational and other alternative programs have generally higher employment rates and, for some, higher wages. Suggested extensions of this work are offered.

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