Toward ‘seeing’ critically: a Bayesian analysis of the impacts of a critical pedagogy

Critical reflection supports enactment of the social roles of care, like collaboration and advocacy. We require evidence that links critical teaching approaches to future critically reflective practice. We thus asked: does a theory-informed approach to teaching critical reflection influence what learners talk about (i.e. topics of discussion) and how they talk (i.e. whether they talk in critically reflective ways) during subsequent learning experiences? Pre-clinical students (n = 75) were randomized into control and intervention conditions (8 groups each, of up to 5 interprofessional students). Participants completed an online Social Determinants of Health (SDoH) module, followed by either: a SDoH discussion (control) or critically reflective dialogue (intervention). Participants then experienced a common learning session (homecare curriculum and debrief) as outcome assessment, and another similar session one-week later. Blinded coders coded transcripts for what (topics) was said and how (critically reflective or not). We constructed Bayesian regression models for the probability of meaning units (unique utterances) being coded as particular what codes and as critically reflective or not (how). Groups exposed to the intervention were more likely, in a subsequent learning experience, to talk in a critically reflective manner (how) (0.096 [0.04, 0.15]) about similar content (no meaningful differences in what was said). This difference waned at one-week follow up. We showed experimentally that a particular critical pedagogical approach can make learners’ subsequent talk, ways of seeing, more critically reflective even when talking about similar topics. This study offers the field important new options for studying historically challenging-to-evaluate impacts and supports theoretical assertions about the potential of critical pedagogies.

PENINGKATAN MOTIVASI DAN HASIL BELAJAR IPA FISIKA MELALUI PENERAPAN METODEEKSPOSITORI DAN TEKNIK DRILL KELAS XI-TBSM SMK NEGERI 1 NARMADA KABUPATEN LOMBOK BARAT TAHUN PELAJARAN 2018-2019

ABSTRAKFaktor-faktor yang mempengaruhi belajar dapat memberikan dukungan yang positif dalam belajar, namun dapat juga menghambat proses belajar. Hambatan-hambatan yang terjadi berakibat pada hasil belajar individu yang mengalami proses belajar tidak sesuai dengan yang diinginkannya. Keadaan-keadaan tersebut berdampak pada timbulnya masalah pada proses belajar selanjutnya. Motivasi belajar siswa yang rendah akan menjadi hambatan yang sangat berarti pada proses pembelajaran, karena dapat mengakibatkan prestasi belajar siswa rendah. Oleh karena itu guru diharapkan dapat meningkatkan motivasi belajar siswa untuk meningkatkan prestasi belajar siswa. Rendahnya motivasi dan hasil belajar siswa disebabkan siswa kurang diberikan kesempatan untuk bertanya dan menyampaikan pendapat. Metode pembelajaran ekspositori dan teknik drill dipercaya dapat menigkatkan motivasi belajarsehingga diharapkan dapat meningkatkan kegiatan belajar IPA Fisika untuk memperbaiki hasil belajar selanjutnya. Karena metode ekspositori dan teknik drill memberikan kesempatan peserta didik untuk lebih aktif. Oleh karena itu penulis perlu melakukan penelitian Tindakan dengan judul Peningkatan Motivasi dan Hasil Belajar IPA Fisika Melalui Penerapan MetodeEkspositori dan Teknik Drill Kelas XI-TBSM SMK Negeri 1 Narmada Kab. Lombok Barat Tahun pelajaran 2018-2019. Kata Kunci: ekspositori; drill; motivasibelajar; hasil belajar. ABSTRACTFactors that influence learning can provide positive support in learning, but can also hinder the learning process. The obstacles that occur result in the learning outcomes of individuals who experience the learning process not in accordance with what they want. These circumstances have an impact on the emergence of problems in the subsequent learning process. Low student motivation will be a very significant obstacle in the learning process, because it can result in low student achievement. Therefore, teachers are expected to increase students' learning motivation to improve student achievement. The low motivation and student learning outcomes are caused by the lack of opportunities for students to ask questions and express opinions. Expository learning methods and drill techniques are believed to increase learning motivation so that it is expected to increase Physics Science learning activities to improve subsequent learning outcomes. Because the expository method and drill technique provide opportunities for students to be more active. Therefore, the authors need to conduct action research with the title Improving Motivation and Learning Outcomes of Physics Sciences Through the Application of Expository Methods and Drill Techniques for Class XI-TBSM SMK Negeri 1 Narmada2018-2019 Academic year. Keywords: expository; drill; learning motivation; learning outcomes.

The Effect of Forward Testing as a Function of Test Occasions and Study Material

It has long been known that one of the most effective study techniques is to be tested on the to-be-remembered material, a phenomenon known as the testing effect. Recent research has also shown that testing of previous materials promotes the learning of new materials, a phenomenon known as the forward testing effect. In this paper, as of yet unexplored aspects of the forward testing effect related to face-name learning are examined; continuous and initial testing are compared to restudying, the effects of an initial test on subsequent learning, and whether an initial change of domain (change from one topic to another) regarding study material affects the robustness of the effect. An experiment (N = 94) was performed according to a 2 (Material: word pairs/face-name pairs in Block 1) × 3 (Test occasions: Blocks 1–4/Blocks 1 and 4/Block 4) complex between-groups design. The results showed that no difference between testing and repetition could be observed regarding the recall of faces and names. The restudy groups incorrectly recalled more names from previous lists in the last interim test compared to the tested groups, which supports the theory that interim tests reduce proactive interference. The results also suggest that the number of test occasions correlates with the number of incorrect recalls from previous lists. These results, in contrast to previous studies, highlight a potential uncertainty about the forward testing effect linked to the robustness of the phenomenon, the specificity in execution, and generalizability.

Research and Discussion on Cultivation of Creative Humanistic Quality in Biochemistry Teaching

Fundamentally speaking, medicine is not only a complicated systematic science, it is also a dual-attribute science with natural science and humanistic sociality. Therefore, an excellent medical talent needs not only solid professional basic knowledge but also excellent humanistic qualities. The biochemistry course is a more important basic course in the medical professional education, and the integration of innovative humanities education in biochemistry teaching has a very important guiding role for the students' subsequent learning. Starting from the teaching practice, this article expounds several ways to implement humane quality training in biochemistry teaching.

Acute increases in brain-derived neurotrophic factor in plasma following physical exercise relates to subsequent learning in older adults

Multidomain lifestyle interventions represents a promising strategy to counteract cognitive decline in older age. Brain-derived neurotrophic factor (BDNF) is essential for experience-dependent plasticity and increases following physical exercise, suggesting that physical exercise may facilitate subsequent learning. In a randomized-controlled trial, healthy older adults (65–75 years) completed a 12-week behavioral intervention that involved either physical exercise immediately before cognitive training (n = 25; 13 females), physical exercise immediately after cognitive training (n = 24; 11 females), physical exercise only (n = 27; 15 females), or cognitive training only (n = 21; 12 females). We hypothesized that cognition would benefit more from cognitive training when preceded as opposed to followed by physical exercise and that the relationship between exercise-induced increases in peripheral BDNF and cognitive training outcome would be greater when cognitive training is preceded by physical exercise. Greater increases of plasma BDNF were associated with greater cognitive training gains on trained task paradigms, but only when such increases preceded cognitive training (ß = 0.14, 95% CI [0.04, 0.25]). Average cognitive training outcome did not differ depending on intervention order (ß = 0.05, 95% CI [−0.10, 0.20]). The study provides the first empirical support for a time-critical but advantageous role for post-exercise increases in peripheral BDNF for learning at an interindividual level in older adults, with implications for future multidomain lifestyle interventions.

Stakeholders and the Learning Organization

This chapter examines the relationship between stakeholder theory and research on the learning organization. It begins by describing the history of the stakeholder concept and some of the most important ideas and trends relating to stakeholder theory. Next, the authors discuss some apparent similarities in the principles underlying stakeholder theory and Senge’s (1990) articulation of the learning organization. They also examine the types of stakeholders that received the greatest attention by Senge (1990). The chapter continues with a review of the various ways that subsequent learning organization scholarship has approached stakeholders and stakeholder theory. The authors find that Senge’s The Fifth Discipline had a strong “anchoring” effect on subsequent learning organization research that has tended to direct attention to just a few major stakeholder theory topics and types of stakeholders. The concluding section offers recommendations on how principles relating to stakeholder theory and the learning organization can be further combined in the future.