scholarly journals TEACHERS’ OPINIONS REGARDING THE EFFECTIVE STRATEGIES FOR MANAGING DISRUPTIVE BEHAVIORS IN A CLASSROOM: A QUALITATIVE STUDY / SINIFTA İSTENMEYEN ÖĞRENCİ DAVRANIŞLARINI YÖNETMEDE ÖĞRETMENLERİN ETKİLİ OLDUĞUNU DÜŞÜNDÜKLERİ STRATEJİLER: BİR NİTEL ÇALIŞMA

2020 ◽  
Vol 7 (12) ◽  
Author(s):  
Mustafa Özdere ◽  
Mehmet Fatih Karacabey
Keyword(s):  
High School ◽  
Control Strategies ◽  
Disruptive Behaviors ◽  
Sampling Technique ◽  
Structured Interview ◽  
School Science ◽  
High School Science ◽  
Case Study Methodology ◽  
Effective Strategies ◽  
Rule Setting

The aim of this study is to determine the effective strategies for managing disruptive behaviors in a classroom-based on the opinions of teachers. In the present study, the qualitative case study methodology was used. The study was conducted with the participation of 19 female, 16 male teachers working at 7 different types of high schools (Anatolian High School, Science High School, Religious High School, etc.) located in Şanlıurfa province, Karaköprü district. The participants were selected through the maximum variation sampling technique. The data of the study was collected from a total of 35 volunteer teachers; 5 from each high school, with different seniority (3-22 years) and different subjects (vocational and academic subjects). The data for this study was collected using a semi-structured interview and analyzed by content analysis. According to the opinions of the participants; two main themes were formed as a. preventive strategies (rule-setting, building a good student-teacher relationship, instructional interactions) and b. behavior control strategies (direct or indirect intervention, punishment, after the class talk, referral). Bu çalışmanın amacı öğretmen görüşlerine göre sınıf içinde istenmeyen öğrenci davranışlarını yönetmede etkili olduğu düşünülen sınıf yönetim stratejilerini belirlemektir. Araştırma nitel araştırma yöntemlerinden durum çalışması desenine göre tasarlanmıştır. Çalışma 2018-2019 eğitim öğretim yılında Şanlıurfa ili Karaköprü ilçesindeki 7 farklı türlerdeki (Anadolu lisesi, Fen lisesi, İmam Hatip lisesi vb.) devlet liselerinde görev yapan 19 kadın, 16 erkek toplam 35 öğretmenin katılımı ile gerçekleştirilmiştir. Örneklem maksimum çeşitlilik örnekle yöntemiyle belirlenmiş, her bir lise türünden meslek veya kültür dersine giren, mesleki kıdemleri 3-22 yıl arasında değişen 5 er öğretmenin gönüllü katılımı ile çalışmanın verileri toplanmıştır. Araştırmanın verileri araştırmacılar tarafından geliştirilen ve açık uçlu iki sorudan oluşan yarı yapılandırılmış görüşme formu ile toplanmıştır. Veriler, içerik analiziyle çözümlenmiştir. Görüşmelerden elde edilen verilerin analizine bağlı olarak, öğretmenlerin sınıf içi istenmeyen öğrenci davranışını yönetmek için önleyici (kural koyma, iyi ilişki kurmak, yönlendirici/eğitici iletişim) ve davranış kontrol stratejilerine (dolaylı ve doğrudan müdahale, cezalandırma, ders sonrası öğrenci ile konuşma ve diğer profesyonellere yönlendirme) başvurdukları belirlenmiştir. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0723/a.php" alt="Hit counter" /></p>

scholarly journals PEMANFAATAN ISU SOSIO-SAINTIFIK TRADISI MENGINANG SEBAGAI KONTEKS BELAJAR IPA SMP

2019 ◽  
Vol 7 (2) ◽  
pp. 123
Author(s):  
Riva Ismawati
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Negative Impact ◽  
Sampling Technique ◽  
School Science ◽  
High School Science ◽  
Study Approach ◽  
Cluster Random Sampling

This study aims to examine the socio-scientific issues of the betel chewing tradition so that it can be used as a context for learning science lessons in junior high school. The research conducted is qualitative research with a case study approach. The population was residents of Genito Village, Windusari Subdistrict, Magelang District who still carried out the tradition of betel chewing. The research sample was determined using cluster random sampling technique and selected 4 respondents. The instruments used in the study are interview guidelines and observation guidelines. The results showed that the betel chewers believed that betel chewing could strengthen the teeth. Unfortunately, betel chewers do not maintain oral hygiene so that the activities of the chewing can have a negative impact. The socio-scientific issue of the tradition of  betel chewing can be built as a context for junior high school science learning activities.

MODEL PENDIDIKAN KARAKTER TERINTEGRASI PEMBELAJARAN SAINS

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Wayan Sadia
Keyword(s):  
High School ◽  
Character Education ◽  
Science Teachers ◽  
Science Learning ◽  
School Science ◽  
Lesson Plans ◽  
Assessment Model ◽  
High School Science ◽  
Learning Models ◽  
High School Science Teachers

Abstract This research was conducted with the main objective to develop a model of character education integrated with science learning in elementary, junior, and senior high schools. The research was focused on the needs analysis study involving 36 elementary school science teachers, 34 junior high school science teachers and 27 senior high school science teachers to collect information on science learning in relation to character education. Data were collected by questionnaires, observation and interviewing techniques. Data were analyzed by descriptive and qualitative meaning. The results showed that: 1) character education can be developed through selection of science learning model, assessment model, and teaching materials, 2) science learning models that contribute significantly to the development of the character of students are inquiry learning, problem-based learning, cooperative learning , science-technology-society, problem solving, and contextual learning models, 3) science teacher’s responses to the character education are generally very positive and seek to develop good character through a learning process, 4) some (55.3%) science teachers include indicators of character values that to be target of learning in the syllabus and lesson plans, and some (44.7%) do not explicitly specify its, but implicitly implied in the syllabus and lesson plans. Keywords: character education, integrated science learning

Pengembangan Instrumen Penilaian Autentik Berbasis PBL Pada Materi Dampak Pencemaran Bagi Kehidupan Di Sekolah Menengah Pertama

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Timma Dormauli Siallagan ◽  
Syamsurizal Syamsurizal ◽  
Bambang Hariyadi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
School Science ◽  
High School Science ◽  
School Students ◽  
Scientific Approach ◽  
Processing Information ◽  
Asking Questions

The purpose of this developmental research was to develop a scientific approach based science worksheet on the dynamic electrical material topic for ninth-grade junior high school students.  The worksheet were developed based on scientific approach. The stages include:  observing, asking questions, gathering information, processing information, and communicating. The development model used is the 4-D Model consists of 4 stages: define,  design, develop, and desimanate. The results of the validation, a small and large group trials indicated that the used of the scientific approach based science worksheet was appropriate for use. Thus, the developed worksheets can be used in the process of learning for Junior high school science students. Keywords : Worksheet , Scientific approach

Evaluation of an Inquiry-Based Virtual Lab for Junior High School Science Classes

2021 ◽  
pp. 073563312110015
Author(s):  
Ting-Ling Lai ◽  
You-Sheng Lin ◽  
Chi-Yin Chou ◽  
Hsiu-Ping Yueh
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
School Science ◽  
High School Science ◽  
Electrochemical Cells ◽  
Head Mounted Display ◽  
Science Classes ◽  
Desktop Vr ◽  
Experimental Group

The study aims to evaluate the effectiveness of an inquiry-based virtual reality (VR) science lab used in junior high school science classes. The Scientific Investigation VR Lab (SIVRLAB) is designed for 9th-grade students to learn about electrochemical cells. It is situated in a guided problem-solving context, where learners need to review the concept of oxidation-reduction reactions and assemble a voltaic cell to save a robot. The SIVRLAB features several cognitive supports and guides for students to plan and record experiments and resolve the problem. It has both a head-mounted display (HMD) version and a desktop VR version. The study recruited 66 9th graders from three classes to evaluate the two versions of the SIVRLAB. The students were assigned to one of three conditions, namely, (1) using immersive HMD SIVRLAB individually, (2) using desktop SIVRLAB individually, and (3) observing one student use immersive HMD SIVRLAB. The students were briefly introduced to the concept of electrochemical cells in the first class and were instructed to use the SIVRLAB sessions in the next class. The results from knowledge pre- and post-tests, a user experience survey, and students’ reflections were collected and analyzed qualitatively. The findings revealed that students who used the desktop VR obtained the highest test scores among the three groups. However, in the follow-up physical laboratory test, the performance of the students in the original HMD VR experimental group was better than those in the desktop VR experimental group. The paper also discusses student feedback and teacher observations regarding the design and interaction with immersive VR. Lastly, the implications of the study and recommendations for future studies are presented.

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