Effect of Physical Modeling and Computer Animation Implemented with Social Constructivist Instruction on Understanding of Human Reproductive System

Purpose of the study, was to compare effectiveness of the physical modeling and computer animation implemented with social constructivist and traditionally designed instruction on 10th grade students’ understanding of human reproductive system, motivation to- wards learning biology and types of achievement goal orientation. Design of the study was quasi-experimental with 125 students from six intact classes in a private high school in Ankara. Three groups for both experimental and controlled groups were randomly as- signed. Students in experimental and control group were exposed to computer animation and physical modeling implemented with social constructivist instruction and traditionally designed biology instruction with respectively.Results of MANOVA indicated that experimental group showed significantly better acquisition of the scientific concepts and higher motivation towards biology learning than traditionally designed biology instruction. Analysis of ANCOVA showed that students in control group had significantly higher tendency to have performance approach and performance avoidance goals. In contrary there is no significant difference in between two groups related with mastery approach and mastery avoidance goals.

The Effect of Constructivist Instruction on Prospective Teachers’ Attitudes toward Human Rights Education

Introducción. Este estudio investiga el efecto del empleo de métodos y materiales constructivistas sobre las actitudes de los futuros profesores (orientación psicológica a los estudiantes) hacia la educación sobre derechos humanos.Método. La investigación empleó un diseño cuasiexperimental con grupos experimental y control y medidas pre-post. El grupo experimental, formado por 23 hombres y 22 mujeres, recibió capacitación constructivista, y el grupo de control, conformado por 17 hombres y 23 mujeres, recibió capacitación tradicional en el curso de Derechos Humanos en otoño de 2008. Se utilizó la escala de Actitud en Educación sobre Derechos Humanos para recopilar datos sobre las actitudes de los futuros educadores con respecto a los derechos humanos al comienzo y después del curso. Más adelante, después de un semestre, se volvió a implementar la escala para entender el nivel de permanencia de las actitudes en relación los derechos humanos.Resultados. Los resultados mostraron que las actitudes de los futuros profesores hacia a la educación sobre derechos humanos tanto en los grupos de control como en los experimentales aumentaron. Sin embargo, la diferencia en el grupo experimental, el cual utilizó un enfoque constructivista, fue significativamente mayor en comparación con el grupo de control. Además, los resultados del seguimiento mostraron que la permanencia de las actitudes del grupo experimental fue significativamente mayor que la del grupo de controlDiscusión y conclusiones. Este estudio confirmó que las actividades con un enfoque constructivista son más efectivas y tienen un efecto más duradero sobre las actitudes hacia los derechos humanos. Por tanto, tal capacitación se puede utilizar ampliamente como una herramienta efectiva tanto para el desarrollo cognitivo como afectivo de los aprendices.

Accompanying Students to a Free Public Intervention and Traumatis

Structuring the direction of national education brings learners ready to face the competition of global competition. Physical arrangement, the psychic's independence is continuously pursued. School counselors will continue to draw their duties and the nature altruistick attitude acts as a safety practitioner in dealing with cases - cases that occur in the school environment. Counselors as recruitment of competent and humanistic skills to support teaching philosophy that learners are given a role in the implementation of the curriculum. Teaching support, counselor to facilitator. To be a facilitator in the learning process skills possessed packed in one sense (sensitive, sympathetic, empathetic, altruistic). Humanistic counselor not possible to include constructivist instruction, either in the classroom or outside the classroom. School counselors are ready to get in on the issues of modern society (WTO, ASEAN, AFEC, AFTA, and MEA). The development of agrarian society that continues to erode into industrial society, impact on the lifestyle of learners How could materialize if the qualified graduates learners mentally shackled, depressed, causing the trauma of abuse in the mix, one in up bringing. Based on Act N0. 23 In 2002 the government explicitly states that every individual should have the opportunity to grow and develop, participate and, protection from discrimination. The reality often appears injustices and violations committed by unscrupulous teachers or peers. The government felt responsible and ensure that no children or learners received physical abuse, psychological

No Panacea Garden

Essay ExcerptsThree of the seven distinguished researchers whose autobiographical chapters (Berliner, 2016; Sternberg, 2016; Sweller, 2016) I edited, and one that is in process (Gordon, in press), indicate that they were poor or indifferent students early in their academic careers. That is also true of me; so five of the first seven scholars in the Acquired Wisdom series were poor students. I did not explicitly mention my studying difficulties in this chapter because they had already been described in my memoir about how my family found safe haven from the Holocaust in Shanghai, China, during World War II (Tobias, 2009). It may be useful to examine my difficulties and how they relate to educational practice and concepts in the contemporary educational psychology literature. The late Dick Snow, a friend and colleague at Stanford, once commented that research on instructional innovations seemed to him like a random walk through the panacea garden. I have become sceptical of any instructional development, theory, or instructional method that is expected to improve learning for all students in all subjects. I have lived through prior panaceas like programmed and computer assisted instruction, multimedia education, computer games, and educational movements such as progressive, competency based, open corridor, and inquiry education, and the current panacea - constructivist instruction - from all of which I learned something. There are no panaceas that will easily improve learning for everyone, because good instruction is hard work and difficult to do. [Download the PDF ]

SITUATED LEARNING AND PROFESSIONAL DEVELOPMENT: A CASE STUDY OF APPLYING COGNITIVE APPRENTICESHIP AND COMMUNITY OF PRACTICES IN A KINDERGARTEN

The purpose of this study is to implement and evaluate a teacher training program based on the framework of situated learning. Adapting from the situated learning approaches, the author implemented two in-service teacher training programs based on cognitive apprenticeship and community of practices respectively. Each training program was adopted in a different campus of a private kindergarten. During the six-month training, researcher conducted a qualitative research to evaluate the effectiveness of the training program. To investigate how teachers improved their professional skills in constructive instruction, the researcher invited four supervisors and 10 kindergarten teachers to participate in the training program. The qualitative data included classroom observation, focus group, interviews, and teachers’ reflection notes. The results suggest that both programs may aid learning of engaging in constructivist instruction by providing external supports such as model instruction plans, mentoring, cooperating to solve problems. Nevertheless, the relationship or power hierarchy between mentors and learners is important in cultivating mentees’ capabilities. Practices sharing in community of practices approach, rather than supervisors’ expertise and diagnosis, will help the mentees to enhance their capabilities of solving problems. Key words: cognitive apprenticeship, community of practices, kindergarten teacher, professional development, situated learning, teacher training.