Validation of a Generic Educational Game Shell

2010 ◽  
pp. 401-415 ◽  
Author(s):  
Louise Sauvé
Keyword(s):  
Student Teachers ◽  
Evaluation Criteria ◽  
Educational Game ◽  
Measurement Instruments ◽  
Learner Verification And Revision

This chapter describes the process of validation of a generic educational game shell (GEGS) with the target users for whom it was created, based on the trial method known as Learner Verification and Revision (LVR). It describes the validation objectives and evaluation criteria (pedagogic and ergonomic) used to develop the measurement instruments. It also describes the methodology for a trial conducted with nine pre-service (student) teachers, finishing with the validation results and resulting revisions to the GEGS.

Exploring the Gender Differences of Student Teachers when using an Educational Game to Learn Programming Concepts

2011 ◽  
pp. 550-566
Author(s):  
Eugenia M. W. Ng
Keyword(s):  
Gender Differences ◽  
Student Teachers ◽  
Empirical Research ◽  
Computer Games ◽  
Exploratory Study ◽  
Male Student ◽  
Educational Game ◽  
Male Students ◽  
And Performance ◽  
Research Studies

The gender differences have long been an issue in computer games, but there is very little empirical research on the behavior and performance of females and males when playing computer games. This chapter discusses an exploratory study that aimed to examine the gender differences between female and male student teachers who played an educational game to learn programming concepts. This study we adopted a self-made educational game called “Game”. Fifteen males and eighteen females finished playing a level of the Game. Female participants spent more time in the Game but their scores were lower. Female and male students also employed different strategies when playing the Game. The findings call for larger and longer research studies and perhaps a re-design of the Game to make it more appealing to females, in order to have a thorough examination on the gender differences when using an educational game to learn.

scholarly journals EVALUASI PROGRAM IMPLEMENTASI KURIKULUM 2013 MATA PELAJARAN SEJARAH DI SMA NEGERI PANDEGLANG

2018 ◽  
Vol 9 (2) ◽  
pp. 435-455
Author(s):  
M. Rosi Siumaparri Djadjas ◽  
Kurniawati ◽  
Umasih
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Student Teachers ◽  
Curriculum Implementation ◽  
Evaluation Criteria ◽  
Reliability Test ◽  
Collection Data ◽  
Background Program ◽  
Process Component ◽  
Expert Validation

The purpose of this research is to obtain information comprehensively about the implementation of curriculum 2013 subjects history in SMA Negeri Pandeglang. This research uses CIPPmodel. The components that become the focus of this research are 1). Context, consist of program background, program constraints, feasibility study, 2). Inputh, consists of student, teachers, curriculum, infrastructure, financing, academic calender, 3). Process, consists of teacher copetence ;earningactivities in class 4). Product, consisting of sumatif value and formative value of leraners.This research uses qualitative methode combined with quantitative approach. The steps of the research begins by making evaluation criteria, the next stage of making the instrument research, making the instrument grille, data collection, data analysis and conclusions. The instrument validition test uses expert validation, and reliability test. Data collection techniques, using observation technique, interviews, documentation studies, and questionnaires. The result of reseearch show that context competent is in very good criteria, with 100% evaluation, 100 % input component is very good, 75 % good process component, and 100 % excellent product component. Thus, it can be concluded that the 2013 Curriculum implementation of history subjects can run very well.   Abstrak Tujuan penelitian ini adalah untuk memperoleh informasi secara komprehensif tentang pelaksanaan program implementasi kurikulum 2013 mata pelajaran sejarah di SMA Negeri Pandeglang.  Penelitian ini menggunakan model CIPP. Komponen- Komponen yang menjadi fokus penelitian ini yaitu (1) context, terdiri dari latar belakang program, kendala program, studi kelaikan; (2) input, terdiri dari peserta didik, guru, kurikulum, sarana prasarana, pembiayaan, kalender akademik; (3) process, terdiri dari kompetensi guru, kegiatan pembelajaran di kelas; (4) product, terdiri dari nilai sumatif dan nilai formatif peserta didik. Penelitian ini menggunakan metode kualitatif yang dipadukan dengan pendekatan kuantitatif. Langkah-langkah penelitian diawali dengan membuat kriteria evaluasi, tahap selanjutnya membuat kisi-kisi instrument, membuat instrument penelitian, pengumpulan data, analisis data dan kesimpulan. Uji  Validitas instrumen menggunakan triangulasi sumber data. Teknik pengumpulan data menggunakan teknik observasi, wawancara, studi dokumentasi, dan angket. Hasil penelitian menunjukan bahwa komponen Context berada pada kriteria sangat baik dengan angka evaluasi 100%, komponen input 100 % sangat baik, komponen process 75 % baik, dan komponen product 100 % sangat baik.Sehingga, dapat disimpulkan bahwa impelemntasi Kurikulum 2013 mata pelajaran sejarah dapat berjalan dengan sangat baik dan efektif. Kata Kunci: Evaluasi Program, CIPP, Kurikulum 2013 Mata Pelajaran Sejarah

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

Transformation of evaluation criteria of lands withdrawn from agricultural turnover due to radioactive contamination

2020 ◽  
pp. 23-27
Author(s):  
Olga Merzlova
Keyword(s):  
Economic Evaluation ◽  
Radioactive Contamination ◽  
Chernobyl Accident ◽  
Evaluation Criteria ◽  
Contaminated Land ◽  
Degradation Processes ◽  
Agricultural Use ◽  
Land Clearance

One of the measures to eliminate the consequences of the Chernobyl accident was the exclusion of highly contaminated land from agricultural use. Due to the positive dynamics of the radiation situation, the issue of land return becomes relevant. However, in the period of exclusion of these lands the land clearance degradation processes were developing. The second part of the article is devoted to the issue of economic evaluation of the expediency of land return and the mutual coordination of the results of separate stages of complex ecological and economic evaluation. The research was carried out in Mogilev branch Institute of radiology (Republic of Belarus).

Sans Souci and the Pedagogical Experience

2011 ◽  
Vol 4 (1) ◽  
pp. 93-109 ◽  
Author(s):  
Anne Reinertsen
Keyword(s):  
Critical Thinking ◽  
Student Teachers ◽  
Modern Society ◽  
Modern School ◽  
Low Threshold ◽  
Scientific Competence

This is about the pedagogical experience ahead of or beyond any pedagogical activity or action. It is therefore about perfectibility and/or dealing with something both theoretically and existentially. It is about inclusion and dialogue, but in an indirect manner, and school as a low threshold institution: heterogeneity, pluralism and multiculturalism as the primary characteristics of a modern school in a modern society. This makes school an institution important to life and knowledge. The need for a pedagogy created through a strong scientific orientation through practice or as I prefer; realism, urgent: Pedagogy framed by a good, relevant and strong understanding of context. This makes demands on teachers' competence. It demands more than possessing pedagogical scientific competence. A certain extent of double(d) competence and more is demanded both about what happens in science and about what happens in society and openness always through language and critical thinking or philosophy. This is about becoming teacher in/and for the fractured future and about what we might “give” (student) teachers in addition.

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