scholarly journals Assessing the Pedagogical Approaches of Social Studies Tutors Instructional Delivery in the Colleges of Education in the Eastern and Greater Accra Regions of Ghana

2020 ◽  
Vol 10 (4) ◽  
pp. 15
Author(s):  
Pearl Adiza Babah ◽  
Lawrence Odumah ◽  
Ronald Osei Mensah ◽  
Clarke Ebow Yalley ◽  
Michael Sakyi-Darko
Keyword(s):  
Social Studies ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Structured Interview ◽  
Colleges Of Education ◽  
Instructional Process ◽  
Social Studies Teacher ◽  
Teaching Learning ◽  
Pedagogical Approaches

The purpose of the study is to assessing the pedagogical approaches of Social Studies Tutors instruction delivery in the Colleges of Education in the Eastern and Greater Accra regions of Ghana. The research design that was used for the study was a blend of quantitative and qualitative methods in a descriptive survey manner. The stratified sampling technique was used in this study. In all, a sample size of four hundred and eighty (480) Social Studies teacher trainees were chosen for the study. The data collection tools used were semi-structured interview guide and questionnaire. The study revealed that most of the tutors used appropriate pedagogical approaches to the effective teaching and learning of Social Studies. Again, the study revealed that majority of respondents agreed that the pedagogical content knowledge of Social Studies teachers and teachers’ teaching-learning strategies significantly enhanced the Social Studies instructional process in the classroom. It is recommended that Teacher training institutions, teacher education division, and universities in Ghana should give appropriate training to teachers in their subject areas to improve upon their pedagogical skills and knowledge.

scholarly journals Pedagogical Approaches in the Social Studies Instructional Process in Western Region Colleges of Education, Ghana

2021 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Social Studies ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Western Region ◽  
Colleges Of Education ◽  
Instructional Process ◽  
Multi Stage ◽  
The Social ◽  
Pedagogical Approaches

The study focused on the pedagogical approaches of the current Social Studies curriculum of the Colleges of Education in the western Region of Ghana. Descriptive survey was used for the study and a multi-stage sampling technique was used to sample 480 teacher trainees for the study. Self-developed questionnaires were used for data collection. Descriptive statistics was used to analyse the data including frequencies and percentages. The results revealed that most of the tutors did not use appropriate pedagogical approaches to affect the teaching and learning of Social Studies. Furthermore, the Social Studies teachers did not exhibit enough pedagogical content knowledge of teaching learning strategies which significantly enhances the Social Studies instructional process in classroom. It is recommended that Social Studies tutors should try as much as possible to integrate the use of different teaching and learning methods in teaching to improve the quality of instruction given in schools.

scholarly journals INTEGRATING VISUALIZATIONS IN SCIENCE TEACHING: TEACHERS’ DIFFICULTIES AND PEDAGOGICAL APPROACHES

2013 ◽  
Vol 57 (1) ◽  
pp. 48-60
Author(s):  
Celeste Ferreira ◽  
Mónica Baptista ◽  
Agnaldo Arroio
Keyword(s):  
Teaching And Learning ◽  
Science Classroom ◽  
Structured Interview ◽  
Final Report ◽  
Science Content ◽  
Learning Sequences ◽  
Oral Communications ◽  
Barriers To Use ◽  
Teaching Learning ◽  
Pedagogical Approaches

This study is a qualitative research where it tries to finding out and analyze the teacher’s pedagogical approaches and difficulties to introduce visualizations in science classroom. The use of visualizations in classroom has increased substantially, especially since the development of Information and Communication Technology (ICT). Fourteen in-service teachers were investigated across a teachers’ training course to seek their difficulties and pedagogical approaches for integrating these tools in teaching and learning sequences (TLS). During the training teachers were invited to build in group (five groups) teaching learning sequences about some science content using visualizations. The methodology is qualitative and a case study design was adopted. It was analysed the TLS made by them and the audiovisual record of their oral communications to the class. It was also analyzed the final semi-structured interview with these teachers’ groups and a final report about the TLS application in classroom. These teachers present mainly pedagogical difficulties in order to select the suitable resource and to realize the full potentialities of these resources and sometimes the role of the teacher towards students and resources in the classroom. The technical barriers were the lack of school computers and appropriated software. The results suggest that these teachers are using mostly constructivist approaches to incorporate the visualizations in classroom trying to take advantage of the interactivity that some of these tools allow. Two groups fall more in transmission view, using this resources mostly to present information and the rest tried to use this resources to build inquiry tasks. They chose above of all multimedia tools to enhance particular concepts and skills and sometimes to innovate presentations. Some difficulties related to pedagogical approaches and technical barriers to use these resources are discussed. Key words: approaches, difficulties, visualizations, teacher pedagogical education.

scholarly journals The Relations Between Tutor Learning Strategy With Learning Performance in Equivalency Program Paket B

2021 ◽  
Vol 9 (3) ◽  
pp. 432
Author(s):  
Hayatul Husna ◽  
Irmawita Irmawita
Keyword(s):  
Social Studies ◽  
Learning Community ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Rank Order ◽  
Sampling Technique ◽  
Processing Technique ◽  
Learning Performance ◽  
Data Collection Technique

This research is motivated by the low learning outcomes of social science subjects for equivalence education package B at PKBM Suka Maju Sejahtera, Padang City. This can be seen from the learning strategy provided by the tutor is not good so that it affects the learning outcomes of learning residents. The objectives of the research are: (1) to see the description of the tutor's learning strategy (2) to see the description of the learning outcomes obtained by the learning community; and (3) to find out the relationship between tutor learning strategies and learning outcomes for social studies subjects in equivalence education package B.  This research is classified as quantitative with correlational type. The population in this study were 20 people, the sampling technique was in the form of random sampling and taken as much as 100% or all of those included in the population would be used as a sample of 20 people. The data collection technique uses a questionnaire with the tool in the form of a list of statements. The data were analyzed by the percentage formula and the data processing technique used the rank order formula. The results of this study are: (1) tutor learning strategies at PKBM Suka Maju Sejahtera Padang City are categorized as low. (2) the learning outcomes of social studies subjects are categorized as low. (3) there is a significant relationship between the tutor's learning strategy and the learning outcomes of social studies subjects for equivalence education package B at PKBM Suka Maju Sejahtera, Padang City. It is hoped that further researchers will be able to innovate by examining other variables.

scholarly journals The use of literacy approach to teach writing of descriptive text at the seventh grade students of SMPN 1 Ngebel

2019 ◽  
Vol 7 (1) ◽  
pp. 15
Author(s):  
Tanti Yuliani
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Group Work ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Research Participant ◽  
Teaching Writing ◽  
Seventh Grade ◽  
Problems And Solutions ◽  
Teaching Learning

The main purpose of teaching learning English in Junior High School to develop the students’ competence and knowledge in four language skills, Speaking, Reading, Listening and Writing. One of the difficult skills is writing. In this research are describe how are the uses, problems, and solutions of the use of Literacy Approach to Teach Writing of Descriptive Text At The Seventh Grade Students of SMPN 1 Ngebel.  Literacy approach is one of the approaches used to teach writing especially in descriptive text because Literacy approach is the ability to read and write. There are some step of teaching writing, they are planning, composing, and revising. This research uses descriptive qualitative research. Participant/Informant of the research are the English teacher and the seventh grade students of SMPN I Ngebel Ponorogo. This research uses purposive sampling technique. The techniques which are used to collect the data are observation, interview, and documentation. Techniques of the data analysis are data reduction, data display and drawing conclusions. The result of the analyzing data indicates that the uses of literacy approach in teaching writing of descriptive text are divided into two steps. The first is preparation steps and the second is learning process. The learning process uses literacy approach includes introduce and giving explanation the descriptive text, give the modal of the descriptive text and have text to analyze, make group work to discussion the students’ ideas, give the chance to make students’ own product and also checking the students’ understanding about the material. Besides, the problem of the use literacy approach in writing of descriptive text are sometimes the students are noisy in the classroom and their vocabulary are still low. The students feel afraid to deliver their opinion and ideas in teaching and learning process. The solution of the use literacy approach in writing of descriptive are the students must make group work of the students’ worksheet, Teacher controls the students and gives scores for students.

scholarly journals The Awareness of Social Studies Pre-Service Teachers About the Concept of Environmental Waste Recycling and Acrostics Trials

2021 ◽  
Author(s):  
Özlem Ulu Kalın ◽  
Erol Koçoğlu
Keyword(s):  
Social Studies ◽  
Social Life ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Structured Interview ◽  
Waste Recycling ◽  
Social Studies Teachers ◽  
High Level ◽  
The Impact

Due to globalization and the impact of industrialization and urbanization, natural resources are wasted, and popular consumption leads to environmental waste. The problem of waste that deteriorates individual and social life is a prominent current issue. Recycling, described as the remanufacturing, production and employment of collected material, is an important solution to that problem. The present study aimed to determine the awareness of pre-service social studies teachers about the concept of environmental waste recycling and to analyze acrostic poems written by the participants. The study findings included the views of the pre-service social studies teachers. A semi-structured interview form was developed by the authors under expert supervision and employed to collect the views of the pre-service teachers. The pre-service teachers included in the study sample were assigned with simple random sampling technique and the study group included 162 pre-service social studies teachers. The descriptive survey model was employed in the study, the data were analyzed with content and descriptive analysis techniques to determine thematic codes. Furthermore, an acrostic poem authoring activity on the concept of recycling was conducted with the participants. The poems authored by the participants are presented as a category in a table in the findings section. The study findings revealed significant results on the recycling concept and processes. It was determined that the views of the participating pre-service social studies teachers reflected a high level of awareness on the concept of recycling and exhibited various perspectives on the implementation.

Successful Online Teaching and Learning Strategies

2009 ◽  
pp. 110-123
Author(s):  
Mary D. Oriol ◽  
Gail Tumulty
Keyword(s):  
Online Education ◽  
Learning Environment ◽  
Learning Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Nursing Program ◽  
Clear Understanding ◽  
Positive Learning Environment ◽  
E Learning ◽  
Teaching Learning

This chapter presents a theoretical framework and research base for the successful transition of an established Master of Science in Nursing program from that of traditional classroom delivery to one that is Web-based with no geographic limitations to students. The application of socio-technical systems theory to facilitate creation of a positive learning environment for future nurse leaders is described. Use of social processes and application of technology to optimize learning is explained and the latest research on content presentation and student engagement in an e-learning environment are presented. The authors hope that through examination of successful online teaching/learning strategies, readers will have a clear understanding of the competencies necessary for students and faculty to be successful in online education.

scholarly journals Views and Attitudes of Intercultural Awareness in Chinese Teaching and Learning in Shanxi Provincial Universities Context

2017 ◽  
Vol 8 (2) ◽  
pp. 418 ◽  
Author(s):  
Junqing Wang
Keyword(s):  
Intercultural Communication ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Target Language ◽  
Intercultural Awareness ◽  
Overseas Students ◽  
Positive Learning Environment ◽  
Teaching Learning ◽  
Chinese Teaching

The perceptions of academic staffs and overseas students to the significance of intercultural awareness in Chinese teaching/learning as foreign language were studied to provide suggestions for enhancing their intercultural communication competence in the context of Shanxi Provincial universities. The participants of 273 students and 52 staffs took part in the questionnaire and 25 of them accepted semi-structured interview. The combination of qualitative and quantitative analysis indicated a significant correlation between intercultural experience, length of Chinese teaching/learning and the enthusiasm in target language involved programs, regardless of age or gender. The attitudes to cultural diversity, misunderstanding even conflicts unavoidably existed in these universities influenced target language and culture mastery. This study suggested the promotion of intercultural awareness among staffs as well as students was important to help international students take advantage of opportunities available at campus or beyond to improve their effective intercultural communication. And much more intercultural strategies, including more positive learning environment, appropriated curriculum, further exploration, concentrated on improving target language proficiency and extending cultural experience in Chinese classes should be implemented to motivate students’ intercultural enthusiasm and competence.

scholarly journals Active Teaching-Learning Strategies for Family Medicine Preceptors in the EURACT

2020 ◽  
Vol 44 (3) ◽  
Author(s):  
Bárbara Cristina Barreiros ◽  
Margarita Silva Diercks ◽  
Maríndia Biffi ◽  
Ananyr Porto Fajardo
Keyword(s):  
Family Medicine ◽  
Critical Pedagogy ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Family Doctor ◽  
Structured Interview ◽  
Learning Dynamics ◽  
Active Teaching ◽  
Level 1 ◽  
Teaching Learning

Abstract: Introduction: The Family Doctor (FD), whose scope of action is Primary Health Care (PHC), is a professional trained to care for people, their families, and communities. The best FD training should be performed through Medical Residency Programs in Family Medicine (MRPFM), an in-service teaching field where a preceptor, also a FD, accompanies the resident. A pedagogically well-trained preceptor can work in the learning process of young doctors, who in turn are able to develop the necessary skills to work as a future FD. Active Learning Methodologies (ALM) are based on critical pedagogy and work with problems for the development of teaching-learning processes. They seek the theory from the practice, thus preparing the students to become aware of their environment and act aiming at its transformation. ALMs are achieved in the pedagogical processes through Active Teaching-Learning Strategies (ATLS), which are effective pedagogical resources used by the preceptors in the residents’ daily training. They can be divided into two groups: Active Teaching-Learning Dynamics and Active Teaching Actions. This article reports on the effects of a training course for Family Medicine preceptors on the use of Active Teaching-Learning Dynamics and Active Teaching Actions. Method: Qualitative comparative case study using sociodemographic survey, individual semi structured interview and field notes. The information was examined under content analysis, having participated ten preceptors from four MRPFM from the state of São Paulo, Brazil (half having attended the Leonardo EURACT level 1 course and half not having done so). Results: Those preceptors who attended the course expressed having more knowledge and use of Active Teaching-Learning Strategies, specifically of Active Teaching-Learning Dynamics and Active Teaching Actions. Conclusions: It was observed that the Leonardo EURACT level 1 teaching technology modifies the teaching practice of those who took the course, as they demonstrate a greater use and domain of its tools in their pedagogical practice. Moreover, the course allows a greater understanding of the presented dynamics and activities, thus promoting the residents’ critical learning and encouraging autonomy.

scholarly journals PEMANFAATAN LINGKUNGAN DALAM PEMBELAJARAN IPS DI SDN 1 PASAR BARU PAGATAN TANAH BUMBU

Jurnal Socius ◽  
2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Driyan Ngestining
Keyword(s):  
Social Studies ◽  
Teaching And Learning ◽  
Secondary Data ◽  
Field Trips ◽  
Discussion Groups ◽  
Social Studies Teacher ◽  
Qualitative Descriptive ◽  
Time Required ◽  
Methods Of Learning ◽  
Descriptive Method

This study aimed to describe (1) the learning process with the use of the environment in social studies learning, (2) the performance of teachers in the use of the environment as a source of learning in social studies learning, and (3) barriers and difficulties of teachers in the use of the environment as a source of teaching and learning IPS SDN 1 Pasar Baru Pagatan Tanah Bumbu. The approach in this research is using qualitative descriptive method. The data obtained in this study is derived from information provided by a social studies teacher at the data in the form of primary and secondary data. The technique of collecting data through interviews, observation, and documentation. The results showed that (1) the learning done outside the classroom by making field trips to several places around the school in accordance with the substance of the material to be taught, (2) teachers in the utilization of the environment as the source is through the use of various strategies and methods of learning, such as assignments, field trips, question and answer, and discussion groups so as to create an atmosphere of learning more meaningful, (3) the constraints and difficulties of teachers in the use environment as a learning resource in teaching social studies at SDN 1 New Market Pagatan Tanah Bumbu include limited time, required effort and significant costs while doing filed trip, as well as the lack of support the community around the school.Keywords: Use of Environmental, Social Learning

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