The Use of Study Partner in the Manifestation of Science and Language Skills

2014 ◽  
Vol 10 (1) ◽  
Author(s):  
BERNARDO C. LUNAR
Keyword(s):  
Critical Thinking ◽  
Significant Contribution ◽  
Language Skills ◽  
Writing Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Human Anatomy ◽  
Anatomy And Physiology ◽  
Human Anatomy And Physiology ◽  
Study Partner

A Study Guide was tailored to the students of De La Salle and was used as Study Partner. This employs the inquiry- based instruction through the 5 E’s of science lesson: Engage, Explore, Explain, Extend and Evaluate. The descriptive method of research was used in the study to determine the efficacy of the useof Study Partner in the manifestation of science and language skills among the respondents and its relationship to the grade of the students. Results showed that the use of the Study Partner in Human Anatomy and Physiology had been contributory to the enhancement of the language and science skills of the students. The use of the Study Partner had developed a process, reasoning and the critical thinking skills of the students as well as the reading and writing skills. A significant contribution is in the development of the critical thinking skills in science and the reading and writing skills in the language area. The process skills and the critical thinking skills developed were also found to have significant contribution to the final grade of the students in Human Anatomy and Physiology. Keywords - Education, efficacy, science skills, language skills, study guide, study partnerdescriptive design, De La Salle Lipa, Philippines

scholarly journals Developing digital multimedia of human anatomy and physiology material based on STEM education

2019 ◽  
Vol 5 (3) ◽  
Author(s):  
Nuril Hidayati ◽  
Farizha Irmawati
Keyword(s):  
Critical Thinking ◽  
Qualitative Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Human Anatomy ◽  
Test Results ◽  
Anatomy And Physiology ◽  
Human Anatomy And Physiology ◽  
The Media ◽  
And Mathematics

The development of multimedia based on science, technology, engineering, and mathematics (STEM) to empower students critical thinking skills has not been optimally carried out. The purpose of this research was to develop multimedia of human anatomy and physiology material based on STEM which improve students’ critical thinking skills. This research and development (R&D) used 4D Thiagarajan development model which consisted of define, design, develop, and disseminate. The instruments used were interview guidelines, observation sheets, questionnaires, and test. The data obtained consisted of quantitative and qualitative data. The quantitative data was obtained from the test results and the assessments of respondents using a Likert scale, while the qualitative data in the form of experts recommendations. The results showed that the media developed were classified as valid with the scores were 96.89% (media aspects), 97.53% (usefulness), and 85.22% (readability). Furthermore, the prerequisite test results showed that the data are spread normally (p>0.05) and homogeneously (p>0.05) so that the ANACOVA test is continued. The ANACOVA test results showed that students' critical thinking skills taught with multimedia were significantly difference (sig <0.05).This study recommends the use of multimedia in learning human anatomy and physiology.

scholarly journals Analisis Kemampuan Berpikir Kritis dan Kebiasaan Membaca Untuk Bekal Menulis Karya Ilmiah

2020 ◽  
Author(s):  
SEPTIAN REFVINDA ARGIANDINI
Keyword(s):  
Critical Thinking ◽  
Research Method ◽  
Writing Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Qualitative Description ◽  
Learning Activity ◽  
Major Influence ◽  
Reading Habits ◽  
Scientific Papers

ABSTRACTCritical thinking skills and writing habits must continue to be taught in each learning activity to maximize the abilities or competencies of students. This reading habit is also very necessary to add students' insights and knowledge before writing scientific papers. With these two components, it can be the first step towards making a good scientific paper. so the purpose of this study was to determine the direct effect of critical thinking skills and reading habits on student writing skills. The research method in this study is a qualitative description of the research method by providing an explanation in the form of a description based on data from various scientific references. With this method the researcher can explain in detail and be arranged how the influence of reading habits and the ability to think critically on the ability to write scientific works of students. Based on data and scientific references collected, analyzed, and studied, the following results were obtained: (1) students 'scientific scientific skills were positively influenced by the level of students' reading habits; (2) the ability to think critically has a direct positive effect on students' scientific writing skills. Thus, the better or higher the interest in reading students and their critical thinking skills, the better the ability to write scientific papers. From the results of this study it can also be seen that the habits of reading and the ability to think critically students are interconnected and have a major influence on the skills of writing scientific papers.Keywords: Reading Habits, Thinking, Critical, Scientific Work,ABSTRAKKemampuan berfikir kfritis dan kebiasaan menulis harus terus diajarkan pada setiap kegiatan pembelajaran untuk memaksimalkan kemampuan atau kompetensi yang dimiliki mahasiwa. Kebiasan memabaca ini juga sangat diperlukan untuk menambah wawasan dan pengetahuan mahasaiwa sebelum menulis karya ilmiah. Dengan kedua komponen ini, dapat menjadi langakah awal untuk membuat karya tulis ilmiah yang bagus. sehingga tujuan penelitian ini untuk mengetahui pengaruh langsung kemampuan berpikir kritis dan kebiasaan membaca terhadap keterampilan menulis mahasiswa. Metode penelitian dalam penelitian ini adalah deskripsi kualitatif yaitu metode riset dengan memberikan penjelasan berupa deskripsi berdasarkan data dari berbagai referensi ilmiah. Dengan metode ini peneliti dapat menjelaskan secara rinci dan tersusun bagaimana pengaruh kebiasaan membaca dan kemampuan berfikir kritis terhadap kemampuan menulis karya ilmiah mahasaiswa. Berdasarkan data dan referensi ilmiah yang dikumpulkan, dianalisis, dan dikaji, didapatkan hasil sebagai berikut: (1) keterampilan me¬nu¬lis ilmiah mahasiswa secara positif dipengaruhi tingkat kebiasaan membaca mahasiswa; (2) kemampuan ber¬pikir kritis berpengaruh positif lang¬sung terhadap keterampilan menulis il¬mi¬ah mahasiswa. Dengan demikian, semakin baik atau semakin tinggi minat baca mahasiswa dan kemampuan berpikir kritisnya, maka semakin baik pula kemampuan menulis karya tulis ilmiahnya. Dari hasil penelitian ini juga dapat diketahui bahwa kebiasan membaca dan kemamouan berfikir kritis mahasiswa saling berhubungan dan berpengaruh besar terhadap keterampilan menulis karya ilmiah. Kata Kunci: Kebiasaan Membaca, Berfikir, Kritis, Karya Ilmiah,

Using a Cyclical Diagram to Visualize the Events of the Ovulatory Menstrual Cycle

2014 ◽  
Vol 76 (1) ◽  
pp. 12-16
Author(s):  
Ivan Shun Ho ◽  
Navneet K. Parmar
Keyword(s):  
Critical Thinking ◽  
Menstrual Cycle ◽  
Cycle Time ◽  
Follicular Development ◽  
Human Anatomy ◽  
Hormone Levels ◽  
Anatomy And Physiology ◽  
The Past ◽  
Human Anatomy And Physiology ◽  
Self Learning

Over the past 10 years, college textbooks in human anatomy and physiology have typically presented the events of the ovulatory menstrual cycle in a linear format, with time in days shown on the x-axis, and hormone levels, follicular development, and uterine lining on the y-axis. In addition, the various events are often shown over a 28-day cycle, when they can take place over 21–35 days and may not be regular at all. Here, we propose a circular diagram that is independent of a set cycle time and readily shows the cyclic nature of the events. This diagram can be presented sequentially in organized layers, and additional complexity can be added. In addition, we present questions here that can promote self-learning before and critical thinking after the discussion of the cycle to enhance understanding of the physiological events.

Successful implementation of inquiry-based physiology laboratories in undergraduate major and nonmajor courses

2008 ◽  
Vol 32 (4) ◽  
pp. 286-296 ◽  
Author(s):  
G. Casotti ◽  
L. Rieser-Danner ◽  
M. T. Knabb
Keyword(s):  
Thinking Skills ◽  
Human Anatomy ◽  
Successful Implementation ◽  
Laboratory Notebook ◽  
Undergraduate Major ◽  
Inquiry Based Learning ◽  
Anatomy And Physiology ◽  
Analytical Thinking ◽  
Human Anatomy And Physiology ◽  
Oral Presentations

Recent evidence has demonstrated that inquiry-based physiology laboratories improve students' critical- and analytical-thinking skills. We implemented inquiry-based learning into three physiology courses: Comparative Vertebrate Physiology (majors), Human Physiology (majors), and Human Anatomy and Physiology (nonmajors). The aims of our curricular modifications were to improve the teaching of physiological concepts, teach students the scientific approach, and promote creative and critical thinking. We assessed our modifications using formative (laboratory exams, oral presentations, and laboratory reports) and summative evaluations (surveys, laboratory notebook, and an end of semester project). Students appreciated the freedom offered by the new curriculum and the opportunity to engage in the inquiry process. Results from both forms of evaluation showed a marked improvement due to the curricular revisions. Our analyses indicate an increased confidence in students' ability to formulate questions and hypotheses, design experiments, collect and analyze data, and make conclusions. Thus, we have successfully incorporated inquiry-based laboratories in both major and nonmajor courses.

Teachers’ Intervention in Developing English Majors’ Critical Thinking When Teaching Writing in Chinese Universities

2017 ◽  
Vol 7 (12) ◽  
pp. 1290
Author(s):  
Mingzhu Hu
Keyword(s):  
Critical Thinking ◽  
Language Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Writing ◽  
Chinese Universities ◽  
Self Calibration ◽  
Writing Problems ◽  
English Major ◽  
Development Of Students

Developing English major students’ critical thinking is very important to the development of students’ overall competence. Compared with other language skills, writing asks for more critical thinking skills, and in turn writing is a proper media for teachers to develop student’s critical thinking skills. From English major students’ writing pieces, we can tell that most of the writing problems are related with the deficiency of critical thinking skills. Therefore, in different stages of writing teaching, teachers should intervene in students’ learning and practicing by proper and purposeful directing and instructing so as to impel students to think critically and to write critically. And gradually students’ critical thinking skills of interpretation, analysis, explanation, inference, evaluation and self-calibration will get improved.

scholarly journals The C-BIM Model in Improving Reading, Writing, and Critical Thinking Skills: Outcome and Perception

2021 ◽  
Vol 5 (2) ◽  
pp. 152-167
Author(s):  
Haerazi Haerazi ◽  
Sadaf Dehghani ◽  
Umi Rachmawati ◽  
Dedi Irwansyah
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Intercultural Competence ◽  
Cultural Awareness ◽  
Writing Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Instructional Materials ◽  
Teaching Materials ◽  
Reading And Writing

This study investigates the culture-based instructional materials (C-BIM) model to improve students’ reading and writing skills viewed from critical thinking skills at the junior-high-school in Indonesia. This study is a mixed-method employing the explanatory sequential design. The data are in the form of quantitative and qualitative data. The quantitative data are collected first and followed by the quantitative one. The research instruments are in the form of reading and writing tests, questionnaires, and interview sheets. The test is used to see the students’ reading and writing achievements. Meanwhile, the questionnaire is utilized to determine the students’ and teachers’ intercultural awareness and perception of incorporating cultures in teaching materials. The data of reading-writing achievement are analyzed using descriptive and inferential statistics. Thus, the data of students’ and teachers’ cultural awareness and perception are gained by applying qualitative steps: analysis, reduction, coding, interpretation, and conclusion. Based on the result of the research, this study indicates that the C-BIM model significantly affects students’ reading and writing skills. Also, it has an interaction between teaching materials and critical thinking skills. Researchers elaborate on those in the discussion part of this article regarding the students' intercultural competence and perception.

Flipped Instruction for Language Learning

2017 ◽  
pp. 131-144
Author(s):  
Hilda Galvez
Keyword(s):  
Second Language ◽  
Critical Thinking ◽  
Language Learning ◽  
Language Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Thought Processes ◽  
Flipped Instruction

The purpose of this chapter is to prepare teachers of English as a Second Language (ESL) to utilize flipped models of instruction to better prepare their students in content subjects. This chapter is relevant to educators, school districts, administrators, colleges, and universities. Flipped instruction enables students to engage in more critical thinking skills, while instructors guide their learning. Flipping instruction uses students' input and thought processes as opposed to the direct lectures. The flipped instruction uses technology, which has great potential to hold student's attention, while at the same time building critical thinking processes. Case studies of showing the success flipped instruction are available; however, there is a scarcity of flipped instruction research in the ESL classroom. ESL Computer Assisted Language Learning (CALL) affords students opportunities to explain, question, and develop their language skills as well as their own thinking.

Flipped Instruction for Language Learning

2016 ◽  
pp. 91-107 ◽  
Author(s):  
Hilda Galvez
Keyword(s):  
Second Language ◽  
Critical Thinking ◽  
Language Learning ◽  
Language Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Thought Processes ◽  
Flipped Instruction

The purpose of this chapter is to prepare teachers of English as a Second Language (ESL) to utilize flipped models of instruction to better prepare their students in content subjects. This chapter is relevant to educators, school districts, administrators, colleges, and universities. Flipped instruction enables students to engage in more critical thinking skills, while instructors guide their learning. Flipping instruction uses students' input and thought processes as opposed to the direct lectures. The flipped instruction uses technology, which has great potential to hold student's attention, while at the same time building critical thinking processes. Case studies of showing the success flipped instruction are available; however, there is a scarcity of flipped instruction research in the ESL classroom. ESL Computer Assisted Language Learning (CALL) affords students opportunities to explain, question, and develop their language skills as well as their own thinking.

scholarly journals Examining the Relationship between Critical Thinking Skills and Argumentative Writing Skills in Moroccan Preparatory Classes of Higher Engineering Schools (CPGE)

2021 ◽  
Vol 4 (9) ◽  
pp. 194-201
Author(s):  
Mounir BENICHE ◽  
Mohammed LAROUZ ◽  
Khadija ANASSE
Keyword(s):  
Critical Thinking ◽  
Correlation Coefficient ◽  
Writing Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Argumentative Writing ◽  
Practice Test ◽  
Degree Of Association ◽  
The Relationship ◽  
Engineering Schools

This research was conducted to investigate the relationship between two variables:  critical thinking skills and argumentative writing skills in Moroccan Preparatory Classes of Higher Engineering Schools (Classes Préparatoires aux Grandes Ecoles) ( CPGE), Omar Ibn Khattab Meknes . The participants were the 2nd year Maths and Physics (MP) students in CPGE, Omar Ibn Al Khattab Meknes. 60 students participated in the study from a total number of 120 students. The research adopted the correlation design to measure the degree of association between two variables using the statistical procedure of correlation analysis. In this regard, a critical thinking test (AssessmentDay Practice Test Experts, 2018) was administered to test  students’ critical thinking skills. Then, the students were asked to write an argumentative essay about social networking and creativity. To analyse the collected data, the study resorted to SPSS software (Statistical Package for the Social Science, version 23). Pearson’s correlation coefficient was used to investigate the significant relationship between critical thinking skills and argumentative writing. The result of the research displayed that the correlation coefficient is 0. 941, which means that the two tests are positively correlated and the correlation is very significant. The result of such correlation displayed clearly that critical thinking and argumentative writing have a positive relation.

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