scholarly journals Life Sciences teaching in the 21st century: A Paradigm shift

2012 ◽  
Vol 31 (1) ◽  
Author(s):  
Marie Louise Botha
Keyword(s):  
21St Century ◽  
Classroom Practice ◽  
Life Science ◽  
Life Sciences ◽  
High Quality Research ◽  
Educational Transformation ◽  
Learning And Teaching ◽  
Quality Of Learning ◽  
Excellence In Education

The development of a quality teaching corps is a ‘primary condition for educational transformation’ (NEPI 1993:235). According to McGrath (2008) the quality of teachers and their teaching has a significant impact on the quality of learning. The quality of learning could be linked to excellence in education and could be achieved through new, innovative reasoning. This could be obtained by implementing new and innovative skills and techniques that should adhere to the creative and innovative planning of the curriculum (DBE 2011:8). It is therefore expected of the educators (lecturers and teachers) to create and sustain a stimulating and supportive learning and teaching environment. Within the evolving world of education the focus has clearly moved from a teacher-centred classroom practice to a more learner-centred approach as reflected in the curriculum for Life Sciences (Department of Education 2003). The challenge is the confrontation of teachers to teach Life Sciences on a cognitive as well as affective level in order to reach all learners in the 21st century. New curriculum initiatives suggests adaption and changes in the educators’ practice. This article presents a theoretical study, aiming to report on rethinking Life Science education in the 21st century in South Africa. It is therefore imperative to take note of the needs and challenges in creative Life Science teaching and education for the 21st century. High quality research in Biological education is needed that could afford the chance to form and remould the profession of a Life Science educator.

scholarly journals Seeing is Believing: The Benefits of Peer Observation

2012 ◽  
Vol 9 (1) ◽  
pp. 87-96
Author(s):  
Graham D. Hendry ◽  
◽  
Gary R. Oliver ◽  
Keyword(s):  
Developmental Process ◽  
Peer Observation ◽  
Learning And Teaching ◽  
Quality Of Teaching ◽  
Strategic Approach ◽  
Quality Of Learning ◽  
New Strategy ◽  
As If

Peer observation of teaching is seen as a supportive and developmental process for improving the quality of teaching in universities. Evidence is emerging that the process of observing is just as if not more valuable than being observed and given feedback. In this study lecturers completing a Foundations program in university learning and teaching were interviewed about their experience of participating in a reciprocal peer observation exercise. The benefits for observers include learning about a new strategy and enhancing their confidence to try this strategy in their own teaching. Receiving feedback was also perceived to be useful but not more beneficial than watching a peer teach. We discuss implications of our results for units and institutions planning to implement peer observation as part of a strategic approach to improve the quality of learning and teaching.

scholarly journals MENINGKATKAN KUALITAS PEMBELAJARAN DAN PENGAJARAN MELALUI MODEL KURIKULUM YANG EFISIEN

2020 ◽  
Vol 2 (2) ◽  
pp. 13-24
Author(s):  
James Jimry
Keyword(s):  
Process Of Change ◽  
Educational Infrastructure ◽  
Learning And Teaching ◽  
Permanent Change ◽  
Curriculum Model ◽  
Curriculum Models ◽  
Quality Of Learning ◽  
Abstract Learning

Abstract: Learning is a relatively permanent change in behavior or potential behavior as a result of experience. Learning is the interaction between stimulus and response. These issues are very useful when reviewed as follows: What is the meaning of Learning and Teaching? What are the methods for improving the Quality of Learning and Teaching? How to Improve the Quality of Learning and Teaching through an Efficient Curriculum Model? The answers to the problems are: (1) the notion of learning and teaching is a different concept even though it is a process of change in the learning structure, which involves teachers, students and educational infrastructure. (2) methods to improve the quality of learning and teaching are to improve the quality are: communication of learning and teaching, collaboration, and developing various forms of learning. (3) improving the quality of learning and teaching through efficient curriculum models are: the Ralp W. Tyler curriculum model, the Hilda Taba curriculum model, the Peter Oliva curriculum model, or the Muray Print curriculum model.Abstrak: Belajar merupakan perubahan yang relatif permanen dalam perilaku atau potensi perilaku sebagai hasil dari pengalaman. Belajar adalah interaksi antara stimulus dan respon. Persoalan-persoalan tersebut sangatlah berguna bila dikaji kembali sebagai berikut: Apakah pengertian Pembelajaran dan Pengajaran? Bagaimanakah kaedah-kaedah untuk meningkatkan Kualitas Pembelajaran dan Pengajaran? Bagaimanakah Meningkatkan Kualitas Pembelajaran dan Pengajaran melalui Model Kurikulum yang Efisien? Jawaban persoalan adalah: (1) pengertian Pembelajaran dan Pengajaran merupakan suatu konsep yang berbeda meski menjadi proses perubahan dalam struktur belajar, yang melibatkan pengajar, pelajar, dan prasarana pendidikan. (2) kaedah-kaedah untuk meningkatkan kualitas pembelajaran dan pengajaran adalah dengan meningkatkan kualitas adalah: komunikasi pembelajaran dan pengajaran, kolaborasi, dan mengembangkan bentuk pembelajaran yang bervariasi. (3) meningkatkan kualitas pembelajaran dan pengajaran melalui model-model kurikulum yang efisien adalah: model kurikulum Ralp W.Tyler,  model kurikulum Hilda Taba, model kurikulum Peter Oliva, atau model kurikulum Muray Print.

scholarly journals Reviewer Acknowledgements

2021 ◽  
Vol 12 (1) ◽  
pp. 64
Author(s):  
Kelvin Lee
Keyword(s):  
Peer Review ◽  
Life Science ◽  
Life Sciences ◽  
State University ◽  
Louisiana State University ◽  
National University

Journal of Biology and Life Science (JBLS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JBLS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 12, Number 1Bonam Srinivasa Reddy, INSERM, FranceBratko Filipic, CIETO, SloveniaBruno Edson-Chaves, USP&UECE, BrazilChandra S Bathula, Louisiana State University, USADamir Suljevic, University of Sarajevo, Bosnia and HerzegovinaMaciej Jarzębski, Poznan University of Life Sciences, PolandMeltem Sesli, Turkish Biotechnology, TurkeyNatalia Tkachuk, T.H. Shevchenko National University “Chernihiv Colehium”, UkraineRajaa Ahmed Mahmoud, University of Basrah, IraqSridhar Mandali, UCLA, USATayseer Ibrahim Alnaggar, Ain Shams University & Najran University, EgyptXiaohuang Cao, Guangdong Ocean University, ChinaYuliana, Udayana University, Indonesia Kelvin LeeEditorial AssistantJournal of Biology and Life Science-------------------------------------------Macrothink Institute5348 Vegas Dr.#825Las Vegas, Nevada 89108United StatesTel: 1-702-953-1852 ext.510Fax: 1-702-420-2900E-mail: [email protected]: http://jbls.macrothink.org

High Tech, High Think, High Imagine

2021 ◽  
Vol 49 (3-4) ◽  
pp. 29-34
Author(s):  
Jill Raitt
Keyword(s):  
Education System ◽  
Test Scores ◽  
High Tech ◽  
Learning And Teaching ◽  
The Future ◽  
Quality Of Learning ◽  
Quality In Education ◽  
The Way

Jill Raitt highlights the gap between imagination and information, shifting the conversation towards the tangible impacts of an education system that relies on test scores instead of the quality of learning and teaching. The way an individual is taught influences their perception of the unfamiliar, and thus the quantification of quality in education could lead to irreconcilable sociopolitical climates in the future. Originally published in the February 1991 issue of the Council of Societies for the Study of Religion Bulletin (20, no. 1), the piece continues to speak volumes today, particularly in the context of educating in the age of COVID-19.

scholarly journals Web-based lecture technologies and learning and teaching: a study of change in four Australian universities

2010 ◽  
Vol 26 (8) ◽  
Author(s):  
Maree Gosper ◽  
Margo McNeill ◽  
Rob Phillips ◽  
Greg Preston ◽  
Karen Woo ◽  
...  
Keyword(s):  
Learning Needs ◽  
Web Based ◽  
Learning And Teaching ◽  
Attendance Patterns ◽  
Key Concepts ◽  
Quality Of Learning ◽  
The Face ◽  
The Impact ◽  
Australian Universities

The uptake of web-based lecture technologies for recording and delivering live lectures has increased markedly in recent years. Students have responded positively, and for many their use has transformed learning – freeing them up from rigid timetables by providing choice in lecture attendance and supporting learning by extending the lecture experience and enabling them to revisit key concepts and ideas in their own time. Less transformational has been the impact on teaching. Although changing attendance patterns and disquiet about the quality of learning are of concern to many, lecturers have largely responded by simply modifying lectures. For most, the challenges of catering for the learning needs of a cohort with variable lecture attendance have not been addressed at a whole of the curriculum level. The technologies have been added on, rather than integrated into the curriculum. This paper will review the changes taking place in learning and teaching, explore the reluctance to embrace more wholesale change to the curriculum, and discuss the implications for institutions in the face of ongoing change.

scholarly journals Reviewer Acknowledgements

2020 ◽  
Vol 11 (2) ◽  
pp. 343
Author(s):  
Kelvin Lee
Keyword(s):  
Life Science ◽  
Science And Technology ◽  
Life Sciences ◽  
Research Centre ◽  
State University ◽  
Louisiana State University ◽  
University Of Technology ◽  
National University ◽  
Enugu State

Journal of Biology and Life Science (JBLS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JBLS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 11, Number 2 Bratko Filipic, (CIETO), SloveniaChandra S Bathula, Louisiana State University, USADamir Suljevic, University of Sarajevo, Bosnia and HerzegovinaDjallel Eddine Gherissi, Souk Ahars University, AlgeriaEric Aian Silva, Federal University of Sergipe, BrazilEwa Moliszewska, Opole University, PolandGeonyzl Lepiten Alviola, Davao Doctors College, PhlippinesHomyra Tasnim, Louisiana State University, BangladeshJarod A Rollins, MDI Biological Laboratory, USAJeriels Matatula, Indonesian Silvicultural Community, IndonesiaJosé Max Barbosa de Oliveira Junior, Universidade Federal do Oeste do Pará, BrazilKelechi Nkechinyere, Enugu State University of Science and Technology (ESUT), NigeriaKhyati Hitesh Shah, Stanford University, USAMaciej Jarzębski, Poznan University of Life Sciences, PolandMaria Montserrat Rivera del Alamo, Universitat Autònoma de Barcelona, SpainMeenakshi Agarwal, Florida Agriculture and Mechanical University, USANatalia Tkachuk, T.H. Shevchenko National University “Chernihiv Colehium”, UkraineOluwole Oladele, Federal University of Technology, NigeriaRagab A. El-Mergawi, National Research Centre, EgyptRajaa Ahmed Mahmoud, University of Basrah, IraqSridhar Mandali, UCLA, USATayseer Ibrahim Alnaggar, Ain Shams University & Najran University, EgyptValdeir Lima, Federal University of Santa Catarina (UFSC), BrazilWenlong He, Xi’an University of Science and Technology, ChinaXiaohuang Cao, Guangdong Ocean University, ChinaYuliana, Udayana University, Indonesia Kelvin LeeEditorial AssistantJournal of Biology and Life Science-------------------------------------------Macrothink Institute5348 Vegas Dr.#825Las Vegas, Nevada 89108United StatesTel: 1-702-953-1852 ext.510Fax: 1-702-420-2900E-mail: [email protected]: http://jbls.macrothink.org

scholarly journals MENINGKATKAN KOMPETENSI PEDAGOGI GURU MELALUI LESSON STUDY MENUJU MUTU PEMBELAJARAN GURU

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Syafruddin Syafruddin
Keyword(s):  
Learning Community ◽  
Teacher Learning ◽  
Lesson Study ◽  
Continuous Assessment ◽  
Learning And Teaching ◽  
Study Lesson ◽  
Quality Of Learning ◽  
Pedagogical Competence ◽  
Service Training

This article aims to examine strategies for improving pedagogical competence through in service training that is more focused on the empowerment of teachers in accordance with the capacity and the problems faced by teachers in the classroom, to improve the quality of teacher learning through lesson study. lesson study is a model of professional development of educators through collaborative learning and continuous assessment based on collegiality and mutual learning. to build a learning community. lesson study selected and implemented in order to improve the pedagogical competence as an effective way to improve the quality of learning and teaching in class. Lesson study carried out in the form of a cycle plan-do-see. through lesson study expected to increase pedagogical competence and increase the quality of learning.

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