Teaching Philosophy through a Role-Immersion Game

2018 ◽  
Vol 41 (2) ◽  
pp. 175-198 ◽  
Author(s):  
Kathryn E. Joyce ◽  
Andy Lamey ◽  
Noel Martin ◽  
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Teaching Philosophy ◽  
Educational Role ◽  
Active Learning Strategies ◽  
General Skills ◽  
Collaboration And Communication ◽  
Active Learning Strategy ◽  
User Friendly

A growing body of research suggests that students achieve learning outcomes at higher rates when instructors use active-learning methods rather than standard modes of instruction. To investigate how one such method might be used to teach philosophy, we observed two classes that employed Reacting to the Past (hereafter, Reacting), an educational role-immersion game. We chose to investigate Reacting because role-immersion games are considered a particularly effective active-learning strategy. Professors who have used Reacting to teach history, interdisciplinary humanities, and political theory agree that it engages students and teaches general skills like collaboration and communication. We investigated whether it can be effective for teaching philosophical content and skills like analyzing, evaluating, crafting, and communicating arguments in addition to bringing the more general benefits of active learning to philosophy classrooms. Overall, we find Reacting to be a useful tool for achieving these ends. While we do not argue that Reacting is uniquely useful for teaching philosophy, we conclude that it is worthy of consideration by philosophers interested in creative active-learning strategies, especially given that it offers a prepackaged set of flexible, user-friendly tools for motivating and engaging students.

scholarly journals THE EFFECT OF ACTIVE LEARNING STRATEGY USING THE THREE STAGE OF FISHBOWL DECISION TYPES ON THE RESULT OF HISTORY LEARNING

2013 ◽  
Vol 14 (1) ◽  
pp. 101
Author(s):  
Wahidul Basri
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Design Research ◽  
Learning Strategy ◽  
Control Group ◽  
Control Group Design ◽  
Active Learning Strategies ◽  
Historical Fact ◽  
Good For ◽  
Active Learning Strategy

The ability of students of SMAN 1 Bukittinggi in studying history, especially in interpreting the facts are still low. To overcome these problems the writer try to applied active learning strategies Three Stage of Fishbowl Decision types (TSFD). The purpose of this study is to determine the effect of the use of active learning strategies on learning outcomes of TSFD type in the result of studying history, especially in the interpretation of historical facts. This research is experimental with Pretest-Posttest Control Group Design research. The results showed that active learning strategies of the type of TSFD were good for interpreting historical fact. However, after further analysis based on the pattern of growth or movement changes, in the process of active learning strategies of TSFD type was suitable to be applied. Furthermore, for the facts are based on royal topics of TSFD strategy that has turned out as good for the material that is repetition. Based on the analysis conducted it is believed that active learning strategies of TSFD type is better used on materials that complete require repetition.

scholarly journals A STUDY REVIEW OF ACTIVE LEARNING STRATEGY IN IMPROVING STUDENTS' LEARNING MOTIVATION

2020 ◽  
Vol 1 (1) ◽  
pp. 8-15
Author(s):  
Ubabuddin
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Research Question ◽  
Problem Formulation ◽  
Learning Approaches ◽  
Active Learning Strategies ◽  
Active Learning Strategy

Scope: Learning approaches that are considered effective and feasible to be applied in the current learning process are active learning strategies. By using an active learning strategy, students will be invited to always be involved and motivated to do their best in each learning process, so that students will become excited in participating in learning. Objective: This qualitative study presented the results of literature reviewed gathering from various theories, including national, international journals, books, internet and other literature to answer the problem formulation. Method: A serial of literature on active learning strategies that actively applied in most modern education were reviewed and presented to answer the research question. Findings: based on many experts in the fields of teaching and learning, the findings of this study were First, Active learning starts with questions, card short, the power of two, jigsaw, Index card match, picture and picture, cooperative script, problem based instruction, students team achievement devision, etc. Significance: The findings of this literature rewiewing has promoted students better thoughtful and understanding on material presented as participants engaging themselves with the lesson cores not simply just follow teacher's instruction. These findings are also so useful insight to keep student's concentration and improving learning achieving to the higher learning outcomes as demanded by instructional curriculum. Recomendation: Monotonous and teacher-focused learning is increasingly in demand and continues to be abandoned because it makes students bored and boring. With an effective approach it is hoped that learning objectives can be optimally achieved.

Active learning strategies for solving the cold user problem in model-based recommender systems

2021 ◽  
pp. 1-15
Author(s):  
Tomas Geurts ◽  
Stelios Giannikis ◽  
Flavius Frasincar
Keyword(s):  
Active Learning ◽  
Recommender Systems ◽  
Learning Strategies ◽  
Matrix Factorization ◽  
Learning Strategy ◽  
Choice Overload ◽  
Model Based ◽  
Active Learning Strategies ◽  
Product Recommendations ◽  
Active Learning Strategy

Customers of a webshop are often presented large assortments, which can lead to customers struggling finding their desired product(s), an issue known as choice overload. In order to overcome this issue, recommender systems are used in webshops to provide personalized product recommendations to customers. Though, model-based recommender systems are not able to provide recommendations to new customers (i.e., cold users). To facilitate recommendations to cold users we investigate multiple active learning strategies, and subsequently evaluate which active learning strategy is able to optimally elicit the preferences from the cold users in a matrix factorization context. Our model is empirically validated using a dataset from the webshop of de Bijenkorf, a Dutch department store. We find that the overall best-performing active learning strategy is PopError, an active learning strategy that measures the variance score for each item.

scholarly journals Increasing youth awareness of local culture through active learning

2021 ◽  
Vol 16 (4) ◽  
pp. 1582-1601
Author(s):  
Silvia Rosa ◽  
Ivonne Olivia ◽  
Satya Gayatri ◽  
Tira Nur Fitria ◽  
Ahmad Ridho Rojabi
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Role Play ◽  
Student Learning Outcomes ◽  
Local Culture ◽  
Participatory Techniques ◽  
Active Learning Strategies ◽  
Active Learning Strategy

This study aims to determine the influence of practice-based active learning on students' interest and response in learning local culture in drama classes. The research was conducted at public universities in Indonesia using two active learning strategies. Qualitative methods using participatory techniques, interviews, and observations were carried out in collecting data for this study. The sample of this research is fifty drama class students. The analysis of data was done after the drama classes ended, which was marked by the process of assessing student learning outcomes through stage performances. This study showed a statistically significant increase in students' interest and response to learning local culture through collaborative learning methods and role-play in drama classroom learning. This study recommends adopting an active learning strategy in teaching local cultural materials to students. Further research is recommended on designing different active learning strategies with other variables and in different locations.     Keywords: Scriptwriting; classroom drama teaching; teaching local culture; active learning.

scholarly journals Active Learning Strategy on Higher Education Biology Learning: A Systematic Review

2021 ◽  
Vol 6 (1) ◽  
pp. 75-86
Author(s):  
Essy Dian Pratiwi ◽  
Mohammad Masykuri ◽  
Murni Ramli
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Active Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Low Cost ◽  
Lesson Plan ◽  
Active Learning Strategies ◽  
Biology Learning ◽  
Active Learning Strategy

Student-centered learning intends to increase student participation. Biology subject is a broad scope and has a level of abstract concepts. Active learning has the potential to maximize the learning process of biology subjects. The purpose of the research is to describe the implementation and strategies of active learning applied to biology learning in higher education. The method used descriptive and systematic review. Selecting articles used the ERIC database. The search was carried out with predetermined categories, then a manual selection of the article to ensure the selected one. There are nine journals with nineteen articles analyzed at the higher education level of biology subject matter. This study's results, the implementation of active learning strategies, require support from lecturers and university stakeholders so that active learning runs effectively. An Active learning strategy used in biology material in higher education consists of the use of low-cost technology (virtual cell learning module) to high cost (SCALE-UP, clicker), low-cost learning without involving technology (card games, card organisms, kinesthetic physical models, 5E lesson plan, and pre-class reading guide) to outside the classroom (field training). The university's role and the understanding of lecturers in implementing active learning strategies have a crucial role in determining student learning outcomes. Lecturers and university stakeholders need to build cooperation, including a learning policy system and classroom implementation.

scholarly journals Gallery of Learning with Geogebra: Does it Affect Students’ Learning Motivation?

2020 ◽  
Vol 3 (2) ◽  
pp. 210-218
Author(s):  
Aan Putra ◽  
M Hafis ◽  
Laswadi Laswadi ◽  
Mesi Oktafia
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Student Motivation ◽  
Learning Strategy ◽  
T Test ◽  
Learning Motivation ◽  
Before And After ◽  
Active Learning Strategies ◽  
The One ◽  
Active Learning Strategy

This study aimed to determine the effect of Gallery of Learning with Geogebra as active learning strategies on students’ learning motivation. This research was a quantitative study with the one grup pretest-posttest design. The population of this study was all eight-grade students of SMP Negeri 27 Kerinci. The sample consisted of 27 students which selected by saturated sampling techniques. Student motivation data were obtained from motivation questionnaires that given before and after the application of the Gallery of Learning with Geogebra as active learning strategy. Data processing of student motivation was done by comparing students' motivation scores before and after treatmen by, using the t-test. The t-test results indicated that there was influence on the implementation of the active learning strategy of Gallery of Learning with Geogebra on students' learning motivation.

scholarly journals Four Corners: an educational strategy for learning infectious diseases in medical school

2021 ◽  
Vol 45 (3) ◽  
Author(s):  
Bárbara Labella Henriques ◽  
Maria Claudia Stockler Almeida ◽  
Ronaldo Cesar Borges Gryschek ◽  
Vivian Avelino-Silva
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Infectious Diseases ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Case Vignette ◽  
Active Teaching ◽  
Four Corners ◽  
Active Learning Strategies ◽  
Active Learning Strategy

Abstract: Introduction: An extensive literature has demonstrated the benefits of active learning in medical education and has revealed the need for updating the teaching methodologies. Active learning strategies consolidate the theoretical knowledge, while simultaneously encouraging the student´s concrete abilities. Nonetheless, remodeling the pedagogical practice is challenging. Several active learning strategies are available and selecting the most suitable one is often a matter of format, not of content. In this article, we discuss the experience of the ‘Four Corners’ technique in the teaching of Infectious Diseases during the internship at our institution. Experience report: The four corners strategy can be adapted to different topics and should be implemented as follows: 1. pre-activity learning: students receive the supportive material for previous analysis; 2. Preparation of the room: each of the four corners is labeled with a different case vignette; 3. Dividing tasks: the specific assignments are divided among the students; 4. Activity: the students read the case vignette and discuss the questions, while the mediator has an observer’s role, and 5. Debriefing: final discussion with all participants led by the mediator. The entire process takes from 2h30 to 3 hours. Discussion: The educational process emerges from the learner´s experience. Many instructors working in higher education believe they promote critical thinking and active teaching during their classes; however, the percentage of teachers who regularly use active teaching strategies is still low. A range of different active learning strategies have been described and many can be adapted to different scenarios; most approaches change the nature of the learning experience but do not always require a change in the given subject. The Four Corners technique is an active learning strategy that promotes debate and exchange of ideas among students. Conclusion: This experience report describes an active learning strategy for the teaching of Infectious Diseases to medical students. The medical education improvement goes through highlighting the teacher’s role as a mediator of the learning process; proposing new teaching strategies is challenging and requires frequent adjustments. The Four Corners strategy improves student’s engagement with the learning process, and it is an efficient strategy to comprise an extensive theoretical content in a relatively short discussion time.

The effect of application learning strategy type Share knowlight Activities and student learning result

2018 ◽  
Vol 2 (1) ◽  
pp. 218-226
Author(s):  
Yurnalis Yurnalis
Keyword(s):  
Active Learning ◽  
Knowledge Sharing ◽  
Student Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Active Type ◽  
Learning Mathematics ◽  
Active Learning Strategies ◽  
Active Learning Strategy

In mathematics learning, active participation of students and interaction between students and teachers is a very important thing to get good learning outcomes. Based on the results of initial interviews concluded that still encountered some obstacles in teaching and learning activities. Among them the level of students' understanding of the taught material is still lacking, the interest and motivation to learn the mathematics of students is still low, the students tend to be passive in learning, do not want to ask the teacher. Even to ask friends was reluctant because students who are smart do not want to share with friends. So on this occasion, put forward a learning that is active learning strategy of sharing type of knowledge actively. The purpose of this research is to know how student activity in learning mathematics by using active learning strategy active type of knowledge sharing and to know whether student learning result of mathematics with Using active learning strategies active type of knowledge sharing is better than the result of learning mathematics students without using active learning strategies active type of knowledge sharing. The type of research is experimental research. The design used is Randomized Control Group Only Design. The result of this study is the result of student learning in the cognitive domain obtained through the test of learning achieves the percentage of completeness 86.36%, student activity as a whole is implemented and tends to increase in every meeting. Analysis of final test result data is done using t-test. After t test for hypothesis testing, thount = 2.69, ttable = 1.68, it turns out thount > ttable so that H0 is rejected, thus the result of mathematics learning in students using Active Knowledge Sharing Active Knowledge strategy is better than result Learning of students without using Active Learning Strategy Active Knowledge Sharing type.

scholarly journals Learning Qawa'id Al-Lughah Al-'Arabiyyah with Active Learning Strategies/ Pembelajaran Qawa’id Al-Lughah Al-‘Arabiyah dengan Strategi Pembelajaran Aktif

2020 ◽  
Vol 1 (1) ◽  
pp. 77-90
Author(s):  
Hafidah Hafidah
Keyword(s):  
Data Analysis ◽  
Active Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Group Discussion ◽  
Peer Tutors ◽  
Analysis Process ◽  
Collection Data ◽  
Active Learning Strategies ◽  
Active Learning Strategy

This study aims to describe the learning of Qawa'id al Lughah al Arabiyah with an active learning strategy that makes it easy for students to learn materials that have been considered difficult. These objectives are detailed by 1) identifying active learning methods used in sharf and nahwu lectures; 3) describe the steps of learning activities for each method; 4) explain the competency achievements obtained by students. This study used a qualitative approach with data analysis used in this study including unit processing, categorization, checking the validity of the data, and interpreting the data. The data analysis process was carried out interactively starting from data collection, data reduction, data presentation, and drawing conclusions. The results of this study explain that learning Qawa'id al-Lughah al-'Arabiyah (Sharf and Nahwu) is carried out using active learning strategies, namely Jigsaw, Small Group Discussion, Reading a load, Peer Tutors, and games. This makes students able to attain competence in three educational domains, namely attitude (affective), knowledge (cognitive), and skills (psychomotor) proportionally, and more comprehensively understand materials that have been considered difficult so far.

Strategi Pembelajaran Aktif untuk Meningkatkan Pemahaman Materi Kuliah Antar Semester

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Muhammad Zuhdi ◽  
Joni Rokhmat
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Prospective Teachers ◽  
Physics Education ◽  
Learning Strategy ◽  
Cognitive Conflict ◽  
Test Results ◽  
School Year ◽  
Post Test ◽  
Active Learning Strategies

Active Learning Strategies to Improve Understanding of Fundamental Physics Objects. Physics is one of the subjects considered difficult by students. The learning strategies applied by the teacher must be well structured in order to be able to provide understanding to students. Active learning strategies need to be done to improve understanding of physics properly and correctly. This study was conducted to determine the effectiveness of active learning to improve understanding of physics in prospective teachers. This active learning strategy is combined with causalitics and cognitive conflict learning methods which are applied to inter-semester course material at the end of the 2018 – 2019 school year. Learning with this combination of methods is able to provide a good understanding of existing students. The post-test results, which were compared with the pre-test results, showed an increase in the average student understanding of up to 24%. Active learning is proven to be able to improve the understanding of lecture material for students.  Keywords: active learning, physics education

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