scholarly journals Use of Kinaesthetic Learning Skills among Slow Learners in Physiology to Improve Their Academic Performance

2021 ◽  
pp. 8-17
Author(s):  
Devi R. Nithiya ◽  
Suchita Palve ◽  
Sachin Bhaskar Palve ◽  
Arun Tipandjan
Keyword(s):  
Academic Performance ◽  
Team Building ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Skills ◽  
Slow Learners ◽  
Feedback Questionnaire ◽  
Learning Technique ◽  
Teaching Learning ◽  
Kinaesthetic Learning

Background: Kinaesthetic learning, a form of student-centric active learning technique, takes learning to the next level. Kinaesthetic learning enables better understanding and effective retention of information, especially among students who don't adapt to conventional teaching-learning techniques in large groups and isolated textbook learning. Methodology: The present study was conducted for three consecutive years among Phase I MBBS students who needed additional curricular support. The students were divided into groups with 4 to 5 students each. They were offered topics to make either a 2D poster or a working model displayed in an exhibition cum competition. A feedback questionnaire was administered to the participants at the end of the competition. Results: The majority of the students who participated either agreed or strongly agreed that the kinaesthetic learning technique facilitated them to read beyond the conventional textbooks and understand the concepts better. We also observed that the students reported increased confidence to face the exam. Comparing the marks scored by the participants and the non-participants, the students who participated in the kinaesthetic learning exercise scored significantly higher than the non-participants (p=0.002) Discussion: Kinaesthetic learning skills using 2D posters and 3D working models preparation helped to improve the academic performance among students in need of additional curricular care by enhancing their critical thinking skills and team-building capacity.

scholarly journals Active teaching model to promote critical thinking

2019 ◽  
Vol 72 (1) ◽  
pp. 293-298
Author(s):  
Fábio da Costa Carbogim ◽  
Larissa Bertacchini de Oliveira ◽  
Melina Mafra Toledo ◽  
Flávia Batista Barbosa de Sá Diaz ◽  
Greicy Kelly Gouveia Dias Bittencourt ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Educational Intervention ◽  
Life Support ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Model ◽  
Active Teaching ◽  
Two Phases ◽  
Teaching Learning

ABSTRACT Objective: To present the experience of elaboration and implementation of the Active Teaching Model to Promote Critical Thinking (MEAPC), associated to Problem-Based Learning (PBL), for undergraduate students in Nursing. Method: Case report on the experience of the educational intervention (MEAPC + PBL) with undergraduate students in Nursing, in a 20-hour course on Basic Life Support (BLS). The MEAPC was validated by judges to guide the analysis of clinical cases. Critical Thinking (CT) skills were assessed using the California Critical Thinking Skills Test. Result: The educational intervention took place in two phases: elaboration and implementation, allowing not only the production of knowledge about BLS, but also the development of CT and exchange of experiences for teaching-learning. Conclusion: The association of the MEAPC to the PBL in the course of BLS organized the learning, gave opportunity to acquire knowledge and to stimulate the skills of the CT.

scholarly journals The Implementation of Collaborative Learning via Virtual Communities in Moroccan Higher Education

2019 ◽  
Vol 1 (2) ◽  
pp. 60-73
Author(s):  
ABDELOUAHED LAACHIR
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Virtual Communities ◽  
Data Gathering ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Positive Attitudes ◽  
Teaching Learning

This paper focuses on the implementation of using collaborative learning via virtual communities in EFL (English as a Foreign Language) with a vision to identify three things: students’ perception, their active participation in virtual learning groups, students’ satisfaction with this new strategy of learning, and the relationship between gender and the latter. To answer these questions, the present research adopts a quantitative method using a questionnaire for data gathering and the use of IBM SPSS for data analysis. The findings of the present study demonstrate that students hold positive attitudes towards online collaborative learning, students are active participants in the online learning process; students are satisfied and able to develop many skills like, problem solving skills, communication skills, and critical thinking skills. Last but not least, the findings also show that gender does not affect the effectiveness of using collaborative learning in virtual communities. Thus, the implementation of this up-dated strategy of learning is useful and needed to fulfill the missing gaps in the traditional ways of teaching/learning English as a foreign language in the Moroccan higher education.

scholarly journals Merunut Pemahaman Taksonomi Bloom: Suatu Kontemplasi Filosofis

Humaniora ◽  
2010 ◽  
Vol 1 (2) ◽  
pp. 359
Author(s):  
Dominikus Tulasi
Keyword(s):  
Critical Thinking ◽  
General Education ◽  
Student Behavior ◽  
Empirical Evaluation ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Centered Learning ◽  
Bloom’S Taxonomy ◽  
Teaching Learning

This article would like to share the use of Bloom's taxonomy as a cognitive framework for teaching-learning process to undertake the way student-centered learning. Related to the curriculum based competence in excellent education, the abstract cognitive in applying Bloom’s taxonomy is so called scaffolding. We know the taxonomy Bloom is a six-level classification system that uses observed student behavior to infer and absorb the level of cognitive achievement domain. This article surveys thinking within general education and management education, which uses and draws on Bloom's taxonomy, and then describes suggested uses of the taxonomy. The empirical evaluation of its effect on student achievement follows, as do thoughts about ways colleagues might use this tool to empower and motivate students as self-responsible learners in the classroom. The objective is to promote higher order thinking in college students, we understood an effort to learn how to assess critical-thinking skills in an introductory course. It means, we develop a process by which questions are prepared with both content and critical-thinking skills in mind. 

scholarly journals The development of audio-visual media with contextual teaching learning approach to improve learning motivation and critical thinking skills

2020 ◽  
Vol 2 (2) ◽  
pp. 98
Author(s):  
Khairani Sarwinda ◽  
Eli Rohaeti ◽  
Mirra Fatharani
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Visual Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Motivation ◽  
Control Group ◽  
Contextual Teaching ◽  
Teaching Learning ◽  
Passing Grade

The study aims at developing the valid Contextual Teaching-Learning (CTL) Approach-based audio visual learning media in order to improve the learning motivation and the critical thinking skills significantly and also at identifying the effectiveness level of the Contextual Teaching-Learning (CTL) Approach-based audio visual learning media in improving the students’ learning motivation and critical thinking skills. Therefore, autoatically the nature of the study is research and development. During the conduct of the study, the data were gathered by using the random sampling technique. Then, the data gathering instruments that had been implemented were the media assessment questionnaire, the observation, the motivation questionnaire and the critical thinking skills test. The results of the study show that the Contextual Teaching-Learning (CTL) Approach-based audio-visual learning media that has been developed by using the Borg & Gall model is considered valid. The students’ learning motivation has increased as having been confirmed by the fact that the students are more enthusiastic, more interested and happier in attending to the learning process. Furthermore, the results of the students’ critical thinking skills test in the experimental group show that 25 students have met the passing grade while the remaining 6 students have not met the passing grade. On the other hand, the results of the students’ critical thinking skills test in the control group show that 20 students have met the passing grade while the remaining 12 students have not met the passing grade. In other words, these findings show that the learning process through the use of the Contextual Teaching-Learning (CTL) Approach-based audio-visual learning media is able to improve the students’ learning motivation and critical thinking skills.

scholarly journals Re-thinking Curriculum Design and Development for Optimizing Change in Education

2021 ◽  
Vol 9 (9) ◽  
pp. 1331-1339
Author(s):  
Haruna Audu Tukurah
Keyword(s):  
Critical Thinking ◽  
Curriculum Design ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Method ◽  
The Enlightenment ◽  
Curriculum Design And Development ◽  
Teaching Learning ◽  
Learning Principles ◽  
Developed World

Abstract: A developing world like Africa inherited an educational system that laid high emphasis on what is known as the 3Rs (reading, writing, and arithmetic). This teaching/learning method was perhaps relevant then, due to the enlightenment gap that existed between learners and their instructors (Missionaries/Colonial masters). The 3Rs known as rote learning regurgitation of facts is teacher-centered that subjects learners to memorization of information for the expansion of knowledge. This learning principle mostly evaluate learners through the use of tests and examinations to ascertain their learning levels. However, as good as the 3Rs learning method is, it only prepares learners for job acquisition, not problem-solving. This paper will argue for a paradigm shift, to key in with the developed world like America and start wrestling with an educational curriculum that is learners focused; a curriculum that is concerned with the ‘how’ to think in learning than the ‘what to think.’ Urbanization, globalization, complex factories/technologies in this dispensation are calling for learning principles that can guide learners on how to move from learning assumptions to the application of daily realities of life using both the cognitive, affective and the psychomotor domains. The paper attempt to define the ‘how’ approach using. the perspective of applying critical thinking skills before drawing a conclusion. Keywords: Curriculum design, the 3Rs and the 4Cs, critical thinking, instructors and learners, reflective teaching.

scholarly journals Using Metacognitive Strategies to Improve Academic Performance in Biochemistry

2020 ◽  
Author(s):  
Heather B. Miller ◽  
Melissa C. Srougi
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Academic Persistence ◽  
Thinking Skills ◽  
Growth Mindset ◽  
Critical Thinking Skills ◽  
College Level ◽  
Social Psychological ◽  
Academic Abilities ◽  
Student Academic Performance

AbstractGrowing evidence suggests that students’ self-beliefs about the ability to alter their academic abilities can directly influence long-term achievement. These self-beliefs or mindsets can either be fixed (unchangeable) or growth oriented. Students with growth mindsets believe their academic abilities can change, which leads to higher grades and academic persistence in contrast to students with fixed mindsets. However, less is known about how these attributes affect student learning, particularly in college level biochemistry courses. In this study, we utilized social-psychological interventions to promote growth mindset among third and fourth year undergraduate students enrolled in a one semester Biochemistry survey course. Using a mixed-methods study design we evaluated student mindset, attitudes towards learning, and academic performance over four semesters. Our results suggest that although students’ mindsets did not change as a result of metacognitive interventions, their positive perceptions about learning vs performance did increase. Furthermore, students receiving growth mindset interventions significantly outperformed students who did not receive interventions on the final cumulative exam that assessed critical thinking skills. These results suggest that metacognitive interventions can be an effective tool to improve student academic performance in a biochemistry course.

scholarly journals IT teachers’ experience of teaching-learning strategies to promote critical thinking

10.28945/2124 ◽  
2015 ◽  
Author(s):  
Elsa Mentz ◽  
Roxanne Bailey
Keyword(s):  
Professional Development ◽  
Information Technology ◽  
Critical Thinking ◽  
Learning Strategies ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pair Programming ◽  
Thinking Strategies ◽  
The Subject ◽  
Teaching Learning

[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] Information Technology (IT) high school learners are constantly struggling to cope with the challenges of succeeding in the subject. IT teachers therefore need to be empowered to utilize appropriate teaching-learning strategies to improve IT learners’ success in the subject. By promoting critical thinking skills, IT learners have the opportunity to achieve greater success in the most difficult part of the curriculum, which is programming. IT teachers received a once-of face-to-face professional development where some teachers received professional development in critical thinking strategies and other IT teachers received professional development in critical thinking strategies infused in pair programming. To determine how teachers experience these suggested strategies, teachers participated in initial interviews as well as follow-up interviews after they had implemented the suggested strategies. From the interviews it became evident that teachers felt that their learners benefited from the strategies. Teachers in the pair programming infusing critical thinking strategies focused more on the pair programming implementation. Although teachers are initially willing to change their ways, they are not always willing to implement new teaching-learning strategies.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN KIMIA MODEL KOOPERATIF DENGAN PENDEKATAN INKUIRI UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA SMA

2017 ◽  
Vol 5 (1) ◽  
pp. 720
Author(s):  
Nurkhasanah Nurkhasanah ◽  
Tukiran Tukiran ◽  
Wahono Widodo
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Process ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
Inquiry Approach ◽  
Teaching Learning

This research is a research development of teaching materials a model cooperative with inquiry approach on chemistry learning sub-subject factors that affect the rate of reaction, including: syllabus, lesson plans, student worksheets, student’s book and assessment sheet. This research was conducted at SMAN 5 Tuban through three stages: 1) Development of teaching materials with the model Thiagarajan, 2) Validation of teaching materials, and 3) Field try out with design One Group Pretest-Posttest Design. The results of this study are: 1) Teaching materials arranged by using cooperative learning model with inquiry approach are declared valid to be used in learning; a) the results of validation toward teaching materials that had been developed have good category and it can be used in teaching learning process; b) The level of difficulty for teahing materials developed are low and easy to be understood; c) Readability of instrument is high and the materials easy to understand by student; 2) The teaching materials is effective to be used in learning process, supported by: a) Learning outcome (product) is increase of high categories, b) student’s critical thinking skills is increase of with high categories, c) students responded positively to the teaching materials developed, and 3) The teaching materials developed is practical to be used in learning process shown by; a) the lesson plan used is in good category; b) The student’s activities are  dominated by forms of inquiry activities, presentations, and group discussions. Based on the results of this research can be concluded that the teaching materials with cooperative learning model with inquiry approaches that have been developed fulfills the validity, effectiveness, and practical, feasible to implement to improving students' critical thinking skills. Penelitian ini merupakan penelitian pengembangan perangkat pembelajaran model kooperatif dengan pendekatan inkuiri pada pembelajaran kimia SMA sub pokok bahasan faktor-faktor yang mempengaruhi laju reaksi, meliputi: silabus, RPP, LKS, Buku Ajar Siswa, dan Lembar Penilaian. Penelitian ini dilaksanakan di SMAN 5 Tuban melalui tiga tahap, yaitu 1) Pengembangan perangkat pembelajaran menggunakan model Thiagarajan, 2) Validasi perangkat pembelajaran, dan 3) Uji coba lapangan dengan rancangan “One Group Pretest-Posttest Design”. Hasil dari penelitian ini adalah: 1) Perangkat pembelajaran model kooperatif dengan pendekatan inkuiri dinyatakan valid untuk digunakan dalam pembelajaran model kooperatif dengan pendekatan inkuiri; a) hasil validasi perangkat pembelajaran yang dikembangkan berkategori baik dan dapat diterapkan dalam kegiatan belajar mengajar; b) Tingkat kesulitan perangkat pembelajaran yang dikembangkan rendah dan mudah dipahami siswa; dan c) Keterbacaan perangkat pembelajaran tinggi dan materi mudah dipahami oleh siswa; 2) perangkat pembelajaran dinyatakan efektif untuk digunakan dalam proses pembelajaran, yang didukung oleh; a) Tes hasil belajar produk meningkat dengan kategori tinggi, b) Keterampilan berpikir kritis siswa mengalami peningkatan dengan kategori tinggi,  dan c) Siswa memberikan respon positif terhadap perangkat pembelajaran yang dikembangkan, dan 3) Perangkat pembelajaran yang dikembangkan bersifat praktis untuk digunakan dalam pembelajaran yang ditunjukkan dari; a) keterlaksanaan RPP dalam kategori baik; b) Aktivitas siswa didominasi bentuk-bentuk kegiatan inkuiri, presentasi, dan diskusi kelompok. Berdasarkan hasil penelitian dapat disimpulkan bahwa perangkat pembelajaran model kooperatif dengan pendekatan inkuiri yang telah dikembangkan memenuhi unsur kelayakan, keefektivan dan kepraktisan, sehingga layak diimplementasikan untuk meningkatkan keterampilan berpikir kritis siswa.

scholarly journals IT Teachers’ Experience of Teaching–Learning Strategies to Promote Critical Thinking

10.28945/2257 ◽  
2015 ◽  
Vol 12 ◽  
pp. 141-152 ◽  
Author(s):  
Roxanne Bailey ◽  
Elsa Mentz
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Learning Strategies ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pair Programming ◽  
Thinking Strategies ◽  
The Subject ◽  
Teaching Learning ◽  
Initial Interviews

Information Technology (IT) high school learners are constantly struggling to cope with the challenges of succeeding in the subject. IT teachers, therefore, need to be empowered to utilize appropriate teaching–learning strategies to improve IT learners’ success in the subject. By promoting critical thinking skills, IT learners have the opportunity to achieve greater success in the most difficult part of the curriculum, which is programming. Participating IT teachers received once-off face-to-face professional development where some teachers received professional development in critical thinking strategies while other IT teachers received professional development in critical thinking strategies infused into pair programming. To determine how teachers experience these suggested strategies, teachers participated in initial interviews as well as follow-up interviews after they had implemented the suggested strategies. From the interviews, it became evident that teachers felt that their learners benefited from the strategies. Teachers in the pair programming infusing critical thinking strategies focused more on the pair programming implementation than on the totality of pair programming infused with critical thinking. Although teachers were initially willing to change their ways, they were not always willing to implement new teaching–learning strategies.

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