Pengembangan Bahan Ajar Berbasis Instructional Approach Learning pada Mata Kuliah Kemampuan Dasar Mengajar Kimia

Teachers must have competency standards in carrying out their duties. The competencies that must be possessed by professional teachers are pedagogic competence, professional competence, personal competence and social competence. In order for students to master the four competence and basic skills of teaching it is necessary to develop modul materials based on instructional approach learning. The purpose of this research is to develop modul materials. Ths research following 3D model of Thiagarajan which consists of the definition stage, the design stage and the development stage. Â The result of the research shows are the validity of the material aspect is 97.5% and the media is 87.5% in valid criteria. Practicality based on the value of the student response questionnaire in the individual trial was 95.8% and the small group test wa 89.6% which was considered very practical.

Pedagogical Translanguaging

Learning through the medium of a second or additional language is becoming very common in different parts of the world because of the increasing use of English as the language of instruction and the mobility of populations. This situation demands a specific approach that considers multilingualism as its core. Pedagogical translanguaging is a theoretical and instructional approach that aims at improving language and content competences in school contexts by using resources from the learner's whole linguistic repertoire. Pedagogical translanguaging is learner-centred and endorses the support and development of all the languages used by learners. It fosters the development of metalinguistic awareness by softening of boundaries between languages when learning languages and content. This Element looks at the way pedagogical translanguaging can be applied in language and content classes and how it can be valuable for the protection and promotion of minority languages. This title is also available as Open Access on Cambridge Core.

Effects of challenge-based and activity-based learning approaches on technical college students’ achievement, interest and retention in woodwork technology

This study examines the effects of challenge-based and activity-based learning approaches on technical college students’ achievement, interest and retention in woodwork technology. A quasi-experimental research design was adopted. The study constituted a total number of 122 subjects, 63 for Challenge-based learning, while 59 were for activity-based learning. The study revealed that students who taught woodwork using the challenge-based learning instructional approach had a higher mean score than students taught using the activity-based learning teaching method in cognitive achievement tests, psychomotor achievement tests and tests for retention of learning. Consequently, the research recommended that the National Board for Technical Education (NBTE) should consider a review of the Woodwork work curriculum for Technical Colleges with a view to incorporating the challenge-based learning instructional approach into the teaching of the woodwork.

Implementation of the Differentiated Instructional Approach among Public Secondary Schools in Mwanga District, Tanzania

The Differentiated Instructional approach (DI) is a very important strategy to meet the diverse needs of the learner in improving the teaching and learning process. This study aimed at investigating the implementation of the Differentiated Instructional approach among the public secondary schools in Mwanga District, Tanzania. The study employed a mixed research approach with the convergent parallel design. The targeted population of this study was 7800 people and the study sample involved 98 participants including 1 District Quality Assurance Officer, 4 head of schools, 20 teachers as well as 73 students from 25 public secondary schools who were selected using purposive, stratified random sampling and simple random sampling. Data were analyzed through descriptive statistics with the help of the SPSS version 20 and content analysis. The findings indicate that teachers were familiar with the DI although they were not implementing it effectively to meet the diverse needs of the learners due to several work related hindrances. The study recommends that there should be the provision of adequate teaching and learning facilities in order to keep teachers updated on inclusive instructional approaches.

Instructor-learner body coupling reflects instruction and learning

It is widely accepted that nonverbal communication is crucial for learning, but the exact functions of interpersonal coordination between instructors and learners remain unclear. Specifically, it is unknown what role instructional approaches play in the coupling of physical motion between instructors and learners, and crucially, how such instruction-mediated Body-to-Body Coupling (BtBC) might affect learning. We used a video-based, computer-vision Motion Energy Analysis (MEA) to quantify BtBC between learners and instructors who used two different instructional approaches to teach psychological concepts. BtBC was significantly greater when the instructor employed a scaffolding approach than when an explanation approach was used. The importance of instructional approach was further underscored by the fact that an increase in motion in the instructor was associated with boosted BtBC, but only during scaffolding; no such relationship between the instructor movements and BtBC was found during explanation interactions. Finally, leveraging machine learning approaches (i.e., support vector and logistic regression models), we demonstrated that both learning outcome and instructional approaches could be decoded based on BtBC. Collectively, these results show that the real-time interaction of teaching and learning bodies is important for learning and that instructional approach matters, with possible implications for both in-person and online learning.

Developing Multiple Literacies and Foundational Research Skills in Students through Audio Narratives on Global Warming Solutions

The introductory course at Penn State Brandywine--Earth in the Future: Predicting Climate Change and Its Impacts Over the Next Century--utilizes a scaffolded instructional approach and faculty from several campus units to develop multiple literacies (information, digital, science) and professional skills (writing and speaking) in students. The audio narrative assignment has provided additional outcomes beyond improved knowledge in climate science.

Preservice Physics Teachers’ Development of Physics Identities: the Role of Multiple Representations

Identity-based research in physics education has been receiving increased attention in the past few years given the potential of identity in producing novel insights into the ways’ students engage in physics. In this study, we examined the development of preservice physics teachers’ physics identity through a specific instructional practice: a specially designed course incorporating the use of the multiple representations. Although specific programs and instructional practices have been found to influence the development of physics identity, there is no clear evidence about the kinds of instructional practices that might support its development. To examine the influence of multiple representations on each component of physics identity, we designed and implemented a physics course that used a multiple representation (MR)-based instructional approach with a group of 61 preservice physics teachers at a public university in Indonesia. Data were collected with a pre- and post-questionnaire on physics identity, a conceptual understanding test, and a post-test that examined differences between identity components before and after the course, conceptual understandings, as well as the participants’ views about the use of the MR-based instructional approach. The findings revealed a significant improvement of two components of physics identity, namely, competence and interest, and point to the potential of MR-based instruction in physics courses.

The influence of project-based learning on student achievement in elementary mathematics education

An effective instructional approach in elementary mathematics education has a significant role in the understanding of mathematical concepts and overall student achievement. We point out the characteristics, significance and effects that may be achieved in mathematics education through the application of project-based learning. The aim of the study was to examine the effects of project-based learning on student achievement in lower elementary mathematics education and examine whether the project-based model was equally acceptable to students with different marks. We arranged quasi-experimental research instruction (experiment with parallel groups), on a sample (N = 147) in order to examine whether an instructional approach based on the principles of project-based work would achieve better effects of learning and student achievement compared to the usual way of learning implemented in mathematics education. Results of the final measurements show that students in the experimental group, who worked according to the model of project-based work, achieved better compared to students who worked in the usual way. With this study we have shown that project-based instruction has significant effects on student achievement in lower elementary mathematics education, and that it can undoubtedly contribute to the methodological empowerment of teachers in their teaching practice.