scholarly journals Engaging Students in the Development of an Atmospheric Science Course: A Discourse Analysis

2021 ◽  
pp. 1-9
Author(s):  
Kuok Ho Daniel Tang
Keyword(s):  
Grounded Theory ◽  
Qualitative Study ◽  
Teaching And Learning ◽  
Environmental Science ◽  
Early Stage ◽  
Atmospheric Science ◽  
Field Trips ◽  
Higher Learning ◽  
Learning Activities ◽  
Course Development

Aims: With increasing emphasis on learners-centered approach in teaching and learning, engaging students in course development and refinement is crucial. This study aims to foster a participatory approach in course development by engaging students in meaningful discourse at the early stage of an atmospheric science course. Study design:  This is a qualitative study which employed the grounded theory for data analysis. Place and Duration of Study: The study was conducted in March 2021 in an international higher learning institution located in the Guangdong Province of China. Methodology: This qualitative study invited a year 3 cohort of environmental science students taking an atmospheric science and pollution course in an international higher learning institution in China to participate in a meaningful discourse about the course in week 2 of the semester. Their responses were transcribed and the transcripts analyzed with NVIVO based on the grounded theory. The transcripts were coded, the themes were drawn and the relationship was probed. Results: This study identified three overarching themes from the codes, namely assessment, course contents and learning activities, whose codes covered 4.5%, 17.8% and 23.1% of the text respectively. Codes for assessment comprise practical assignment and multiple-choice question, while those for course contents include black carbon, modelling, greenhouse gases, zero-carbon, and removal of Freon. Codes for learning activities include case studies, debate, field trips and quizzes. The words most frequently appeared in the transcripts are learning and field. The findings reflect expectations for interactive learning, simulation-based learning, authentic assignments and activities, experiential learning via field trips and problem-based learning. These are in line with the established pedagogies for environmental science. Conclusion: This study shifts the paradigm of students’ engagement in the increasingly learner-centered educational setting where students are proactively involved in course development in the early stage of teaching and learning instead of reactively involved through feedback collection at advanced stages.

scholarly journals Why Web-Conferencing Matters: Rescuing Education in the Time of COVID-19 Pandemic Crisis

2021 ◽  
Vol 6 ◽  
Author(s):  
Surattana Adipat
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Field Trips ◽  
Higher Learning ◽  
Physical Interaction ◽  
Web Conferencing ◽  
Teaching And Learning Environment ◽  
Technological Advances ◽  
Teachers And Students ◽  
Learning Institutions

Physical interaction between humans has steadily decreased over the past year as a result of the COVID-19 pandemic. As a result, the adoption of e-conferencing has seen a huge increase in conducting business globally and technologically mediated interactions are now the order of the day—the new normal. The virtualization of meetings promotes collaboration among colleagues, target markets, associates, teachers, and students working towards the organization’s objectives. Using web conferencing in learning meets the primary goal of both educators and students. It facilitates the creation of the best learning environment for students and aids in the realization of a balance between life and teaching duties for educators. Through web conferencing, higher learning institutions have the ability to capitalize on the available technologies to expand access to instructors online while also creating new experiences in the teaching and learning environment. The elimination of the need to travel for students’ field trips has also been realized due to technological advances, and virtual tours have replaced these trips. A descriptive approach is adopted for the study, and it relies on information from peer-reviewed journals. Drawing from the literature review, the study first identifies web-conferencing in various facets of education. Secondly, it discusses web-conferencing adoption and its influence on teaching and learning. Third, a discussion on the importance and benefits as well as disadvantages of web-conferencing is outlined. Fourth, the study exemplifies two web-conferencing platforms: Zoom and Google Meet. The study further discusses the future of adopting web-conferencing in education.

Model dan Kurikulum Pendidikan al-Quran Holistik bagi OKU

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Hj. Norakyairee Hj. Mohd Raus ◽  
Nurutthoilah Ahmad Nabil
Keyword(s):  
Curriculum Development ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Early Stage ◽  
Data Retrieval ◽  
Learning Activities ◽  
Assessment Process ◽  
Research Findings ◽  
Special Education Program ◽  
Education Model

Curriculum development is an improvisation process to achieve specific educational objectives. The Special Education Program offers Islamic Education opportunities to students with visual impairment, hearing impairment and learning disabilities, including Quranic Education. However, the development of its model and curriculum is still at early stage. The main objective of this research is to carry out an exploration on a holistic Quranic Education model and curriculum for Persons with Special Needs (PSN), and to identify existing models and curricula. This research uses the qualitative method and relies on observation, interview and document analysis protocols for data retrieval. Research findings portray that curriculum objectives, curriculum content, teaching and learning activities and assessment process are all vital elements in determining curriculum development and model. Abstrak Pembangunan  kurikulum  merupakan  proses  penambahbaikan  bagi  mencapai sesuatu  matlamat  pendidikan.  Program Pendidikan  Khas turut menawarkan peluang  pendidikan Islam kepada  Murid  Berkeperluan  Khas  (MBK)  Masalah Penglihatan,  Pendengaran  dan  Pembelajaran termasuk  pendidikan al-Quran.Namun,  isu  berkaitan  model  dan  kurikulumnya  masih  di  peringkat  awal. Objektif  utama  kajian  ini  adalah merupakan  eksplorasi  terhadap  model  dan kurikulum  pendidikan  al-Quran  holistik  bagi  OKU  dan  mengenal  pasti  model dan  kurikulum  yang  sedia  ada.Kajian  ini  menggunakan  pendekatan  kaedah kualitatif  dengan  menjadikan  protokol  pemerhatian, temu  bualdan  analisis dokumen untuk  mendapatkan  data. Hasil  dapatan  kajian  ini  menunjukkan pemilihan  model  dan  pembangunan  kurikulum  perlu  melihat  kepada  objektif kurikulum,  kandungan  kurikulum,  aktiviti  pengajaran  dan  pembelajaran,  dan proses penilaian.

scholarly journals An Analysis of Teaching and Learning Variations based on Bloom's taxonomy

2021 ◽  
Vol 5 (3) ◽  
pp. 394-404
Author(s):  
Aliyah Nushaibah ◽  
Elfrida Elfrida ◽  
Dedi Sofyan
Keyword(s):  
Qualitative Study ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Lesson Plans ◽  
Learning Activities ◽  
Classroom Learning ◽  
First Finding ◽  
Bloom’S Taxonomy ◽  
The Subject ◽  
Analysis Of Teaching

 This research aimed to find out the variations of teaching and learning based on Bloom’s Taxonomy, this research focused on the classroom learning activities in the lesson plans. This research employed a descriptive qualitative study. The subject of the research was nine lesson plans that developed by teahers at SMPIT IQRA. The data of this research was the classroom learning activities were classified the variations of teaching and learning based on Bloom’s Taxonomy stated in the 2013 Curriculum. The first finding showed that, there were some variations  in classroom learning activities of lesson plans. By three domains of learning based on Bloom’s Taxonomy, those are Cognitive, Affective and Psychomotor. The teachers were fulfilled the criteria of learning activities in lesson plans. But, the lesson plans still need to increase and remake the team of lesson plans system, because the lesson plans that used by teachers were same to each class in the same level.   

scholarly journals PENDEKATAN PENDIDIKAN MULTIKULTURAL PADA MATA PELAJARAN SOSIOLOGI SMA KELAS XI

2013 ◽  
Vol 3 (2) ◽  
Author(s):  
Akbar Wahyu Riyadi
Keyword(s):  
High School ◽  
Qualitative Study ◽  
Multicultural Education ◽  
High School Student ◽  
Learning Process ◽  
Time Allocation ◽  
Teaching And Learning ◽  
Social Groups ◽  
Learning Activities ◽  
Instructional Media

Tujuan penelitian ini adalah untuk menggambarkan penggunaan pendekatan pendidikan multikultural pada pelajaran Sosiologi SMA kelas XI. Penelitian ini merupakan penelitian kualitatif yang dilakukan di SMAN 4 Purworejo. Data dikumpulkan melalui metode pengamatan dan wawancara dengan guru Sosiologi SMAN 4 Purworejo. Hasil penelitian menunjukkan bahwa karakteristik Pendekatan Pendidikan multikultural yang dilakukan oleh guru sosiologi SMA menekankan pada tiga bentuk: optimalisasi peran rasionalitas bagi siswa, praktek dan pembiasaan perbedaan pendapat. Pendekatan ini tepat dilakukan dalam kegiatan pembelajaran pada materi kelompok sosial dalam masyarakat multikultural. Kendala dalam pelaksanaan pendekatan multikultural di SMA adalah, alokasi waktu pertemuan, konsentrasi siswa dalam menerima materi pelajaran yang berhubungan dengan multikultural, keterbatasan media pembelajaran yang digunakan saat pembelajaran serta minat siswa dalam belajar. Hal ini membuat guru bekerja ekstra untuk membuat variasi dalam pembelajaran agar kegiatan belajar mengajar dapat berhasil dengan baik.The objective of this article is to describe the use of multicultural education approach to the study of sociology for senior high school student class XI. This study is a qualitative study conducted in SMAN 4 Purworejo. Data were collected through a method of observation and interviews with teachers of Sociology. The results show that the characteristics of a multicultural approach to education implemented by high school sociology include three forms: teacher’s emphasis on the optimization of students’ rationality, practice and dissent habituation. This approach is appropriate for the learning activities on material of social groups in multicultural societies. Constraints in the implementation of a multicultural approach in high school include time allocation, student’s concentration, the limitations of instructional media used during the learning process, and finally the student’s interest in learning. This makes teachers work hard to make the variation in learning in order that teaching and learning activities can have good results.

scholarly journals Teaching Arabic Language Base on Character Building Through Qur'an Perspective

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Anwar Sanusi ◽  
Azkia Muharom Albantani
Keyword(s):  
Qualitative Study ◽  
Research Method ◽  
Teaching And Learning ◽  
Language Use ◽  
Arabic Language ◽  
Learning Processes ◽  
Learning Activities ◽  
Scientific Approach ◽  
Character Building ◽  
Descriptive Qualitative

This study aims to reinforce character building through the Qur’an perspective during Arabic teaching and learning processes at MA Al-Musdariah 2 Cimahi, Indonesia. There are six principles of politeness in language use in Qur’an, namely; qaulan sadidan, ma’rufan, balighan, maysuran, layyinan, dan kariman. The research method used in this study was phenomenology, scientific approach, and formal juridical approach. This study was classified as a descriptive qualitative study. The results of this study showed that in terms of Arabic lessons plan, they were not properly and perfectly implemented the reinforcing of politeness in language use in the light of Qur’an perspective. Whilst, in terms of teaching and learning activities including opening, core, closing and evaluating activities, they reflected several principles of politeness in language use namely; truth, honesty, fairness, kindness, being straight, smoothness, politeness, appropriateness, being respectful, solemnity, optimism, beauty, fun, logic, fluency, clearness, precision, meaningfulness, harmony, being impressive, calmness, effectiveness, gentleness, and being humble.

scholarly journals Teaching Medicine Online During the COVID-19 Pandemic: A Malaysian Perspective

2020 ◽  
Author(s):  
Aneesa Abdul Rashid ◽  
Mohd Radzniwan A Rashid ◽  
Mohamad Nurman Yaman ◽  
Irfan Mohamad
Keyword(s):  
Effective Teaching ◽  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Medical Science ◽  
Higher Learning ◽  
Learning Activities ◽  
Medical Teaching ◽  
Teaching Online ◽  
Face To Face

The COVID-19 pandemic affected institution of higher learning as some teaching and learning activities had to halt due to safety of the students and staff. Face to face teaching was stopped, and lecturers had to find other methods of teaching. Online teaching was the only allowed method. The methods were synchronous and asynchronous. Lecturers have had to find innovative ways to practice effective teaching methods. Assessments had to also be done online taking important factors into consideration, following steps given by authorities. This article discusses issues around medical teaching during the COVID-19 pandemic Bangladesh Journal of Medical Science Vol.19(0) 2020 p. S 77-S 81

Factors of Stress among Undergraduate Students during Movement Control Order

2021 ◽  
pp. 77-86
Author(s):  
Suziana Hanini Sulaiman ◽  
Suhana Mohamed Lip ◽  
Shazarina Zdainal Abidin ◽  
Norshilawani Shahidan ◽  
Natasha Ariffin ◽  
...  
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Movement Control ◽  
Higher Learning ◽  
Education Sector ◽  
Learning Activities ◽  
Face To Face ◽  
Control Order ◽  
Learning Institutions

The implementation of Movement Control Order (MCO) to curb the spread of Covid-19 has various effects on the community, regardless of the field they are involved in. Enforcement order to stay at home has resulted  to the closure and restriction of all types of operations including the education sector. Due to the implementation of MCO, the teaching and learning activities that used to be conducted face-to-face have been completely replaced by online learning. This situation eventually has given some stressful impact and has caused difficulties to students of higher learning institutions to continue their studies virtually. Various factors have been found as stressors among undergraduate students. It is hoped that this study would help to find effective ways to reduce stress among undergraduate students. 

scholarly journals VALORACIÓN POR LOS PROFESORES EN FORMACIÓN DEL DOMINIO AFECTIVO EN LAS SALIDAS AL MEDIO NATURAL COMO ACTIVIDADES DE ENSEÑANZA-APRENDIZAJE

2017 ◽  
Vol 7 (1) ◽  
pp. 213
Author(s):  
Emilio Costillo Borrego ◽  
Ana Belén Borrachero Cortés ◽  
Mª Antonia Dávila Acedo ◽  
María Brígido Mero
Keyword(s):  
Prospective Teachers ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Affective Domain ◽  
Field Trip ◽  
Field Trips ◽  
Learning Activities ◽  
Science Field ◽  
Science Field Trips ◽  
Secondary Prospective Teachers

Abstract.ASSESSMENT OF PROSPECTIVE TEACHERS ABOUT AFFECTIVE DOMAIN IN NATURE FIELD TRIPS AS TEACHING AND LEARNING ACTIVITIESScience field trips of students have a positive impact about learning-teaching of Biology and Geology area. Nevertheless, few teachers carry out such activities in the right way. One reason could be the lack of studies concerning to activities focusing in the cognitive and affective teacher domains, especially in the first step of teacher education. Preliminary studies of our research group have shown that future teachers have wrong pedagogical concepts about these activities, sometimes related to their own experience as students. We study the assessment of prospective teachers about affective domain in nature field trips as teaching and learning activities. We analyzed 130 prospective teachers, 81 primary prospective teachers and 49 secondary prospective teachers. We use a single reflection on the merits of the science field trips with respect to the classroom. These prospective teachers were very much in agreement with the importance of these activities in enhancing their pupils’ affective domain. The 49.22% reported that science field trips generated improvements in the affective domain. Although this percentage is higher in secondary prospective teachers than primary prospective teachers (55.10% vs. 49.68%), the differences were not significant. No significant differences were found regarding gender of prospective teachers. Currently when it dominates a negative view of science among students is an important role for these activities. Therefore it is necessary to work these science field trip in-prospective teachers as they play a key role in the teaching and learning of these subjectsKeywords: Science field trip; affective domain; Teaching and learning activities; teacher training.Resumen.Las salidas al medio natural son de gran importancia en la enseñanza-aprendizaje de la Biología y Geología. Sin embargo, todavía son pocos los profesores que integran estas actividades en su docencia y en muchos casos lo hacen de forma poco provechosa. Además, apenas hay estudios centrados en el dominio cognitivo y afectivo de los profesores en este campo, y en particular durante las primeras etapas de su formación. Existe, por tanto, una carencia de información sobre la realización de estas actividades. Estudios preliminares de nuestro grupo de investigación han mostrado que los futuros docentes presentan concepciones pedagógicas erróneas e irreflexivas sobre estas actividades, a veces relacionadas con su propia experiencia como alumnos. Estudiamos la valoración por los profesores en formación del dominio afectivo en las salidas al medio natural como actividades de enseñanza-aprendizaje. Analizamos 130 profesores en formación, 81 profesores en formación de educación primaria y 49 de secundaría. Utilizamos una reflexión individual sobre las ventajas de las salidas al medio real con respecto a las aulas. El 49,22% señalaron que las salidas al medio natural generaban mejoras en el plano afectivo. Aunque este porcentaje es más alto en los profesores de secundaria que los de primaria (55,10% vs. 49,68%), las diferencias no fueron significativas. Tampoco se detectaron diferencias significativas en cuanto al género de los profesores. Actualmente cuando domina una visión negativa de las ciencias entre el alumnado es importante el papel de estas actividades. Por tanto es necesario trabajar estas salidas al medio natural en profesores en formación pues juegan un papel fundamental en la enseñanza-aprendizaje de estas asignaturasPalabras clave: salidas al medio natural, emociones, formación del profesorado, enseñanza aprendizaje del medio natural

scholarly journals The University of Rwanda response to COVID-19

2021 ◽  
pp. 95-108
Author(s):  
Valentin Uwizeyimana
Keyword(s):  
Qualitative Study ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Technical Support ◽  
Learning Activities ◽  
Top Down ◽  
Online Teaching And Learning ◽  
The University ◽  
And Training

The universities in Rwanda, like in other countries, experienced uncertainty created by restrictions and lockdowns imposed to contain the spread of Coronavirus. None of the universities were prepared to face disruptions of this scale, however, learning had to continue irrespective of the COVID-19 pandemic. Based on the case of the University of Rwanda (UR), this chapter discusses the Rwandan university’s response to COVID-19, presents the lessons learnt, and provides recommendations that might help universities and researchers in the future. This chapter reports on a qualitative study that analysed the university’s news articles and official communications with regards to COVID-19 that were collected during a seven-month period. The findings revealed that the university was not indeed prepared to continue its teaching and learning activities remotely online, and that the decision to go online was top-down. Furthermore, it pointed out the lack of access to the required infrastructure and tools, the lack of technical support and training, and the digital divide that exists among students, as the major challenges to a successful remote online teaching and learning process.

scholarly journals The Problems of Applying Student Centered Syllabus of English in Vocational High Schools in Kendal Regency

2016 ◽  
Vol 9 (8) ◽  
pp. 231 ◽  
Author(s):  
Abdurrachman Faridi ◽  
Seful Bahri ◽  
Sita Nurmasitah
Keyword(s):  
High Schools ◽  
Qualitative Study ◽  
Teaching And Learning ◽  
Learning Activities ◽  
English Teacher ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Third ◽  
Central Java ◽  
Vocational High Schools

<p>This study was descriptive qualitative study aimed to investigate the problems of applying student centered syllabus in vocational high schools in Kendal regency, Central Java, Indonesia. The subjects of the study were twenty English teacher in vocational high schools in Kendal. The data were collected through observations, questionnaires, and interviews. The collected data further were analyzed using inductive analysis in which the researchers looked for the pattern of the data and the meaning of the data. Based on the data, there are three points concluded. The first was the English teaching and learning process in vocational high schools in Kendal had applied the student-centered syllabus. The second, in designing the students-centered syllabus the teachers found difficulties in having a model of the student-centered syllabus as a guideline in adapting and designing their own syllabus, describing the learning indicators, and formulating learning activities alligned with the student-centered learning. The third, the teachers faced difficulties in terms of encouraging their students to participate actively during the teaching and learning, and requiring a lot of time in implementing the student-centered syllabus. Thus, even though the teachers had already applied the student-centered syllabus in their teaching, they still found difficulties in implementing it. In conclusion, they need a model of student-centered syllabus for being a guideline in designing their syllabus and workshops to train them the ways to implement the student-centered syllabus successfully in their teaching.</p>

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