scholarly journals Creating Enabling Environment for Student Engagement: Faculty Practices of Critical Thinking

2016 ◽  
Vol 6 (1) ◽  
pp. 101 ◽  
Author(s):  
Shanaz Hussein Cassum ◽  
Raisa Begum Gul
Keyword(s):  
Critical Thinking ◽  
Student Engagement ◽  
Service Providers ◽  
Faculty Members ◽  
Learning Activities ◽  
Structured Interviews ◽  
Teaching Pedagogy ◽  
Enabling Environment ◽  
Teaching Learning ◽  
Intellectual Environment

Critical thinking (CT) is considered an important attribute in practice disciplines and faculty members in nursing, medicine, and education are expected to facilitate the development of CT in their graduates so that these individuals can be critical, reflective, competent, and caring professionals and service providers (Distler, 2007; Shiau & Chen, 2008; Worell & Profetto-McGrath, 2007). When students are actively engaged in their learning, and classrooms have an enabling environment, critical thinking is promoted. Teachers must reflect upon their teaching pedagogy when students do not participate in stimulating discussions, or asks questions in class. Research suggests that lack of understanding of CT affects teachers’ CT practices in the classroom. Literature supports that teaching learning activities and opportunities that emphasize encouragement of students’ participation in classroom fosters communication, student engagement, creativity, self – directedness and critical thinking (Choy & Cheah, 2009). Thus it is vital to explore what CT practices can be performed by educators to influence students’ CT. The present study aimed to identify perceptions and practices of CT among educators from the disciplines of nursing, medicine, and education in higher education in Karachi, Pakistan. A descriptive exploratory design was used where 12 multidisciplinary educators participated in semi structured interviews and allowed classroom observations. Four major themes were identified, but this paper will explore multidisciplinary educators’ practices of CT in a classroom setting. The faculty needs to be aware of how their practices of critical thinking can create an enabling learning environment, and what factors in its physical, psychological and intellectual environment can affect critical thinking in students. Keywords: Enabling environment, Student engagement, Faculty practices, & Critical thinking

scholarly journals Determination of Innovation Indicators in Teaching-Learning Activities of Curricula and Their Application in Art University

2017 ◽  
Vol 9 (4) ◽  
pp. 8
Author(s):  
Setareh Mousavi ◽  
Mohammadreza Nili ◽  
Ahmadreza Nasr ◽  
Mohammad Masoud
Keyword(s):  
Art Education ◽  
Quantitative Methods ◽  
Learning Activities ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Qualitative And Quantitative Methods ◽  
Directed Learning ◽  
Competency Based ◽  
Teaching Learning ◽  
Innovation Indicators

The present research mainly aims to determine the innovation indicators for teaching in Art University. Qualitative and quantitative methods have been used. The data were collected from semi-structured interviews and Self-made questionnaire. The findings reveal that the most important innovation indicators consist of: Competency-based Art education, Acquaintance with framework of appreciating the art works, Self-directed learning, Choice-based art education Attention to Aesthetics, Experimental leaning through Art Education, Developing Different Approaches to Making Art, Provides the excellent opportunities to learn personal and professional skills, Stress on the description, explanation, critical process cooperative exploration-based learning activities, application of new teaching methods and the application of innovation indicators for “teaching-learning activities” is less than medium.

scholarly journals Usage of Effective Questioning to Enhance Students ‘level of participation in a Grade XI Chemistry Classroom of a Government Degree College in Rural District of Jacobabad

sjesr ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 222-231
Author(s):  
Mahmood Ahmed Dool ◽  
Dr. Shahid Hussain Mughal ◽  
Amjad Ali Rind
Keyword(s):  
Teaching And Learning ◽  
The Body ◽  
Learning Activities ◽  
College Level ◽  
Structured Interviews ◽  
Multiple Sources ◽  
Chemistry Teaching ◽  
Secondary Chemistry ◽  
Reflective Journals ◽  
Teaching Learning

The purpose of the current study was to explore the usage of effective questioning during lecture-based teaching in the higher secondary chemistry classroom to enhance students’ active participation. The qualitative paradigm was used in the study within its action research was conducted. The data was collected through multiple sources such as interviews, observations, document analysis, and reflective Journals. The multiple tools helped in the process of triangulating the data. The researcher has used semi-structured interviews, participant observations, field dairies, and reflective journals to gather in-depth, rich, and relevant data. Data were analyzed through thematic analysis. The findings of the study revealed that the use of effective questioning serves as a powerful tool for enhancing students’ level of participation in chemistry teaching. Therefore, the use of effective questioning must be at the heart of lecture-based teaching-learning processes. In the study, students revealed that they had developed enough confidence which in the future will help them to take part in classroom activities. Moreover, it has also been found that the classroom discussion encouraged students to express their thinking in a fearless environment. It has been revealed that use of effective question not only develops students’ participation but also enhance their learning. Furthermore, students’ conceptual understanding was improved using effective questioning by integrating it into the college level chemistry teaching-learning activities. The results of the study have practical implications for teaching and learning in the chemistry classroom. Most of the studies around teacher's questioning have been undertaken in Western countries. However, this may be the first study that was conducted in Government Degree College for Boys, in the rural context of Sindh, Pakistan. Moreover, the study can contribute to the body of knowledge already available on classroom questioning and will be helpful for teachers in teaching science generally and chemistry particularly to enhance students' participation. This study recommends that questioning skills should be incorporated systematically into teaching-learning activities and practice to enhance students’ level of participation.

scholarly journals KETERAMPILAN PEMBELAJARAN ABAD 21 DALAM TEACHING LEARNING CYCLES (TLC) MODEL (Refleksi Pembelajaran Bahasa Inggris dalam Program Penempatan Dosen di Sekolah (PDS))

2020 ◽  
Vol 5 (1) ◽  
pp. 15-28
Author(s):  
I Made Sujana ◽  
Ida Ayu Wayan Puniawati
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Practical Experience ◽  
21St Century Learning ◽  
Learning Activities ◽  
Reflective Teaching ◽  
Teaching Model ◽  
Learning Cycles ◽  
K 13 ◽  
Teaching Learning

Abstrak: Program Penempatan Dosen di Sekolah (PDS) merupakan program pengembangan kompetensi dosen dalam pembelajaran sekolah yang dilaksanakan oleh Direktorat Belmawa Kemenristekdikti. Program yang dilaksanakan oleh dosen LPTK dan didampingi oleh guru sekolah mitra bertujuan untuk memberikan pengalaman praktis baik perencanaan, pelaksanaan, maupun penilaian pembelajaran secara nyata di sekolah. Tulisan ini bertujuan untuk merefleksikan kegiatan PDS d SMA Negeri 1 Matarm, Lombok. Metode yang digunakan adalah Reflective Teaching Model yang merupakan bagian dari penelitian kualitatif deskriptif. Kegiatan melibatkan 2 orang (Dosen dan Guru Mitra) dan 79 siswa sebagai penerima dampak dari kegiatan pembelajaran. Data dikumpulkan dengan dokumenter (RPP), Refleksi pembelajaran, dan Tes dan Non-tes. Hasil refleksi pembelajaran menunjukkan: (1) Kegiatan PDS ini telah memberikan pengalaman praktis kepada dosen terkait dengan perencanaan, pelaksanaan, dan penilaian pembelajaran berdasarkan K-13 revisi 2017; (2) Langkah-langkah dalam pembelajaran Teaching Learning Cycles (BKOF, MOT, JCOT, dan ICOT) dapat terintegrasi dengan Literacy dan unsur 4C dalam Pembeajaran Abad 21 (Creativity, Collaboration, Critical Thinking, dan Communication; (3) Kegiatan pembelajaran terintegrasi tersebut telah mampu meningkatkan partisipasi dan kemampuan peserta didik dengan rata-rata skor 87,98 dengan tingkat ketuntasan mencapai 92,41%.Kata kunci: Pemberlajaran Abad 21, TLC, PDS, Bahasa Inggris, K-13Abstract: The Program for Lecturer Placement at School (known as PDS/Penempatan Dosen di Sekolah) is a program for the improvement of lecturers’ pedagogic competency initated by the Directorate of Belmawa Kemenristekdikti. The program, carried out by LPTK lecturers and accompanied by teachers from partnership schools, aims to provide practical experience in planning, implementing, and evaluating real learning at schools. This paper aims to reflect the PDS program in SMA 1 Matarm, Lombok. The method used is the Reflective Teaching Model. The activity involved 2 people (Lecturer and Teacher Partner) and 79 students as recipients of the impact of the learning activities. Data is collected by documentary (Lesson Plan), learning reflection, and tests and non-tests. The results of the learning reflection show: (1) The PDS program has provided practical experience to lecturers related to planning, implementing, and evaluating learning based on K-13 revised 2017; (2) Steps in Teaching Learning Cycles model  such as BKOF, MOT, JCOT, and ICOT can be integrated with Literacy Program and 4C elements in 21st Century Learning (Creativity, Collaboration, Critical Thinking, and Communication; (3) The integrated learning activities have been able to increase students’ participation and ability with an average score of 87.98 and a mastery level reaching 92.41%.Keywords: 21st Century Learning, TLC, PDS, English, K-13

China College Student Survey (ccss): Breaking Open the Black Box of the Process of Learning

2014 ◽  
Vol 3 (1) ◽  
pp. 132-159 ◽  
Author(s):  
Shi Jinghuan ◽  
Wen Wen ◽  
Li Yifei ◽  
Chu Jing
Keyword(s):  
College Student ◽  
Student Engagement ◽  
Driving Forces ◽  
College Teaching ◽  
Black Box ◽  
Learning Activities ◽  
General Context ◽  
Student Survey ◽  
Chinese Scholars ◽  
Teaching Learning

AbstractThe paper uses macro-causal analysis combined with empirical data analysis to illustrate how Chinese scholars in higher education (he) have adapted the concept of “student engagement” and indigenize the instrument of the National Survey of Student Engagement (nsse), with the aim of revealing college teaching/learning activities and understanding the learning processes of Chinese students inhe. The paper explains why and how the China College Student Survey (ccss) was developed by the research team in the Institute of Education (ioe), Tsinghua University, using thensseas a basis, with the help of both domestic and foreign scholars. The paper analyzes data collected nationwide in 2012, under the framework of four trends influencinghein China. Cases are also studied in the paper illustrating the learning behaviors of college students, as well as the macro-level driving forces in a more general context.

scholarly journals Mix and Match: Promoting Interdisciplinary Teaching, Learning, and Community through Classroom-level Partnerships

2014 ◽  
Vol 7 (2) ◽  
pp. 142 ◽  
Author(s):  
Joanne A Fox ◽  
Natalie Baloy ◽  
Allen Sens
Keyword(s):  
Teaching And Learning ◽  
Learning Opportunities ◽  
Faculty Members ◽  
Learning Activities ◽  
Interdisciplinary Learning ◽  
University Of British Columbia ◽  
Interdisciplinary Teaching ◽  
Teaching Learning ◽  
The University ◽  
Mix And Match

Developed at the University of British Columbia (UBC), UBC Mix creates interdisciplinary learning experiences for students by developing partnerships between existing courses, and between existing courses and other learning opportunities. UBC Mix connects faculty members interested in making their courses more interdisciplinary, and facilitates the creation of shared learning activities that “mix” students together. The UBC Mix project provides a model for facilitating interdisciplinary teaching and learning within existing courses and programs at colleges and universities.

scholarly journals Percepções dos Estudantes Quanto às Práticas de Ensino-Aprendizagem Utilizadas pelo Professor da Educação Profissional e Tecnológica

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Caius Barcellos de Pellegrini ◽  
Ilse Abegg ◽  
Tais Barcellos de Pellegrini
Keyword(s):  
Qualitative Research ◽  
Critical Thinking ◽  
Technical Education ◽  
Structured Interviews ◽  
Participatory Action ◽  
Animal Science ◽  
Learning Practices ◽  
Federal Institute ◽  
Perceptions Of Students ◽  
Teaching Learning

Resumo: Esta pesquisa objetivou compreender a maneira como os estudantes percebem as práticas de ensino-aprendizagem utilizadas pelo professor no espaço escolar do curso técnico em zootecnia da modalidade sequencial do Instituto Federal Farroupilha (IFF). Tratou-se de uma pesquisa qualitativa, que foi realizada em 2010, por meio de entrevistas semiestruturadas com cinco estudantes entre 17 a 19 anos de idade. Na análise dos dados, observou-se que o conhecimento é transmitido mecanicamente, e o estudante predominantemente não é incentivado ao pensamento crítico, nem estimulado a buscar uma ação participativa nas aulas. Os recursos utilizados são preponderantemente expositivos e mais voltados à teoria; isso coloca o estudante na condição de expectador passivo e tende a não facilitar que este se aproprie de seu aprendizado. Por fim, entende-se que inexistência da inserção da educação dialógico-problematizadora e a falta de interação teórico-prático nas aulas por parte do professor podem  influenciar de forma decisiva na aprendizagem dos alunos. Palavras-chave: Aprendizado. Aula. Mediador. Participação. Relação. PERCEPTIONS OF STUDENTS AS THE TEACHING-LEARNING PRACTICES USED BY TEACHER AT VOCATIONAL AND TECHNICAL EDUCATION Abstract: This research aimed to understand how students perceive the teaching-learning practices used by teacher in the school's technical sequential course in animal science from Federal Institute Farroupilha, RS. This was a qualitative research that was conducted in 2010, through semi-structured interviews with five students between 17-19 years of age. In analyzing the results showed that knowledge is transmitted mechanically, where predominantly the student is not encouraged critical thinking, not encouraged to pursue a participatory action in the classroom. The methods used are mainly expository and more targeted on theory, this puts the student in the condition of passive viewer and tends not to make it easier for this to take ownership of their learning. Finally, it is understood that absence of insertion of education dialogical-problem and absence of interaction in the theoretical and practical classes by teacher can influence decisively on student learning. Keywords: Learning. classroom. mediator. participation. relationship.

The effect of realistic mathematics education on student achievement in 8th grades geometric objects teaching

2021 ◽  
Vol 9 (1) ◽  
pp. 20-31
Author(s):  
Hasan Huseyin Aksu ◽  
Keyword(s):  
Academic Success ◽  
Traditional Approach ◽  
T Test ◽  
Learning Activities ◽  
Control Group ◽  
Structured Interviews ◽  
Significance Level ◽  
8Th Grade ◽  
And Control ◽  
Dependent Samples

The purpose of this study is to answer if there is a reasonable difference on academical success of students who get education with traditional and RME approach question on “Teaching geometrical objects to 8th grade students” subject. Study group consists of 47 students which contains 21 experimental and 16 control group from “Ordu Anadolu İmam Hatip High School Project School” in Altinordu, Ordu. Experimental and control group have same academical success level, as the school which this study has runned is a school which accepts students with an exam only. After the experimental and control groups were created, a 25 question pre-test was performed to understand the level of knowledge of the group regarding geometrical objects. The same test was performed on the same groups 8 weeks later as retention test. To determine opinions of the students in experimental group regarding RME and related learning activities, semi-structured interviews are conducted. The data obtained from the pretest, posttest and retention tests were analyzed with t-test for independent samples and t-test for dependent samples and variance analysis for mixed measurements with 0.05 significance level. According to the results, it is seen that learning activities prepared according to RME approach are much more effective than learning activities prepared according to the traditional approach on students’ academic success.

Administrasi Kurikulum

2020 ◽  
Author(s):  
Eva Lusiana eva eva
Keyword(s):  
Learning Activities ◽  
Educational Institutions ◽  
Educational Goals ◽  
Teaching Staff ◽  
Joint Effort ◽  
National Education ◽  
System A ◽  
National Education System ◽  
Latin Language ◽  
Teaching Learning

this article describe about curriculum administration. administration originates from the Latin language, which consists of the words ad and ministrare which means to help, serve or direct. The word administration can be interpreted as any joint effort to assist, serve and direct all activities, in achieving a goal. The curriculum is a set of plans and arrangements regarding the content and learning materials as well as the methods used to guide the implementation of learning activities to achieve certain educational goals (Law No.20 th 2003 on the National Education System). A curriculum is a plan prepared to expedite the teaching-learning process under the guidance and responsibilities of schools or educational institutions and their teaching staff.

scholarly journals Exploring the Impact of Technology-Facilitated Abuse and Its Relationship with Domestic Violence: A Qualitative Study on Experts’ Perceptions

2021 ◽  
Vol 8 ◽  
pp. 233339362110281
Author(s):  
Renee Fiolet ◽  
Cynthia Brown ◽  
Molly Wellington ◽  
Karen Bentley ◽  
Kelsey Hegarty
Keyword(s):  
Domestic Violence ◽  
Service Providers ◽  
Structured Interviews ◽  
Specialist Service ◽  
Data Coding ◽  
Integral Role ◽  
Impact Of Technology ◽  
The Impact ◽  
The Relationship ◽  
Inductive Thematic Analysis

Technology-facilitated abuse can be a serious form of domestic violence. Little is known about the relationship between technology-facilitated abuse and other types of domestic violence, or the impact technology-facilitated abuse has on survivors. The aim of this interpretative descriptive study is to understand domestic violence specialist service providers’ perspectives on the impact of technology-facilitated abuse, and the link between technology-facilitated abuse and other forms of domestic violence. A qualitative approach using 15 semi-structured interviews were undertaken with Australian domestic violence specialist practitioners, and three themes were identified through data coding using inductive thematic analysis. Another form of control describes technology-facilitated abuse behaviors as enacting controlling behaviors using new mediums. Amplifies level of fear characterizes the impact of technology-facilitated abuse. A powerful tool to engage others describes opportunities technology offers perpetrators to abuse through engaging others. Findings highlight technology-facilitated abuse’s complexity and integral role in domestic violence and can assist clinicians to understand the impact and harm that can result from technology-facilitated abuse.

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