scholarly journals CONSTRUCTIVIST TEACHING AND LEARNING

2020 ◽  
Author(s):  
Nishi Sharma
Keyword(s):  
Cognitive Development ◽  
Teaching And Learning ◽  
Life Experiences ◽  
Real Life ◽  
Cognitive Map ◽  
Constructivist Learning ◽  
Constructivist Teaching ◽  
Learning Design ◽  
Past Experiences

The idea of constructivism brings the elements of learning, creativity and cognitive development together. The process provides better engagement among teacher and students through dynamic and interactive feeding of information that the children tries to comprehend themselves through past experiences. Constructivism focuses on process rather than the product. Learning through real life experiences and creating cognitive map makes children grasp the concepts better and apply them in real life applications. The paper tries to overview the theoretical aspects of the constructivist principles and constructivist learning design to execute constructivist teaching and learning in the classrooms

scholarly journals PEMBELAJARAN MATEMATIKA REALISTIK PADA MATERI PENJUMLAHAN DAN PENGURANGAN BILANGAN BULAT BAGI SISWA KELAS IV SEKOLAH DASAR

2016 ◽  
Vol 5 (01) ◽  
Author(s):  
Rissa Prima Kurniawati
Keyword(s):  
Teaching And Learning ◽  
Life Experiences ◽  
Mastery Learning ◽  
Mathematics Learning ◽  
Real Life ◽  
Research Subjects ◽  
Student Activities ◽  
Realistic Mathematics ◽  
Fourth Grade Students ◽  
Addition And Subtraction

<p>Mathematics has characteristic in good abstract object. That cause students have difficulty in understanding of mathematics. Therefore, the real-life experiences of children in the classroom are important for learning and students will understand the material quickly. This study is aimed to describe the activities of students during the learning process that takes place in the material realistic arithmetic addition and subtraction and describe the learning completeness students after being taught with realistic learning the material arithmetic addition and subtraction of integers. This type of research used in this research is qualitative research. Subjects in this study were students of class IV SDN Jenangan, Kwadungan, Ngawi.Based on this research, student activities relevant to teaching (teaching and learning) of 98.83% classified in the category very well. While the student activity which is not relevant to the teaching of 10.15%. Completeness students in realistic mathematics learning on the material arithmetic operations of addition and subtraction of integers for fourth grade students of SDN Jenangan, Kwadungan, Ngawi gained mastery learning students individually sebannyak 12 students from the number of students as many as 15 students altogether, which is not completed individually as 3 students. While the classical completeness, acquired 80% of students who completed study.</p><p> </p><p> </p>

scholarly journals The Challenges Faced by Graduates of Teacher Professional Education Program

2020 ◽  
Vol 5 (12) ◽  
pp. 1754
Author(s):  
Lilis Nur Hidayati ◽  
Utami Widiati ◽  
Enny Irawati
Keyword(s):  
Learning Process ◽  
Education Program ◽  
Professional Education ◽  
Teaching And Learning ◽  
Life Experiences ◽  
Narrative Research ◽  
Lesson Planning ◽  
Real Life ◽  
Three Phase ◽  
Teacher Professional

<p><strong>Abstract:</strong> This article gives a report on a study on the challenges faced by graduates of Teacher Professional Education Program in terms of lesson planning, execution stage, and evaluation. Narrative research is used for this study to understand present real-life experiences. The study revealed that the graduates of PPG experienced some challenges in those three phase of teaching and learning process; however, along with those challenges, they were able to give responses which they thought to be the most effective responses.</p><strong>Abstrak:</strong><em> </em>Penelitian ini melaporkan hasil penelitian tentang tantangan yang dihadapi oleh lulusan Program Pendidikan Profesi Guru dalam merencanakan pembelajaran, mengimplementasikan rencana pembelajaran, dan evaluasi pembelajaran. Penelitian naratif digunakan untuk memahami pengalaman nyata dalam kehidupan. Penelitian ini mengungkapkan bahwa lulusan program PPG mengalami beberapa tantangan dalam ketiga tahapan pembelajaran tersebut, namun bersama dengan itu, mereka mampu memberikan respons yang menurut mereka paling efektif untuk dilakukan

scholarly journals Malaysian Polytechnic: Entrepreneurial Practice Amongst Lecturers

2019 ◽  
Vol 8 (4) ◽  
pp. 8601-8603
Keyword(s):  
Teaching And Learning ◽  
Life Experiences ◽  
Real Life ◽  
Business World ◽  
Significant Difference ◽  
Knowledge Practice ◽  
Business Approach ◽  
High Level ◽  
Entrepreneurial Activities ◽  
Southern Regional

Polytechnic in Malaysia today have entrepreneurial education based activities Entrepreneurship is one of the elements of teaching and learning for lecturers and students especially in relation to real life experiences in the business world and thus it can apply the concepts and theories learned as a business approach to real life situations. The perception of preparation among lecturers is based on knowledge, practice and skills. A total 134 of lecturers from Northern Regional Polytechnic, East Regional Polytechnic and Southern Regional Polytechnic randomly selected to answer a questionnaire that was given. The data was analyzed to get descriptive statistics. The results shows the perception of the level of readiness about knowledge, practice and skills among lecturers is at a high level So that, lecturers has strongly to implement entrepreneurial activities and also about their teaching but the task of management needs more focus too and lecturers has to do also. Lastly, this study showed no significant difference amongst polytechnic lecturers in Malaysia on the entrepreneurial.

scholarly journals A CONSTRUCTIVIST APPROACH TO INTEGRATED SCIENCE EDUCATION: TEACHING PROSPECTIVE TEACHERS TO DO SCIENCE

2012 ◽  
Vol 41 (1) ◽  
pp. 5-9
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Student Teaching ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Life Experiences ◽  
Constructivist Teaching ◽  
Integrated Science ◽  
Learner Centered ◽  
Value Diversity ◽  
The Individual

Learner-centered approaches to teaching and schooling require supportive policies for preparing effective educators. Moving from constructivist philosophy, psychology and epistemology to the characterization of constructivist teaching and learning environments presents a challenge. Constructivist philosophy does not dictate how one should teach; however, it does make it incumbent upon the teacher to deal with each learner as an individual, to value diversity of perspective, and to recognize that the learner's behavior is a direct reflection of his / her life experiences. Bandura (1977, 1986, 1995, 1997), Fullan (1993), and other self-efficacy researchers have concluded that the catalyst for educational reform is the individual teacher and that a teacher's behaviors, values, beliefs, and ambition to act may be enhanced or suppressed during student teaching.

scholarly journals Understanding the bottlenecks in methodological adoption of constructivism in secondary schools in Kenya

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Gideon Mwanda ◽  
Ronnie Midigo
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Total Sample ◽  
Constructivist Learning ◽  
Learning Approach ◽  
Constructivist Teaching ◽  
School Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Method Of Instruction

Constructivist teaching and learning approach is one of teaching approach gaining popularity based on its principles of learner centred education. This study investigated the effectiveness of constructivist method of instruction on learning biology and challenges facing its implementation in secondary school students. The study design was quasi-experimental non-equivalent groups with a pre-test-post-test examination. A total sample participated in this study was 477 students and 12 teachers. The instruments used in this study were; constructivist instruction manual, pre-test, post-test, attitude questionnaire and teacher’s questionnaire. The data collected was analysed descriptively using mean and standard deviation value, while t-tests and ANOVA were used to test the differences between group means at α=0.05 level. The study established that constructivist method of instruction was more effective in learning biology compared to conventional methods. It was found the both positive learner and negative teacher attitude toward the application of constructivism. The inadequate compulsory facilities were also found in the implementation of constructivist learning approach. Thus, it is recommended to conduct deliberate programs in implementating constructivist learning approach in secondary schools in Kenya.

scholarly journals DISCOURSE AND THIRD SPACE IN FRANK MCCOURT�S NOVEL "TEACHER MAN" AND TOM SCHULMAN�S PLAY "DEAD POETS SOCIETY"; A REFLECTIVE PRACTICE FOR TEACHERS

2017 ◽  
Vol 2 (2) ◽  
pp. 457
Author(s):  
Eka Sugeng Ariadi
Keyword(s):  
Teaching And Learning ◽  
Literacy Practices ◽  
Meaning Making ◽  
Life Experiences ◽  
Third Space ◽  
Real Life ◽  
Knowledge Domain ◽  
Frank Mccourt ◽  
Home Space ◽  
Home And School

Pahl and Rowsell (2005) elucidate that Discourse is ways of dressing, speaking and acting which delineates person�s identities in literacy practices, while a third space is as a meeting spaces between home space and school space, blend and mix space, in which lets teachers think how their students� meaning-making are happened between school and home. This paper investigates how these theories are fruitfully presented in the character of Mr. McCourt Teacher Man and Mr. Keating Dead Poets Society. Subsequently, it is interconnected with educational theory A taxonomy for Learning, teaching, and assessing: A revision of Bloom�s taxonomy of educational objectives, as recommended by Anderson and Krathwohl (2001). The result shows that the Metacognitive Knowledge domain prominently becomes the intersection as it is emphasizing on the student�s awareness of one�s own cognition and cognitive processes, particularly contextualizing students� knowledge and general knowledge. Mr. McCourt and Mr. Keating have succeeded in shifting frighten and strict classroom situation generated by most teachers become so challenging and much interesting by utilizing multimodal styles and skills, and piloting third space activity. Henceforth, the writer recommends teachers to maximize their own potentials characters to accommodate their students� preferences or styles in learning the subjects. In addition, designing teaching and learning process in-between home and school is necessary to be done, in order to contextualizing and perceiving real life experiences.

scholarly journals TEACHERS’ EXPERIENCES IN INCORPORATING STUDENTS’ FUNDS OF KNOWLEDGE TO PROMOTE THE LEARNING OF SCIENCE

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
Rohandi Rohandi
Keyword(s):  
Teaching And Learning ◽  
Life Experiences ◽  
Funds Of Knowledge ◽  
Real Life ◽  
Cultural Issues ◽  
Area Of Interest ◽  
School Teaching ◽  
Teachers Experiences ◽  
Science Educators ◽  
Science Classes

Abstrak: Salah satu bidang kajian menarik bagi pendidik bidang sains di negara berkembang dan dalam budaya timur (non-Western) adalah hakikat interaksi antara praktik tradisi dan keyakinan yang ada di masyarakat tempat siswa tinggal dan sains yang diajarkan di sekolah. Penelitian ini bertujuan untuk mempertimbangkan isu-isu budaya dalam konteks pembelajaran sains di Indonesia. Keterkaitan antara budaya siswa, pengalaman siswa di rumah, dan pengalaman pengetahuan siswa yang diidentifikasi sebagai funds of knowledge, telah diintegrasikan ke dalam pembelajaran sains. Penelitian ini berlangsung di dua SMP di Indonesia. Dua guru dan 173 siswa (94 laki-laki dan 79 perempuan) berpartisipasi dalam penelitian ini. Hasil penelitian ini menunjukan bahwa kecocokan antara pengalaman hidup siswa, tingkat pengetahuan, dan konsep ilmu pengetahuan dapat menjadi faktor utama dalam menjaga keberlanjutan pembelajaran ilmiah pada kelas sains. Hal ini penting untuk mengembangkan pengajaran dan pembelajaran sains yang menekankan pada penggabungan pengetahuan siswa, terutama dalam menyajikan ilmu yang relevan dengan siswa kehidupan sehari-hari. Kata Kunci: funds of knowledge, sekolah menengah, pembelajaran sains PENGALAMAN GURU DALAM MENGINTEGRASIKAN PENGALAMAN BUDAYA SISWA UNTUK MENINGKATKAN BELAJAR SAIN Abstract: One area of interest for science educators in developing countries and in non-Western settings is the nature of interaction between traditional practices and beliefs existing in the communities in which students live and the science taught in schools. The purpose of this study is to consider cultural issues in the context of the teaching of science in Indonesia. The connection between students’ culture, home experiences and experiential knowledge of students which is identified as funds of knowledge have been incorporated into learning science. This study took place within two sub-urban Junior High Schools in Indonesia. Two teachers and 173 students (94 males and 79 females) participated in this study. This study findings reveals that “compatibility” between students’ real-life experiences, their funds of knowledge, and science concepts can be the major factor in sustaining science learning in science classes. It is important worthwhile to develop the teaching and learning of science which put emphasis on incorporating students’ funds of knowledge especially in presenting science that is relevant to students’ everyday life. Keywords: funds of knowledge, secondary school, teaching science

Practical Approaches to Higher Education

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
United States ◽  
Human Rights ◽  
Teaching And Learning ◽  
Real Life ◽  
Theoretical Models ◽  
The United States ◽  
Education Systems ◽  
Higher Education Systems ◽  
Human Rights Based Approach

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.

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