scholarly journals acompañamiento docente como vehículo de mejora de la práctica profesional

2019 ◽  
Vol 1 (3) ◽  
pp. 8-15
Author(s):  
Marisela Amor Payán Pérez ◽  
Rosa Isela Alamillo Calvillo ◽  
Francisco Javier Martínez Granados
Keyword(s):  
Learning Styles ◽  
Primary Education ◽  
Teaching Practice ◽  
Basic Education ◽  
Professional Competencies ◽  
Education Student ◽  
School Students ◽  
Student Role ◽  
Analysis Process ◽  
The Subject

En la revisión del acuerdo 649, mismo que da el sustento a la Licenciatura de Educación Primaria, respectivamente se reconoce el apartado del perfil de egreso que comprende el dominio de las competencias genéricas y profesionales que todo estudiante al término de la licenciatura debe tener desarrolladas. El fortalecimiento de las competencias genéricas y profesionales, conlleva un proceso sistemático y metodológico que debe atender el estudiante en formación, mismo que le permite que su práctica docente contenga ese nivel de profesionalización que la docencia requiere para asegurar mejores resultados en los alumnos de educación primaria. En las pasadas inmersiones a la práctica docente con alumnos del séptimo semestre de la Licenciatura en Educación Primaria se realiza la revisión de la planificación que se implementará en el semestre a través del curso de práctica profesional, misma que se dosifica por cuatro periodos de 15 días cada uno; la cual debe revisarse rigurosamente para observar el nivel de apropiación de la misma la cual debe contener y precisar el mapeo (Propósitos de la asignatura, de la educación primaria, de la educación básica, rol del alumno, del maestro) el encuadre (bloque, fecha, ámbito, aprendizajes esperado, temas de reflexión, actividades de rutina, el enfoque de la asignatura a tratar) posteriormente la realización de la secuencia didáctica que responda al desarrollo de los aprendizajes esperados, con adecuaciones curriculares que atiendan los ritmos y estilos de aprendizaje para los alumnos que así lo requieran, tiempo estimado de aplicación, materiales a utilizar y la inclusión de tic. De igual forma se debe evidenciar un proceso de análisis que comprenda la evaluación diagnóstica, procesual y final considerando la actitudinal, procedimental e instrumental. Requiere además de un apartado de dominio de contenido que de sustento a las temáticas a abordar por si se requiere hacer consultas teóricas y, por último, los anexos que evidencias los apoyos gráficos que se utilizaran en el desarrollo de las actividades. Abstract In the revision of the agreement 649, which gives the support to the Degree of Primary Education, respectively recognizes the section of the exit profile that comprises the mastery of the generic and professional competencies that every student at the end of the degree must have developed. The Strengthening of generic and professional competencies, involves a systematic and methodological process that must be addressed by the student in training, which allows his teaching practice to contain that level of professionalism that the teaching Required to ensure better results in primary school students. In the past dives to the teaching practice with students of the seventh semester of the Degree in Primary Education is carried out the review of the planning that will be implemented in the semester through the course of professional practice, same that is dosed by Four periods of 15 days each; Which should be reviewed rigorously to observe the level of appropriation of the same which should contain and specify the mapping (Purposes of the subject, primary education, basic education, student role, teacher) framing (block, date, scope, Expected learning, topics of reflection, activities of routine, the approach of the subject to be treated) subsequently the realization of the didactic sequence that responds to the development of the expected learning, with curricular adaptations that attend the Rhythms and learning styles for students who so require, estimated application time, materials to be used and the inclusion of ICT In the same way should be evidenced an analysis process that includes diagnostic evaluation, processual and final Considering the attitudinal, procedural and instrumental. It requires in addition to a section of domain of content that of sustenance to the topics to be addressed in case it is necessary to make theoretical consultations and, finally the annexes that evidence the graphic supports to be used in the development of the activities.

scholarly journals El acompañamiento docente como vehículo de mejora de la práctica profesional.

2020 ◽  
Vol 1 (3) ◽  
pp. 8-15
Author(s):  
Marisela Amor Payán Pérez
Keyword(s):  
Primary Education ◽  
Professional Practice ◽  
Teaching Practice ◽  
Basic Education ◽  
Planning Process ◽  
Professional Competencies ◽  
Education Student ◽  
School Students ◽  
The Subject ◽  
Educación Primaria

En la revisión del acuerdo 649, mismo que da el sustento a la Licenciatura de Educación Primaria, respectivamente se reconoce el apartado del perfil de egreso que comprende el dominio de las competencias genéricas y profesionales que todo estudiante al término de la licenciatura debe tener desarrolladas. El fortalecimiento de las competencias genéricas y profesionales, conlleva un proceso sistemático y metodológico que debe atender el estudiante en formación, mismo que le permite que su práctica docente contenga ese nivel de profesionalización que la docencia requiere para asegurar mejores resultados en los alumnos de educación primaria. En las pasadas inmersiones a la práctica docente con alumnos del séptimo semestre de la Licenciatura en Educación Primaria se realiza la revisión de la planificación que se implementará en el semestre a través del curso de práctica profesional, misma que se dosifica por cuatro periodos de 15 días cada uno; la cual debe revisarse rigurosamente para observar el nivel de apropiación de la misma la cual debe contener y precisar el mapeo (Propósitos de la asignatura, de la educación primaria, de la educación básica, rol del alumno, del maestro) el encuadre (bloque, fecha, ámbito, aprendizajes esperado, temas de reflexión, actividades de rutina, el enfoque de la asignatura a tratar) posteriormente la realización de la secuencia didáctica que responda al desarrollo de los aprendizajes esperados, con adecuaciones curriculares que atiendan los ritmos y estilos de aprendizaje para los alumnos que así lo requieran, tiempo estimado de aplicación, materiales a utilizar y la inclusión de tic  De igual forma se debe evidenciar un proceso de análisis que comprenda la evaluación diagnóstica, procesual y final considerando la actitudinal, procedimental e instrumental. Requiere además de un apartado de dominio de contenido que de sustento a las temáticas a abordar por si se requiere hacer consultas teóricas y, por último, los anexos que evidencias los apoyos gráficos que se utilizaran en el desarrollo de las actividades.   Palabras clave Acompañamiento, planeación, proceso, práctica profesional, evaluación,   Abstract In the revision of the agreement 649, which gives the support to the Degree of Primary Education, respectively recognizes the section of the exit profile that comprises the mastery of the generic and professional competencies that every student at the end of the degree must have developed. The Strengthening of generic and professional competencies, involves a systematic and methodological process that must be addressed by the student in training, which allows his teaching practice to contain that level of professionalism that the teaching Required to ensure better results in primary school students. In the past dives to the teaching practice with students of the seventh semester of the Degree in Primary Education is carried out the review of the planning that will be implemented in the semester through the course of professional practice, same that is dosed by Four periods of 15 days each; Which should be reviewed rigorously to observe the level of appropriation of the same which should contain and specify the mapping (Purposes of the subject, primary education, basic education, student role, teacher) framing (block, date, scope, Expected learning, topics of reflection, activities of routine, the approach of the subject to be treated) subsequently the realization of the didactic sequence that responds to the development of the expected learning, with curricular adaptations that attend the Rhythms and learning styles for students who so require, estimated application time, materials to be used and the inclusion of ICT In the same way should be evidenced an analysis process that includes diagnostic evaluation, processual and final Considering the attitudinal, procedural and instrumental. It Requires in addition to a section of domain of content that of sustenance to the topics to be addressed in case it is necessary to make theoretical consultations and, finally the annexes that evidence the graphic supports to be used in the development of the activities   Keywords Accompaniment, planning, process, professional practice, evaluation,

scholarly journals Formação Continuada de Professores no Uso de Tecnologias Digitais / Continuous Teacher Training in The Use of Digital Technologies

2021 ◽  
Vol 15 (57) ◽  
pp. 599-615
Author(s):  
Camila Santos dos Santos ◽  
Maria Antonieta Pereira Tigre
Keyword(s):  
Continuing Education ◽  
Teaching Practice ◽  
Basic Education ◽  
Digital Technologies ◽  
Field Research ◽  
Educational Technologies ◽  
Exploratory Research ◽  
New Methodologies ◽  
The Subject ◽  
Survey Interviews

Resumo:O presente trabalho, busca analisar qual(is) formação(ões) os professores têm atualmente na área das tecnologias digitais e como integram ferramentas digitais às práticas pedagógicas. Os objetivos da pesquisa são: identificar nas produções literárias possíveis etapas de uma formação continuada; investigar nos questionários obtidos com a pesquisa de campo quais os motivos que impedem a formação continuada e descrever o perfil dos professores, além de analisar as informações colhidas no questionário. Para isso, foi realizado um estudo de campo com professores da educação básica de Vitória da Conquista – BA. Como uma pesquisa do tipo exploratória, houve levantamento bibliográfico, entrevistas e exemplos que estimulam a compreensão do assunto. Pode-se concluir que ainda é presente a desqualificação dos docentes quanto ao uso das tecnologias educacionais e que estes carecem de formação continuada, sendo algo preocupante levando em conta o momento atual, onde há imersão total das tecnologias na prática docente.  Palavras – chave: Formação Continuada; Novas Metodologias. Tecnologias Digitais.   Abstract: This paper seeks to analyze what training(s) teachers currently have in the area of digital technologies and how they integrate digital tools into pedgogical practices. The research objectives are: to identify possible stages of continuing education in literary productions; investigate, in the questionnaires obtained from the field research, which are the reasons that prevent continuing education and describe the profile of teachers, in addition to analyzing the information collected in the questionnaire. For this, a field study was carried out with basic education teachers from Vitória da Conquista – BA. As exploratory research, there was a bibliographic survey, interviews and examples that stimulate the understanding of the subject. It can be concluded that the disqualification of teachers regarding the use of educational technologies is still present and that they lack continuing education, which is a concern considering the current moment, where there is total immersion of technologies in teaching practice.  Keywords: Continuing Education; New Methodologies. Digital Technologies.  

scholarly journals O Uso da História da Química no Ensino de Química: A Visão de Licenciandos em Química

2019 ◽  
Vol 20 ◽  
pp. 657-671
Author(s):  
Iago Ferreira Espir ◽  
Alexandra Epoglou ◽  
Deividi Marcio Marques
Keyword(s):  
High School ◽  
Education Research ◽  
Chemistry Education ◽  
Teaching Practice ◽  
Basic Education ◽  
History Of Chemistry ◽  
History Of ◽  
The Subject ◽  
Chemistry Education Research

ResumoA História da Química (HQ) tem sido considerada um recurso para as aulas de Química no Brasil, porém muitos professores e licenciandos dizem não terem capacitação ou interesse para incorpora-la à prática docente, criando um paradoxo. Com isso surgem alguns questionamentos: A HQ é importante para formar o professor? E para os estudantes da Educação Básica? Assim, surgiu o presente trabalho, com o objetivo de identificar a importância que licenciandos em Química de uma universidade federal, que cursavam a disciplina História da Química no ano de 2016 dão à disciplina, observando o que entendem pelo tema, quão importante é para sua formação e para o ensino de Química e como eles acham conveniente incorpora-la à prática. Baseados em estudos e nos documentos oficiais, buscou-se entender a importância que dão para a HQ na formação do profissional e do aluno de Ensino Médio. Para isso, foi feito um acompanhamento das aulas da turma durante todo o curso, observando as aulas e as atividades realizadas por eles. Palavras-chave: História da Química; ensino de Química; pesquisa com alunos. Abstract The History of Chemistry (HC) has been considered a resource for chemistry classes in Brazil, but many teachers and graduates say they lack the capacity or interest to incorporate it into teaching practice, creating a paradox. With this come some questions: Is the HC important to train the teacher? And for the students of Basic Education? Thus, the present paper, with the objective of identifying the importance that graduates in Chemistry of a federal university, who studied the discipline History of Chemistry in the year of 2016 give to the discipline, observing what they understand by the subject, how important it is for their training and for the teaching of Chemistry and how they find it convenient to incorporate it into practice. Based on studies and official documents, it was sought to understand the importance they give to the HC in the formation of the professional and the student of High School. For this, it was made a follow-up of the classes of the class throughout the course, observing the classes and the activities carried out by them. Keywords: History of Chemistry; Chemistry Education; research with students.

scholarly journals A visão de estudantes concluintes do Ensino médio sobre fungos

2021 ◽  
Vol 5 (1) ◽  
pp. 113-128
Author(s):  
Aline Da Costa Silva ◽  
Ana Maria Santos Gouw
Keyword(s):  
High School ◽  
High School Students ◽  
Basic Education ◽  
Biology Education ◽  
Public Understanding ◽  
School Students ◽  
Public And Private ◽  
Research Survey ◽  
The Subject ◽  
Understanding Of Science

Resumo: O presente estudo trata-se de uma investigação sobre as percepções que os estudantes concluintes do ensino médio apresentam dos fungos. Acredita-se que a escolha pelo público-alvo em questão possa oferecer indícios das possíveis contribuições da escola no que se refere ao ensino de micologia, já que o estudante está prestes a finalizar a educação básica. A pesquisa foi realizada no município de Diadema/SP e contou com a participação de 305 estudantes de escolas públicas e privadas, que responderam um questionário de pesquisa sobre o tema. A análise dos resultados evidenciou que a maioria dos estudantes exibe uma visão dos aspectos negativos a respeito dos fungos, de forma a associá-los, predominantemente, a organismos causadores de doenças e exibindo pouco conhecimento da importância ecológica e econômica desses organismos. Uma concepção errônea comum entre os estudantes é a de que fungos são bactérias, não havendo diferenças entre esses organismos. É possível considerar também, que para uma parcela significativa dos estudantes, não é fácil ou natural falar sobre fungos, o que claramente evidencia a falta de familiaridade e conhecimento sobre o tema. Dessa forma, espera-se que os resultados desta pesquisa fomentem e contribuam com discussões que visem melhorar a qualidade do ensino de biologia nas escolas, especialmente quando o assunto em questão forem os fungos.Palavras chave: Fungos; Ensino de Micologia; Ensino Médio; Percepção dos Alunos; Percepção Pública da Ciência.  The view of high school students about fungi Abstract: The present study is aimed to investigate the perceptions of graduating high school students on fungi. Choosing this target audience is justified because they may provide evidence of the possible contributions of science education regarding the teaching of mycology, once the student is about to conclude basic education. It is important to underline that the research was developed in the city of Diadema, São Paulo state, Brazil, where 305 students from public and private schools were engaged by answering a research survey on the subject. The analysis of the results showed that most students have a negative view of fungi, and they associate them mostly with disease-causing organisms and show little knowledge of the ecological and economic importance of these beings. Another clear association that comprises the students' perception is the misconception that fungi are bacteria, and that there are no differences between these organisms. It is also possible to consider that for a significant part of the students it is not easy or natural to talk about fungi, which clearly shows the lack of familiarity and knowledge on the subject. Therefore, it is expected that the results of the present research will motivate and contribute to discussions aimed to improve the quality of Biology education in schools, especially when the subject in question is fungi.Keywords: Fungi; Mycology teaching; High school; Students Perception; Public Understanding of Science.  

scholarly journals Learning Math for 1st Grade Primary School Students using Intelligent Tutoring Systems

2021 ◽  
Vol 12 (6) ◽  
pp. 2020-2030
Author(s):  
Nadiran Amanda Et al.
Keyword(s):  
Elementary School ◽  
Knowledge Transfer ◽  
Primary Education ◽  
Subject Matter ◽  
Business Processes ◽  
Basic Education ◽  
Modeling Languages ◽  
School Students ◽  
Tutoring Systems ◽  
Early Stages

Primary education after early childhood education is an important momentum in the education stage of a human being, in this case, education at the grade 1 level of elementary school. Where the delivery of subject matter properly and correctly at the early stages of this primary education will affect human education in the future. As well as the importance of early education at the elementary level, mathematics is an important initial subject to be given properly and correctly, so that the specter that says mathematics is a difficult subject is not true when a student in the early stages of basic education gets a good and correct mathematics education. Moreover, The Covid19 pandemic period is one of the parameters of the difficulty of knowledge transfer for students in the early stages of basic education, where physical meetings are not allowed to avoid Covid19 transmission in the classroom. Therefore, integrated tutoring systems (ITS) are a knowledge transfer tool that can help teachers, students, and parents in the delivery of subject matter, especially mathematics subjects which have a track record of being a scourge, scary and difficult to learn. In this paper, a simple ITS specifically for tutoring mathematics lessons for grade 1 elementary school students in Indonesia is tried to be implemented using the Unified Modeling Languages ​​(UML) tool as an object-oriented modeling tool. Use case diagrams are applied to describe business processes in the ITS system that we built and use class diagrams modeled database table designs. Not to forget, the user interface (UI) from the results of the implementation prototype was displayed as a communication medium for users, both children, and tutors, in using applications built using Personal Home Pages (PHP) and MySQL.

scholarly journals INTERDISCIPLINARIDADE, RAZÃO E IMAGINAÇÃO: ALTERNATIVAS PARA SUPERAR OBSTÁCULOS DOCENTES E DISCENTES

2020 ◽  
Vol 5 (1) ◽  
pp. 502-521
Author(s):  
Cleise Helen Botelho Koeppe ◽  
Janaina Enck ◽  
Marcus Eduardo Ribeiro ◽  
Luciana Calabro
Keyword(s):  
Scientific Knowledge ◽  
Teaching Practice ◽  
Basic Education ◽  
Teaching Strategy ◽  
Daily Practice ◽  
School Students ◽  
Building Science ◽  
Arts And Sciences ◽  
Education School ◽  
Epistemological Obstacles

Resumo: O presente artigo relata uma viagem de estudos que teve por objetivo fornecer dados sobre como a interdisciplinaridade, a razão e a imaginação podem colaborar para a superação de obstáculos que se apresentam durante o processo de construção da aprendizagem, considerando a estesia e as relações afetivas como mediadoras desse processo. Decorrente de uma pesquisa-ação, cujos dados foram analisados por meio da Análise Textual Discursiva, trata-se de uma experiência interdisciplinar efetuada por duas professoras de Artes e Ciências, no Museu Oscar Niemeyer, localizado em Curitiba - PR, com alunos de uma Escola Municipal de Educação Básica de Florianópolis-SC. A atividade foi elaborada como estratégia de ensino para superar obstáculos epistemológicos detectados pelas professoras em sua prática cotidiana. Concluiu-se que estes fatores contribuem significativamente não só para auxiliar os professores na superação de obstáculos à sua prática docente mas, também, na construção de conhecimentos artísticos e científicos pelos alunos.Palavras-chave: Obstáculos epistemológicos; Interdisciplinaridade; Razão; Imaginação; Afetividade. Abstract: This article describes a study travel wich purpose discusses about how interdisciplinarity, reason and imagination can collaborate to overcome pedagogical obstacles that present themselves during the process of building Science and Arts learning, considering stasis and affectivity relationships as mediators in this process. It is a part of an action research, which data were analyzed by Discursive Textual Analysis and reports an interdisciplinary experience made by two teachers, of Arts and Sciences, at the Oscar Niemeyer Museum, located in Curitiba - PR, with a Municipal Basic Education School students from Florianópolis-SC, and was elaborated as a teaching strategy to overcome pedagogical obstacles detected for them in their daily practice. It was concluded that these factors contribute significantly not only to assist teachers in overcoming obstacles to their teaching practice, but also in the construction of artistic and scientific knowledge by students.Keywords: Epistemological obstacles; Interdisciplinarity; Reason; Imagination; Affectivity.

scholarly journals EXPRESSION OF TECHNICAL CREATIVITY AT PRIMARY SCHOOL STUDENTS

2012 ◽  
Vol 46 (1) ◽  
pp. 101-108
Author(s):  
Dragica Pešaković
Keyword(s):  
Primary Schools ◽  
Basic Education ◽  
State Level ◽  
Design And Technology ◽  
Actual State ◽  
School Students ◽  
Technical Creativity ◽  
Number Of Factors ◽  
Engineering And Technology ◽  
The Subject

Subjects such as design and technology are in Slovenian primary schools based on students' creativity and discovery and consequently by preparing students to participate in the technical field. As we know, the creative ability is a spontaneity of expression and other creative skills, which can be motivated or hindered by the teachers. Through testing we can get to the image of the actual state of the creative abilities of students. Therefore, a special instrumentation and methodology were developed, which could achieve that the test conditions were equal for all participants. The purpose of this study was to examine the state-level of technical creative skills of students with the help of a modelled test of creativity. In the verbal part we valued the originality, flexibility and fluency. In non-verbal part we valued originality, flexibility and elaboration. Each element of technical creativity was evaluated through a detailed criterion and benchmark points. The results, which will be presented in the article confirms that students who express a higher level of creativity are more effective in learning. The survey shows that the creativity of students depends on a number of factors, including sex - girls are more creative than boys, and from age - older people are more creative. Students expressed a low level of overall creativity. We can speak about creativity expressed specifically in this test, which can serve for comparison purposes only, not to describe the overall situation. There can be many reasons, but this can already be the subject of other research and another following study. Key words: basic education, creativity, engineering and technology, engineering creativity.

scholarly journals Conhecimento declarado sobre as práticas em Expressão Plástica e Visual

2021 ◽  
Vol 3 (1) ◽  
pp. 113-119
Author(s):  
Viegas Patrícia ◽  
◽  
Mónica Pereira ◽  
Francisco Gil ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Elementary School ◽  
Elementary School Students ◽  
Primary Education ◽  
Basic Education ◽  
School Context ◽  
Specialized Training ◽  
Initial Training ◽  
School Students ◽  
Teaching Learning

This paper seeks to access the stated knowledge about the practices and challenges faced by teachers and educators in the activities of plastic and visual expression in Primary Education in Portugal. As teacher training is nowadays organized in two cycles of higher education: a first cycle of initial training in basic education and a second cycle of specialized training with emphasis on supervised teaching practices, we tried to study some reports of these practices, made to obtain the Master's degree. In these reports, future teachers present the activities implemented in the school context as well as the teaching-learning procedures and strategies developed with elementary school students with the integration of different curricular areas.

scholarly journals Nas malhas da poesia: oficina de leitura e criação

Signo ◽  
2020 ◽  
Vol 45 (83) ◽  
pp. 100-110
Author(s):  
Rosa Maria Cuba Riche
Keyword(s):  
Structural Characteristic ◽  
Undergraduate Students ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Basic Education ◽  
Age Groups ◽  
Theoretical Framework ◽  
Children And Youth ◽  
Different Types ◽  
The Subject

Como e por que trabalhar poesia na sala de aula é o que se pretende abordar neste trabalho. A sensibilização para a linguagem poética, suas características estruturais e um pequeno repertório teórico que sustenta a reflexão sobre o fazer poético vem sendo trabalhado ao longo da atividade acadêmica em forma de Oficinas de Leitura e Produção. Os grupos que vivenciaram a metodologia dessas oficinas são estudantes do Ensino Fundamental I e II, estagiários de Letras do Instituto de Aplicação da UERJ, profissionais de diferentes áreas da disciplina Oficina de Poesia do curso de Especialização em Literatura Infantil e Juvenil da UFF, além de professores que frequentaram minicursos em congressos da área. As oficinas de poesia têm se mostrado eficazes como possibilidade de aproximar do gênero lírico diferentes tipos e faixas etárias de leitores, permitindo-lhes manipular o estrato linguístico de forma criativa e, principalmente em relação aos professores da educação básica, vivenciar atividades que podem enriquecer a prática docente. Os resultados dessas oficinas podem ser mensurados pelo maior interesse dos estudantes em ler, compreender e produzir poemas e a participação entusiasmada dos professores que inseriram a metodologia da oficina em suas práticas docentes. O repertório ficcional é amplo e varia de acordo com o público participante e a experiência do leitor. Já o repertório teórico apoia-se principalmente em: CANDIDO (1986; 1989; 2004); CÍCERO (2007); SOARES (1989); CARA (1986); MORICONI (2002); MOISÉS (2012); SECCHIN (2018) dentre outros. Abstract This paper intends to address how and why to work with poetry in the classroom. Awareness of poetic language, its structural characteristic and a brief theoretical framework that give support to reflections on ways of doing poetry has been worked on throughout academic activity in the form of Reading and Production Workshops. Groups that have experienced the methodology of those workshops comprise students from primary and middle schools and undergraduate students of the Lyrics Course in the Institute of Application at UERJ as well as professionals from different areas of knowledge in the subject Poetry Workshop from the specialization course in Children and Youth Literature and teachers who attended mini courses in congress in the area. The poetry workshops have proved to be effective as a possibility to bring different types and age groups of readers closer to the lyric genre, allowing them to manipulate the linguistic stratum in a creative way, especially basic education teachers, who have the chance to experience activities that can improve teaching practice. The results of these workshops can be measured by students' greater interest in reading, understanding and producing poems and the enthusiastic participation of the teachers who adopted the workshop methodology in their teaching practices. The fictional repertoire is broad and varies according to the participating audience and reader's experience. The theoretical framework is based mainly on: CANDIDO (1986; 1989; 2004); CÍCERO (2007); SOARES (1989); CARA (1986); MORICONI (2002); MOISÉS (2012); SECCHIN (2018) among others.

HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

2020 ◽  
Vol 1 (01) ◽  
pp. 13-20
Author(s):  
Dian Saputra
Keyword(s):  
Learning Styles ◽  
Computer System ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Auditory Learning ◽  
Analysis Techniques ◽  
Post Test ◽  
The Subject ◽  
The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of  Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of  Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of  Central Bengkulu

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