Designing Multicultural Teaching and Learning Environments in Science Education

2020 ◽  
pp. 207-228
Author(s):  
İlke Çalışkan ◽  
Kaan Batı
Keyword(s):  
Science Education ◽  
Cooperative Learning ◽  
Multicultural Education ◽  
Learning Environments ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Multicultural Science Education ◽  
The World ◽  
Shed Light

This chapter starts by focusing on the multicultural education needs in Turkey and tries to define and discuss these needs. Then the features of multicultural science education are described using examples from practices given in the literature. In this context, multicultural science education is discussed under the headings of learning strategies, learning opportunities, and cooperative learning, followed by presenting examples of multicultural science education. As a result, the framework of multicultural science education presented in this chapter aims to shed light on multicultural education practices in Turkey and other countries around the world.

scholarly journals A Call for a Humanistic Stance Toward K–12 Data Science Education

2021 ◽  
pp. 0013189X2110488
Author(s):  
Victor R. Lee ◽  
Michelle Hoda Wilkerson ◽  
Kathryn Lanouette
Keyword(s):  
Science Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Data Science ◽  
Learning Opportunities ◽  
Human Dimensions ◽  
Personal Experiences ◽  
Interdisciplinary Framework ◽  
K 12 ◽  
Cultural Tools

There is growing interest in how to better prepare K–12 students to work with data. In this article, we assert that these discussions of teaching and learning must attend to the human dimensions of data work. Specifically, we draw from several established lines of research to argue that practices involving the creation and manipulation of data are shaped by a combination of personal experiences, cultural tools and practices, and political concerns. We demonstrate through two examples how our proposed humanistic stance highlights ways that efforts to make data personally relevant for youth also necessarily implicate cultural and sociopolitical dimensions that affect the design and learning opportunities in data-rich learning environments. We offer an interdisciplinary framework based on literature from multiple bodies of educational research to inform design, teaching and research for more effective, responsible, and inclusive student learning experiences with and about data.

Active Learning Strategies for Online and Blended Learning Environments

2017 ◽  
pp. 88-114 ◽  
Author(s):  
Cynthia Cummings ◽  
Diane Mason ◽  
Kaye Shelton ◽  
Katie Baur
Keyword(s):  
Active Learning ◽  
Learning Environments ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Student Centered ◽  
Skill Sets ◽  
Learner Centered ◽  
Use Of Technology ◽  
Active Learning Strategies

Students must be engaged in active learning opportunities that allow them to feel connected to the class and not just a passive spectator. However, that may require the instructor to learn and try different methods of teaching and learning that are more student-centered and less faculty-centered. The purpose of this chapter is to assist faculty in developing active learning strategies that will advance their personal skill sets to better embrace learner-centered instruction with the use of technology tools for online and blended environments.

Active Learning Strategies for Online and Blended Learning Environments

2015 ◽  
pp. 58-82 ◽  
Author(s):  
Cynthia Cummings ◽  
Diane Mason ◽  
Kaye Shelton ◽  
Katie Baur
Keyword(s):  
Active Learning ◽  
Learning Environments ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Student Centered ◽  
Skill Sets ◽  
Learner Centered ◽  
Use Of Technology ◽  
Active Learning Strategies

Students must be engaged in active learning opportunities that allow them to feel connected to the class and not just a passive spectator. However, that may require the instructor to learn and try different methods of teaching and learning that are more student-centered and less faculty-centered. The purpose of this chapter is to assist faculty in developing active learning strategies that will advance their personal skill sets to better embrace learner-centered instruction with the use of technology tools for online and blended environments.

Implementation Of Coopertive Learning Strategies To Improve Learning Outcomes In Subjects Of Civic Education Main Subjects State Power Sharing System Of 10th Grade Students Accounting In SMKN Tanimbar Selatan

2019 ◽  
Vol 1 (2) ◽  
pp. 164-172
Author(s):  
Veky Robinson Sabarlele
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Citizenship Education ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Average Value ◽  
Classroom Action Research

The purpose of this classroom action research (CAR) is to aim to find out whether there is an increase in learning outcomes in the subject of Citizenship Education students using cooperative learning strategies. This research is a classroom action research study involving 30 students of class X Accounting SMKN 2 Tanimbar Selatan consisting of 5 women and 20 men. Some of the variables investigated in this study are as follows (1) input variables which include students, lesson material, learning resources, (2) the variable process of organizing teaching and learning activities, such as teaching and learning interactions, student questioning skills, student learning methods, and (3) output variables such as student curiosity, students' ability to apply knowledge, student learning motivation, student learning outcomes, student attitudes towards learning experiences through improvement activities. There are four stages carried out in carrying out this research activity, namely: the stages of planning, implementation of actions, observation and interpretation as well as analysis and reflection. This research was conducted in two research cycles. From the results of the action in the first cycle, it was found that the average value of students was 78.67 with the highest score of 90 and the lowest value of 65 and completeness of learning only reached 77% or 23 students out of 30 students, still below the established completeness of 85% of students unfinished learning 23% or 7 students out of 30 students. Thus the next learning cycle still needs to be designed. Results in Cycle II the average value of students 81.00 with the highest value of 95 and the lowest value of 70 and completeness of learning has only reached 87% or 26 students out of 30 students, already above the mastery that has been set that is 85% of students who have not finished learning 13 % or 4 students out of 30 students. Thus there is no need to design further learning cycles. The results showed that the use of cooperative learning strategies in fact can improve learning outcomes in subjects Citizenship Education in class X Accounting for SMKN 2 Tanimbar Selatan 2018/2019

scholarly journals Conceiving Socioscientific Issues in STEM Lessons from Science Education Research and Practice

2021 ◽  
Vol 11 (5) ◽  
pp. 238
Author(s):  
Silvia Alcaraz-Dominguez ◽  
Mario Barajas
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Socioscientific Issues ◽  
Educational Systems ◽  
Group Discussions ◽  
Inquiry Based Learning ◽  
Teaching And Learning Strategies ◽  
Assessment Of Student Learning ◽  
Method Of Assessment

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.

scholarly journals Exploring new learning paradigms in ODL: A reflection on the paper of Barber, Donnelly and Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”.

2015 ◽  
Vol 16 (4) ◽  
Author(s):  
Tom H Brown
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Learning Approaches ◽  
Policy Makers ◽  
Teaching And Learning Strategies ◽  
The Impact ◽  
The Revolution

<p class="Paragraph1"><span lang="EN-US">The paper of Barber, Donnelly &amp; Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”  addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general.  Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se.  In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms.  In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006).  We need a fresh approach and new skills to survive the revolution ahead.  We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.</span></p>

Games and Simulations

2011 ◽  
pp. 1398-1415 ◽  
Author(s):  
Göknur Kaplan Akilli
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Computer Games ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Design Development ◽  
Starting Point ◽  
Games And Simulations ◽  
Definition Of ◽  
Shed Light

Computer games and simulations are considered powerful tools for learning with an untapped potential for formal educational use. However, the lack of available well-designed research studies about their integration into teaching and learning leaves unanswered questions, despite their more than thirty years’ existence in the instructional design movement. Beginning with these issues, this chapter aims to shed light on the definition of games and simulations, their educational use, and some of their effects on learning. Criticisms and new trends in the field of instructional design/development in relation to educational use of games and simulations are briefly reviewed. The chapter intends to provide a brief theoretical framework and a fresh starting point for practitioners in the field who are interested in educational use of games and simulations and their integration into learning environments.

Games and Simulations

2014 ◽  
pp. 272-289 ◽  
Author(s):  
Göknur Kaplan Akilli
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Computer Games ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Design Development ◽  
Starting Point ◽  
Games And Simulations ◽  
Definition Of ◽  
Shed Light

Computer games and simulations are considered powerful tools for learning with an untapped potential for formal educational use. However, the lack of available well-designed research studies about their integration into teaching and learning leaves unanswered questions, despite their more than 30 years of existence in the instructional design movement. Beginning with these issues, this chapter aims to shed light on the definition of games and simulations, their educational use, and some of their effects on learning. Criticisms and new trends in the field of instructional design/development in relation to educational use of games and simulations are briefly reviewed. The chapter intends to provide a brief theoretical framework and a fresh starting point for practitioners in the field who are interested in educational use of games and simulations and their integration into learning environments.

scholarly journals Connecting the World: The Quality of Teachihg and Learning Process Reflected from Students’ Creativity on Micro Teaching Subject

2016 ◽  
Vol 3 (2) ◽  
pp. 227-241
Author(s):  
Rohmat Rohmat
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Instructional System ◽  
Islamic Education ◽  
Learning Goals ◽  
Education Major ◽  
The World

Abstract This research is intended to see students’ creativity level on microteaching subject of Islamic Education Major Program Faculty of Tarbiyah and Teachers’ Training of IAIN Surakarta in 2015. This research was descriptive. The 6th semester students of Islamic Education Major Program were the participants of this research in micro teaching class. Interview and document were used as the instruments with the microteaching lecturer as the informant. Interactive analysis was applied for data analysis. The results show that the quality of students’ creativity in developing lesson plan as follows: (1)The lesson plan (RPP) developed before teaching improves learning quality (2)the interactive activities mentioned in the lesson plan (RPP) contain the learning strategies and facilities encouraging teaching and learning process (3)learning goals were achieved during the teaching and learning process. (4)the learning techniques is associated with the component of instructional system (5)teaching media was used to conduct conducive learning situation (6)some contents emphasized in the lesson plan (RPP) were suitable with the instructions existed in course book and curriculum (7)some specific activities done by the students in the learning process are their ways to master the materials they taught (8)The learning focus is emphasized on PAIKEM (Active, Innovative, Creative, Effective, and Fun Learning) and on evaluation to check the result, process, and comprehensible instruction. Abstrak Penelitian ini bertujuan untuk mengetahui tingkat kreatifitas siswa pada pembelajaran micro teaching pada jurusan Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruan IAIN Surakarta tahun 2015. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Populasi dalam penelitian ini adalah mahasiswa mata kuliah micro teaching semester VI. Instrumen penelitian yang digunakan adalah wawancara dan dokumen yang mana dosen mata kuliah tersebut menjadi informan penelitian. Hasil penelitian menunjukkan bahwa kreatifitas para siswa pada matakuliah micro teaching sebagai berikut: 1)Pembuatan RPP dapat meningkatkan kualitas pembelajaran. 2)kegiatan interaktif yang tertera dalam RPP berisi langkah-langkah strategi pembelajaran interaktif dan fasilitas yang mendukung proses belajar mengajar; 3)tujuan didapatkan dalam proses belajar mengajar. 4)teknik pembelajaran dilakukan dan disesuaikan dengan kandungan dari sistem instruksional. 5)penggunaan media ajar kondusif. 6)penekanan yang dipaparkan dalam RPP disesuaikan dnegan instruksi yang ada dalam buku dan kurikulum. 7)hal-hal spesifik yang dilakukan para mahasiswa dalam proses pembelajaran merupakan strategi untuk menguasai materi yang akan diajarkan. 8)fokus dalam pembelajaran ditekankan pada PAIKEM (Pembelajaran Aktif, Inovatif, Kreatif, Efektif, dan Menyenangkan) dan evaluasi untuk mengetahui hasil, proses, dan instruksi yang komprehensif. How to Cite : Rohmat. (2016) Connecting the World: The Quality of Teachihg and Learning Process Reflected from Students’ Creativity on Micro Teaching Subject. TARBIYA: Journal of Education in Muslim Society, 3(2), 227-241. doi:10.15408/tjems.v3i2.4062. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i2.4062

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