scholarly journals Teknik i de tidiga skolåren – om vad det innebär att kunna konstruera en länkmekanismTechnical knowing in the early school years – A learning study of the meaning of knowing how to construct a linkage mechanism

2015 ◽  
Vol 11 (1) ◽  
pp. 35-53 ◽  
Author(s):  
Eva Björkholm
Keyword(s):  
Lesson Study ◽  
Learning Study ◽  
Linkage Mechanism ◽  
Primary School Teachers ◽  
Early School ◽  
Post Test ◽  
Preschool Class ◽  
Grade One ◽  
Different Characteristics ◽  
Critical Aspects

This study within primary technology education aims at exploring the capability to construct a specific linkage mechanism. The study reported was integrated in a Learning study, a kind of design experiment inspired by the Japanese Lesson Study, and was carried out in collaboration with two primary school teachers and their two classes, a preschool class and a grade one class. The study reports on the analysis of the video-recorded pre- and post-test. The tests were analysed phenomenographically resulting in four categories describing qualitatively different ways of experiencing the object of learning. The categories were then analysed in terms of critical aspects, describing aspects necessary to discern for this group of students in order to learn how to construct a linkage mechanism. The result indicates the importance of discerning the two joints and their different characteristics in terms of a fixed and a moving joint as well as the placement of the moving joint in relation to the resulting movement.

Unpacking the object of learning

2015 ◽  
Vol 4 (3) ◽  
pp. 194-208 ◽  
Author(s):  
Eva Björkholm
Keyword(s):  
Technology Education ◽  
Design Methodology ◽  
Learning Study ◽  
Linkage Mechanism ◽  
Content Type ◽  
Post Test ◽  
Specific Object ◽  
Primary Technology Education

Purpose – Knowledge concerning the meaning of the object of learning is an important contribution of Learning study. The purpose of this paper is to generate this kind of knowledge and show how it can be developed and refined in the different phases of a Learning study. Design/methodology/approach – The paper reports on a Learning study in primary technology education conducted with students aged six to seven years old, with the aim to explore a specific object of learning; to construct a linkage mechanism for transferring and transforming movement. Findings – The findings show several aspects to discern by the learner in order to grasp the object of learning and reveal how this knowledge was gradually developed during the Learning study. The presumed aspects, those identified in the pre- and post-test, as well as how they were elaborated in the lesson contributed to refining the meaning of the object of learning. Originality/value – In Learning study, knowledge concerning the meaning of the object of learning is generated. By empirically demonstrating the development and specification of this knowledge during a Learning study, this paper will contribute to the discussion of knowledge products from Learning studies as well as to knowledge concerning what there is to know in order to develop a specific capability in technology education.

What matters in student-centered learning? Managing conditions for students to appropriate the object of learning

2017 ◽  
Vol 6 (3) ◽  
pp. 233-248 ◽  
Author(s):  
Sydney Enock Msonde ◽  
Charles Enock Msonde
Keyword(s):  
Learning Study ◽  
Student Centered ◽  
Student Centered Learning ◽  
Content Type ◽  
Conditions For Learning ◽  
Post Test ◽  
Theory Of Variation ◽  
The Impact ◽  
Depth Interviews ◽  
Critical Aspects

Purpose There have been ideological variations in the understanding of student-centered learning (SCL), culminating in varied practices of SCL across the world. The purpose of this paper is to explore the impact of learning study on teachers’ appropriation of the conditions for learning in SCL lessons. Design/methodology/approach Three secondary school mathematics teachers in Tanzania formed a learning study group, guided by the theory of variation, to share their experience of how to engage learners in experiencing critical aspects of the object of learning. In-depth interviews, records of teachers’ lesson preparation meetings, and students’ tests were tools used to collect data. All of the qualitative data were analyzed using a phenomenographic variation framework and coding strategies. Moreover, a paired sample t-test was used to analyze the students’ pre- and post-test results. Findings The results show that teachers were able to identify critical aspects of two objects of learning for mathematics and create conditions for engaging learners in experiencing those aspects sequentially and simultaneously. There was strong evidence that the theory of variation as a framework helps teachers to learn effective ways of creating conditions for students to appropriate features of the objects of learning for mathematics as well as developing a new SCL pedagogical framework. Originality/value This study suggests that using learning study guided by the theory of variation supports teachers’ appropriation of the conditions for student learning within an SCL framework.

scholarly journals CONNECTION BOOK AND WORKSHEET BASED 2013 CURRICULUM FOR SD TEACHERS IN SURAKARTA

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Sri Marmoah ◽  
Soegiyanto Soegiyanto ◽  
Idam Ragil Widianto Atmojo ◽  
Roy Ardiansyah
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Elementary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Post Test ◽  
Teacher's Knowledge

<em>The purpose of this service is to train primary school teachers in Surakarta city to have the ability to optimize the role of a teacher to involve parents and the community in the implementation of learning so that specifically this activity aims to train teachers to have the ability to compile contact books and worksheets. The method used in this service begins the Workshop, Practices, and Implementation. In conducting this training, subjects were asked to work on tests related to the preparation of connection books and worksheets for elementary school teachers. Analysis of the data used is pre-test and post-test. The results of this activity were an increase in teacher's knowledge and understanding of the preparation of connection books and worksheets</em>

scholarly journals Effectiveness of flavonoid from mangosteen pericarp (Garcinia mangostana L.) as Enterococcus faecalis antibiofilm

2019 ◽  
Vol 7 (1) ◽  
pp. 18
Author(s):  
Dalhar Hakiki ◽  
Latief Mooduto ◽  
Ketut Suardita ◽  
Dian Agustin Wahjuningrum
Keyword(s):  
Bacterial Biofilm ◽  
Antibiofilm Activity ◽  
Phagocytic Cells ◽  
Garcinia Mangostana ◽  
Root Canals ◽  
Post Test ◽  
Planktonic Form ◽  
Bacteria And Fungi ◽  
Different Characteristics

Background:Enterococcus faecalis (E. faecalis) is a microorganism that is commonly found in endodontic failure treatment, this due to several characteristics of E.faecalis which has the capabillity to living in environments with high salt levels, high temperature, and pH broad spectrum. Bacteria in biofilms form is one of the adaptive process that allows bacteria to survive in an environment with low nutrients in the root canals. Bacteria in biofilms form have different characteristics from planktonic form, resistance to phagocytic cells and drugs, which can effect to persistent infection. Mangosteen (Garcinia mangostana) has many benefits, especially on the pericarp of the fruit contains alkaloids, tannins, phenolics, flavonoids, and triterpenoids. Flavonoids are the largest group of phenolic compounds that have a nature effectively inhibit the growth of viruses, bacteria, and fungi. Purpose:Purpose of this study wasto find out the role of the antibiofilm of the flavonoid in garcinia mangostana pericarp against E. faecalis bacterial biofilm. Methods:Laboratory experimental in-vitro with post test only group design. The method used is microtitter plate biofilm assay and continued with the readings use Elisa reader at a wavelength of 595 nm. Results:Flavonoids mangosteen pericarp effective as antibiofilm E.faecalis bacteria at a concentration of 12.5%. Conclusion:The study showed that flavonoids from mangosteen pericarp has antibiofilm activity against E. faecalis bacterial biofilm.

scholarly journals PENGARUH MODEL PEMBELAJARAN GROUP INVESTIGATION MELALUI LESSON STUDY TERHADAP PENGUASAAN KONSEP IPA

2020 ◽  
Vol 3 (1) ◽  
pp. 125
Author(s):  
Ni. N. Sudiasih ◽  
I. G. Margunayasa
Keyword(s):  
Lesson Study ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
Control Group ◽  
Post Test ◽  
Equivalent Control ◽  
Control Post ◽  
Test Control

Penelitian ini bertujuan untuk mengetahui perbedaan penguasaan konsep IPA antara siswa kelas IV semester  genap yang mengikuti model pembelajaran group investigation melalui lesson study dengan siswa kelas IV semester genap yang mengikuti model pembelajaran konvensional di SD Gugus VII Kecamatan Kubutambahan.  Jenis penelitian ini eksperimen semu dengan desain penelitin non-equivalent control post test control group desain. Populasi penelitian ini adalah seluruh siswa kelas IV SD Gugus VII Kecamatan Kubutambahan. Sampel penelitian diambil menggunakan teknik simple random sampling, sehingga diperoleh SDN 1 Bontihing sebagai kelas kontrol dan SDN 2 Bontihing sebagai kelas eksperimen. Data penguasaan konsep IPA dikumpulkan menggunakan tes objektif pilihan ganda, kemudian dianalisis menggunakan uji-t. Berdasarkan uji hipotesis diperoleh nilai thitung 2,65, dengan demikian disimpulkan bahwa terdapat pengaruh yang signifikan perbedaan penguasaan konsep IPA antara siswa kelas IV semester  genap yang mengikuti model pembelajaran group investigation melalui lesson study dengan siswa kelas IV semester genap yang mengikuti model pembelajaran konvensional di SD Gugus VII Kecamatan Kubutambahan. 

scholarly journals PENINGKATAN AKTIVITAS DAN HASIL BELAJAR MAHASISWA PADA MATA KULIAH ANATOMI TUMBUHAN MELALUI MODEL PEMBELAJARAN KOMPARASI YANG BERBASIS LESSON STUDY

2016 ◽  
Vol 7 (2) ◽  
pp. 25
Author(s):  
Nur Rokhimah Hanik
Keyword(s):  
Learning Outcomes ◽  
Lesson Study ◽  
Model Comparison ◽  
Activity Cycle ◽  
Learning Activities ◽  
Learning Activity ◽  
Test Results ◽  
Study Results ◽  
Post Test ◽  
Education Courses

This study aims to improve the activity and results of student learning in the subject of Anatomy Plant through a comparative study  model based lesson study. The method used is classroom action research with 4 cycles. Samples used  in this study is the third semester students of regular education courses Biology FKIP Veteran Bangun Nusantara University Sukoharjo force 2012/2013 as many as 24 people. The study began in November 2013 and April 2014. The learning activities were observed in the form of discussion and presentation activities, while learning outcomes measured were the post-test results after completion of the learning process of each cycle. Data analysis techniques with comparative descriptive, comparing the results of learning and learning activity cycle with the cycle I to IV. From the  results of this study concluded that the average post-test or study results from Cycle I to IV increased starting 3.47, 3.72, 3.73 and 3.85, though in terms of learning activities is still not satisfactory because it only categorized quite active for the first cycle to the active cycle III and cycle IV. Keywords: Model Comparison learning, learning activities, learning outcomes.

Use of theoretical concepts in lesson study: an example from teacher training

2015 ◽  
Vol 4 (3) ◽  
pp. 261-273 ◽  
Author(s):  
Daniel Martin ◽  
Anne Clerc-Georgy
Keyword(s):  
Teacher Training ◽  
Lesson Study ◽  
Initial Training ◽  
Primary School Teachers ◽  
Content Type ◽  
Theoretical Concepts ◽  
Initial Teacher Training ◽  
Study Lesson ◽  
Practical Implications

Purpose – The purpose of this paper is to present a lesson study (LS) approach implemented as part of the initial training of primary school teachers in a course on the oversight and accompaniment of learning. This course aims to develop students’ ability to analyse their practice and to shift attention to pupils’ learning processes. Design/methodology/approach – Data were collected on the contribution of the LS system and interaction protocols used in class, according to students. Findings – Qualitative analysis of this data shows the role played by the use of theoretical concepts in the quality of their planning, the depth of their analysis and the quality of their work in class. Practical implications – This work opens avenues for teacher training, in particular in terms of encouraging students to use theoretical concepts to prepare, implement and analyse their teaching. Originality/value – This approach is of interest in that it examines the use of theoretical concepts in a study lesson system during initial teacher training.

Pedagogical and learning theories in lesson and learning studies – revisited

2016 ◽  
Vol 5 (4) ◽  
pp. 295-299 ◽  
Author(s):  
Ulla Runesson
Keyword(s):  
Lesson Study ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Learning Theories ◽  
Variation Theory ◽  
Learning Study ◽  
Theoretical Frameworks ◽  
Content Type ◽  
And Mathematics ◽  
Point Of Departure

Purpose The purpose of this paper is to discuss two theoretical frameworks, Pirie and Kieren’s work (Pirie and Kieren, 1994) and variation theory of learning (Marton, 2015) in relation to lesson/learning study and mathematics teaching and learning. Design/methodology/approach The point of departure is the article: “Folding back and growing mathematical understanding: a longitudinal study of learning” (Martin and Towers, 2016) where it is demonstrated how Pirie and Kieren’s work (1994) and particularly the notion “folding-back” can be used as the theoretical framework in lesson/learning study. By dealing with similar arrangements and different theories, the two frameworks are contrasted. Findings It is suggested that the theory appropriated must be in resonance with the aim and focus of the study the theoretical perspective taken since it has implications for what becomes the focus of the process and subsequently the results of lesson/learning study. Originality/value This paper contributes to the discussion about how a more theory-informed lesson study and a broader theoretically framed learning study would improve and change the scope and progress of the two.

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