‘I feel like I can’t do a lot’: Affectivity, reflection and action in ‘Transformative’ genocide education

Guided tours of memorial museums have sought to have an impact on visitors through an affective learning environment and critical reflection leading to ‘action’. However, there is limited work investigating the pedagogical underpinnings of such guided tours in order to understand whether they can facilitate action. This paper presents reflections of 21 students’ experiences of educational visits to the former Nazi extermination and concentration camp Auschwitz-Birkenau, Poland between 2017 and 2018. Students identified the guided tour of Auschwitz-Birkenau as having an affective dimension that enhanced understanding and brought about a perspective transformation but action was ill-defined. In considering ill-defined action, this paper attempts to frame understanding of the guided tour of the memorial museum within the context of Transformative Learning. It concludes that guiding practices should incorporate space for reflection and provide examples of potential ‘action’ so that visitors can mobilise their deeper understanding and experience long-term personal ‘change’.

IMPROVING CREATIVITY AND LEARNING OUTCOMES OF HIGH SCHOOL STUDENTS BY IMPLEMENTING PROBLEM BASED LEARNING AND YOUTUBE

This study aims to increase creativity and learning outcomes of biology in class X MIPA State Senior High School with problem-based learning model in biology learning. This research is classroom action research carried out in 3 cycles, each cycle consisting of 4 stages; planning, implementing actions, observing, and reflecting. The subjects of this research were 36 students. The data in this study are creativity and student learning outcomes. Creativity data is measured by Mind Mapping observation sheets and cognitive learning outcomes data is measured by test questions at the end of each cycle, affective learning outcomes are measured by attitude assessment observation sheets, psychomotor learning outcomes are measured by skills observation sheets. Data on creativity and cognitive, affective and psychomotor learning outcomes were analyzed using the percentage technique and then described comparatively for each cycle. The results showed that there was an increase in creativity in the first cycle of 42%, the second cycle 55% and the third cycle 78%. While cognitive learning outcomes in cycle I 66%, cycle II 72% and cycle III 88%, affective learning outcomes in cycle I 41%, cycle II 63% and cycle III 74%, psychomotor learning outcomes in cycle I 36%, cycle II 50 %, cycle III 69%. The research data shows that the application of the Problem Based Learning model with YouTube can improve creativity and student learning outcomes. The increase in creativity occurred in cycle I to cycle II 13%, cycle II to cycle III 23%. Cognitive learning outcomes from cycle I to cycle II 6%, cycle II to cycle III 16%, affective learning outcomes from cycle I to cycle II 22%, cycle II to cycle III 11%, psychomotor learning outcomes from cycle I to cycle II 14 %, cycle II to cycle III 19%. PBL activities such as dealing with problems, analyzing and solving problems so as to make students creative in compiling works in the form of Mind Mapping and increasing cognitive, affective and psychomotor learning outcomes.

A Simulation Model for Geriatric Education: Theory, Virtual Transformation and Quality Improvement

Delivery of effective healthcare for the geriatric population is often complex due to the interplay between physical, social, and emotional variables. It is well established that it is the interplay between chronic medical conditions, social determinants of health, function and geriatric syndromes that drives outcomes. This complexity makes it especially important for the healthcare team to take an interprofessional team approach to avoid fragmented care which can lead to patient dissatisfaction, an ineffective plan of care, and low-quality outcomes. However, effective teamwork is not innate to healthcare; it must be learned and developed over time through purposeful education. The literature on team training supports active learning pedagogies such as simulation-based education that has emerged as an effective way to translate teamwork education into practice. Participation in active learning such as simulation, provides learners with authentic experiences that become cognitive frames that can transition into real practice. Education of adult learners should be a scaffolding of experiences that build on one another. This approach can lead the learner from the acquisition of basic knowledge, skills, and attitudes, to higher levels of competency and clinical judgement. Simulation simultaneously engages cognitive, perceptual-motor, and affective learning, and when combined with effective debriefing can lead to higher levels of learning. Effective models with scaffolding of experiences using simulations for geriatric team training are lacking in the literature. We describe here the theoretical framework for such training, adaptions of in-person and virtual training models due to COVID-19 restrictions through rapid cycle quality improvement.

Preparing Special Education Teachers to Affirm LGBTQ+ Students and Themselves

Within their work, special education teachers are tasked with being knowledgeable on a wide array of human diversity. Although attitudes have been changing rapidly toward sexual and gender minorities in recent years, data from the Gay, Lesbian and Straight Education Network’s (GLSEN) most recent National School Climate Survey indicated that 52.4% of students reported hearing homophobic remarks and 66.7% of students reported hearing negative remarks about gender expression from their teachers or other school staff (Kosciw et al., 2020). This article identifies three areas in which special education teacher educators can interact with their teacher candidates to support learning about the LGBTQ+ community and equip them to work with their future students who identify as a sexual or gender minority. Techniques included address the use of qualitative assessment through discussion and journaling; building cultural empathy via affective learning, perspective taking, acceptance of cultural differences, awareness, and appropriate responding via an understanding of intersectionality and intention versus impact.

Students’ Reactions to Virtual Geological Field Trip to Baengnyeong Island, South Korea

In this study, we evaluated affective components of the learning processes of students after being exposed to a virtual geology field trip of the Baengnyeong Island, South Korea. Changes in students’ cognition of and interest in science and scientific attitude were measured before and after exposure to the virtual field trip. We exposed 106 middle school students to the program and our results revealed that this program had a positive impact on their scientific attitude (p value = 0.014) but no significant changes were observed in the students’ cognition of and interest in science (p value = 0.166). The significant finding from this study was that the VFT program can bring positive scientific attitude as a component of affective learning process. The affective learning process influences the cognitive learning processes and eventually the academic achievement of the students can be improved. In the students’ satisfaction survey, the highest satisfaction level was in the convenience of the program. As access to Baengnyeong island is limited, though the island is an ideal location for studying geological phenomena, the VFT can be a useful tool for instilling a positive scientific attitude in students via indirect field experience. It can be a good alternative to bridge the education gap between students with special needs who are less mobile and other students.

Use of Arduino Microcontroller and Proteus Software in Physics Lesson in Review of Mathematics Ability and Critical Thinking Skills

This study aims to determine the effect and interaction of the use of learning media, mathematical abilities, and critical thinking skills on student achievement. The design of this research is experimental. Data were analyzed using a three-way ANOVA analysis of variance. The results showed: 1) there was an effect of cognitive and affective learning achievement of students who were given learning using Arduino microcontroller and Proteus software, but there was no effect on psychomotor learning achievement; 2) there is an effect of cognitive learning achievement of students who have high and low mathematical abilities, but there is no effect on affective and psychomotor learning achievement; 3) there is no effect on cognitive and affective learning achievement of students who have high and low critical thinking skills, but there is an effect on psychomotor learning achievement; 4) there is no interaction between the inquiry model using Arduino microcontroller and Proteus software with mathematical ability on students' cognitive, affective and psychomotor learning achievement; 5) there is no interaction between the inquiry model using Arduino microcontroller and Proteus software with critical thinking skills on student cognitive and psychomotor learning achievement, but there is an interaction on student affective learning achievement; 6) there is no interaction between mathematical ability and critical thinking skills on student achievement; 7) there is no interaction between the inquiry model using Arduino microcontroller and Proteus software, mathematical ability, thinking skills on student achievement.

Secret of Instructional Design Revisited

Improvements in technology, especially automation, robotics, and artificial intelligence have dramatically changed what people do in the workplace and how they do it. Technology advancements over the past 3 decades have reshaped demands in schooling and the workplace bringing on new challenges and opportunities. Employers need employees who are critical thinkers, communicators, collaborators, and creators to remain competitive and innovative. Educators recognize these abilities that learners must have to take advantage of the opportunities and face the challenges that are presented to them in the 21st century. As was the case 30 years ago, the same consistency is needed today among the four elements of instructional design: objectives, methods, content, and evaluation. There must also be integration of the instructional system with authentic, real-world performance. If these two critical aspects are not met the chances of obtaining the desired effectiveness of learning is not likely to be met. The Internet and cloud computing allow more rapid development of instruction for more efficient and affective learning. The pace of change also requires a greater emphasis on the iterative nature of evaluating the instructional design system.

The Effect of Using Netsupport School Software on Environmental Pollution Subject Matter on Student Learning Outcomes

<p>This study aims to determine the effect of using NetSupport School software on environmental pollution subject matter on student learning outcomes. This is a quasi-experimental research. The research design <br />used is a posttest only control group design. The research sample consisted of three groups taken randomly. The first group is the control group which does not use learning multimedia, the second group <br />is experiment group 1 which uses an LCD projector, and the third group is experiment group 2 using NetSupport School software. The data collection instruments are in the form of posttest questions and <br />affective questionnaire sheets. The data analysis technique was carried out using the One-Way ANOVA test. The results showed that: 1). hypothesis testing of cognitive learning outcomes showed that there was <br />a significant effect on all groups. Of the three groups, experiment group 2 had the highest mean value. 2). the hypothesis test of affective learning outcomes showed that there was a significant effect on all groups. <br />Of the three groups, experiment group 2 had the highest mean value. Based on these results, it is concluded that the NetSupport School software application has a significant effect on students’ cognitive <br />and affective learning outcomes.</p>