scholarly journals Students’ conceptual understanding of electricity and magnetism and its implications: A review

2019 ◽  
Vol 15 (2) ◽  
pp. 55-67
Author(s):  
Agnes Mbonyiryivuze ◽  
Lakhan Lal Yadav ◽  
Maurice Musasia Amadalo
Keyword(s):  
Instructional Strategies ◽  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Negative Attitudes ◽  
Learning Barriers ◽  
Electricity And Magnetism ◽  
The Subject ◽  
Effective Teaching And Learning ◽  
The Impact ◽  
Practical Recommendations

Physics subject continues to be considered as difficult and unattractive by students. This leads to the development of negative attitudes towards the subject. Electricity and magnetism as one of the most important areas in physics is particularly considered as difficult due to their abstract nature. Different studies on students’ conceptual understanding of electricity and magnetism have been conducted and several instructional strategies for a conceptual change in this subject matter have been provided. However, there are still some persisting misconceptions even after being treated by those suggested instructional strategies. By using diagnostic tests and remedial approaches to sort out learning barriers, there is a possibility that students’ performance might improve, which would likely lead to disappearing these learning barriers and retaining the appropriate concepts over time scales beyond the assessment schedule of individual classes. Therefore, after reporting on the impact of students’ preconceptions on learning, this review paper also highlights some existing studies on students’ misconceptions in electricity and magnetism. The paper also updates physics educators and researchers on some conceptual tests and assessments used to test students’ misconceptions in electricity and magnetism and some suggested strategies for remedying those misconceptions. Some educational implications and practical recommendations for effective teaching and learning in electricity and magnetism are also outlined.

IMPLEMENTASI MODEL PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DENGAN PENDEKATAN KONTEKSTUAL SEBAGAI UPAYA MENINGKATKAN KUALITAS PEMBELAJARAN DI SMP NEGERI 13 KOTA MALANG

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Romlah .
Keyword(s):  
Effective Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Instructional Material ◽  
Lesson Plan ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Review Time ◽  
The Subject ◽  
Effective Teaching And Learning

IMPLEMENTASI MODEL PEMBELAJARANPENDIDIKAN AGAMA ISLAM DENGAN PENDEKATANKONTEKSTUAL SEBAGAI UPAYA MENINGKATKAN KUALITASPEMBELAJARAN DI SMP NEGERI 13 KOTA MALANGOleh :Romlah *)Fakultas Agama Islam UMMABSTRACTIslamic Education teaching and learning process considerably applied traditional teaching modelsresulting low student’s interest in the subject. It influenced the internalization of Islamic Educationvalues to students. According to the above background, contextual approach was assumed to create amore meaningful and effective teaching and learning process. The study revealed that most teachersdeveloped instructional material merely based on Teacher Association for Islamic EducationReference, a discrepancy between lesson plan and the implementation was found due to insufficienttime and too-much material, and a problem in applying various methods was found due to student’sbasic competence diversity ranging from the 75-80% to 20-25% mastery creating less conduciveatmosphere for effective teaching and learning process. Accordingly, Islamic Education teachersneeded to review the previous materials using questioning technique and point particular students toanswer the questions during the review time to attract more attention.Keywords: Implementation of IslamicEducation Teaching Model, ContextualApproach, Improving the Teaching andLearning Process

scholarly journals An Implementation of Subject Policy is a Key to Effective Teaching and Learning: A Case Study of Siswati Language

2020 ◽  
pp. 163-169
Author(s):  
Jozi Joseph Thwala
Keyword(s):  
Teaching And Learning ◽  
Research Administration ◽  
Theoretical Understanding ◽  
Teaching And Learning Research ◽  
The Subject ◽  
The Republic ◽  
Development And Management ◽  
Effective Teaching And Learning ◽  
Official Status

The objectives of this article are to set out the process and key areas for Siswati Subject Policy (SSP). Siswati is one of the languages in the Republic of South Africa that is granted the official status in terms of Section 6 of the Constitution. It is learned, taught and spoken at various provinces. The subject policy focuses on the development and management of the language from the theoretical understanding of its concepts to their practical stance. The policy is also expected to reinforce the government’s responsibilities of establishing the language infrastructures, providing equitable access to it and, enhancing language participation. The language subject policy covers all aspects of micro and macro linguistics, literature and onomastics. It covers teaching and learning, research, administration and community engagement. It is, however, more specific to focus on language in society and society in language, approaches and analytic strategies of the language as well as social interaction.  

Teaching Philosophy Statements

2020 ◽  
Vol 44 (5) ◽  
pp. 577-587 ◽  
Author(s):  
Melinda Laundon ◽  
Abby Cathcart ◽  
Dominique A. Greer
Keyword(s):  
Teaching And Learning ◽  
Future Research ◽  
Teaching Philosophy ◽  
Teaching Philosophies ◽  
Learning And Teaching ◽  
Promotion And Tenure ◽  
Teaching Awards ◽  
Effective Teaching And Learning ◽  
The Impact ◽  
Learning Analysis

Teaching philosophy statements articulate educators’ beliefs about what makes learning happen. They can be powerful tools in identifying assumptions about teaching, articulating our values as educators, and connecting to a community within and across disciplines. Teaching philosophy statements are often an integral part of job applications, promotion and tenure processes, teaching development, and teaching awards. By developing a philosophy and discussing it with colleagues, educators can improve their practice through the process of reflection, dialogue, and engagement with scholarship of learning and teaching. The recipients of the 2020 JME Lasting Impact Award are companion articles “Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy” and “Finding our roots: An exercise for creating a personal teaching philosophy statement” by Beatty et al. These articles have had a profound and sustained impact on management education and other disciplines by furthering understandings of teaching philosophies and their connection to effective teaching and learning. Analysis of subsequent teaching philosophy statement research identifies three strands of inquiry: how to develop a teaching philosophy, the role of teaching philosophies in graduate education, and the relationship between teaching philosophies and continuous professional development. The impact of the papers and areas for future research are canvassed.

scholarly journals Factors Militating Against the Effective Teaching and Learning of Krio at the Junior Secondary School Level:

IJOHMN ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 38
Author(s):  
Harriet Yeanoh Jones ◽  
Dr. Saidu Challay ◽  
Peter Mboh Muffuh
Keyword(s):  
Secondary School ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
Institutional Support ◽  
Assessment Tools ◽  
School Level ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
The Subject ◽  
Effective Teaching And Learning

This study was aimed at investigating factors militating against the effective teaching and learning of Krio at the Junior Secondary School (JSS) Level in a sample of JSS pupils in selected schools in the Western Area of Freetown, Sierra Leone. Questionnaires were administered to both teachers of Krio and pupils offering the subject at the targeted level. These, alongside observation and focus group discussions, were used to determine the level of training and experience of the teachers; facilities which support the teaching and learning of Krio; attitudes of teachers, pupils and other stakeholders towards the teaching and learning of Krio; mode and frequency of assessment; provision of institutional support; and, the success rate of pupils at the Basic Educational Certificate Exams (BECE) in the selected schools. Three schools were targeted. In each of these schools, questionnaires were administered to 50 pupils, giving a total of 150 respondents.  A total of eleven teachers were sampled. The study revealed that: The teachers of Krio in the selected schools were and trained and qualified. However, none of them studied krio as a major and only about one third read it as a minor. Teaching and learning materials are inadequate, and time allocated to the teaching of krio is insufficient. Attitude is a major factor which militates against the teaching and learning of krio in the selected schools. Written assignments, tests and exams are the main assessment tools. Institutional support (in-service trainings/workshops/seminars) plays a great role in building teachers’ capacity to teach the subject as all the teachers sampled did not study krio as a major subject. BECE results (krio -2010 and 2011) indicate that only a small percentage of the pupils at JSSIII opted for krio

scholarly journals IMPLEMENTASI PEMBELAJARAN MULTIMODEL BERBASIS PENDEKATAN KONTEKSTUAL UNTUK MENINGKATKAN PENCAPAIAN KOMPETENSI DASAR FISIKA DI SLTP

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Haratua Tiur Maria
Keyword(s):  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Performance Test ◽  
Research Result ◽  
Concept Understanding ◽  
Field Notes ◽  
The Subject ◽  
Contextual Teaching ◽  
And Performance ◽  
Base Units

The aim of this research is to increase the concepts understanding and the student's competences to measure through the application of contextual teaching and learning models. The subject of this research was abut 40 the first level student's of SLTPN 1 Pontianak. The typed of this research was Classrom Action Research (CAR) by two cycles. The aim of the cycle was Contextual Teaching and Learning that focused about base units and derived' units. Through this research, it will found the information about comprehension profile and student's competences related to the measurement. The achievement of the claasroom action research's cycles was the mastery learning of 70% student that can be done the test minimal 65%. In collecting data the measurement test is done writtenly and performance test. The instruments that used in this research are the concepts understanding and performance test, observation guidance and also the field notes. From the research result, it shown that the qualities of students' concept understanding and competences about measurement are increases. The students' concepts understanding can increase from the average 49,25% to 78,75%, and the students' competence about measurement increase too from the average 42,19% to 77,81%. The result study that analyzed by Mc'Nemar test is showing the differences significantly between the result of pretest and posttest to conceptual understanding. Therefore, in general, the application of contextual teaching and learning multimodel can increase the the students' result study significantly.Key word : Multimodel Teaching, Competences, The Contextual Aproach.

Low-Cost Videos for Learning Mathematics by Teaching

2020 ◽  
pp. 172-189
Author(s):  
Amélia Caldeira ◽  
S. O. Lopes ◽  
Isabel Perdigão Figueiredo ◽  
Alexandra R. Costa
Keyword(s):  
Teaching And Learning ◽  
Low Cost ◽  
Mathematical Problem ◽  
Teaching Experiences ◽  
Problem Resolution ◽  
Learning Mathematics ◽  
The Subject ◽  
Retention Of Knowledge ◽  
The Impact

Technology plays an important role in everyday life and can be used in education. Video is a source of material that can play an important role in the teaching and learning field. Using videos engages students, aids student retention of knowledge, motivates interest in the subject matter, and illustrates the relevance of many concepts. In this chapter, the authors describe two teaching experiences involving videos, where the students made a video about solving a concrete mathematical problem. In this video, the students should explain the problem resolution to their colleagues (playing the role of teacher). The results of the impact of this kind of project in the students' motivation are also presented.

Investigating Youth’s Life Online Phenomena

2013 ◽  
pp. 206-224
Author(s):  
Azilawati Jamaludin ◽  
Yam San Chee
Keyword(s):  
Conceptual Understanding ◽  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
Sense Of Self ◽  
Social Experiences ◽  
World Of Warcraft ◽  
The Everyday ◽  
The Impact ◽  
Recurrent Theme

This paper examines the dialectics between living in offline and digitally-mediated worlds and how youth construct their identity and sense of self, negotiate meaning, and make sense of their social experiences. Situating the study within the context of the popular MMORPG, World of Warcraft (WoW), the authors investigate the interplay between the everyday, situated lives of five digital youth gamers, aged 18 to 25, and their activities and ‘lived practices’ in WoW. Findings suggest a recurrent theme that challenges ascribed dichotomies between youth’s presence in the offline and online world in terms of their identities in play, sense of embodiment, and orientation toward work, play, and the spirit of communitas within WoW. Exploration of such a phenomenon indicates a more intimately enmeshed and dialectically coupled experience of youths’ in their contextual traversals, providing a fundamental conceptual understanding of the impact of youths’ exodus to the virtual world and its implications for 21st century teaching and learning. The outcomes address theoretical challenges associated with the interpretation of 21st century literacy performances that may be characterized as a need to move away from static and linear narratives of development to a more divergent becoming of learners through the learning process.

Is There Such a Thing as a Hate Crime Paradigm? An Integrative Review of Bias-Motivated Violent Victimization and Offending, Its Effects and Underlying Mechanisms

2020 ◽  
pp. 152483802097969
Author(s):  
Diego A. Díaz-Faes ◽  
Noemí Pereda
Keyword(s):  
Hate Crime ◽  
Ecological Factors ◽  
Violent Victimization ◽  
Psychological Consequences ◽  
Negative Attitudes ◽  
Offensive Behavior ◽  
Academic Publications ◽  
The Subject ◽  
Underlying Mechanisms ◽  
The Impact

Despite the growing number of bias-motivated violence studies, the evidence available remains limited, and there are several gaps in our understanding of the complex relationship between negative attitudes and biased violence. In addition, the literature on this topic has many facets and nuances and is often contradictory, so it is difficult to obtain a clear overall picture. Research has made good progress in this area, but it still suffers from a lack of systematization and from a highly segmented approach to victimization and offending. To contribute to a more comprehensive understanding of the subject, this integrative narrative review provides a critical reappraisal of the theoretical, methodological, and empirical research from a systemic perspective. To this end, 134 academic publications on personality and social psychology, clinical psychology, sociology, criminology, and related disciplines were examined. The evidence suggests that although bias-motivated violence shares characteristics with other types of offensive behavior, it is actually a unique phenomenon due to its background rooted in prejudice, identity, and attitudes in which the intersection of individual, psychosocial, and ecological factors is especially relevant. The impact on the victim and their community is diverse, but it has a series of distinctive severe psychological consequences that significantly reduce the probability that incidents will be reported. Here, we present a series of findings and reflections on bias-motivated violence and provide recommendations for research, practice, and policy.

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