This study aims to determine the effect of the Project Based Learning (PjBL) model on the physics learning outcomes of eleventh-grade students on the topic of dynamic fluids. This research employed a quasi-experimental method with a pretest–posttest control group design. The population consisted of all eleventh-grade students of SMAN 2 Praya, totaling 170 students across five classes. The sample was selected using cluster random sampling and consisted of class XI-5 as the experimental class, which received the PjBL treatment, and class XI-3 as the control group, which received conventional instruction, with 34 students in each group. Cognitive learning outcomes were assessed using a multiple-choice test consisting of 20 validated and reliable items, while affective and psychomotor outcomes were measured using observation sheets. The hypothesis tested concerned the influence of the PjBL model on students’ physics learning outcomes. Data analysis began with prerequisite tests (normality and homogeneity). Since the data were not homogeneous and not normally distributed, the Mann–Whitney test was used for hypothesis testing. In addition, the N-Gain test was conducted to determine the improvement in learning outcomes. The Mann–Whitney test produced a significance value of <0.001, which is lower than 0.05, indicating that H₀ was rejected and Hₐ was accepted. The N-Gain results showed that the experimental group achieved a high category, while the control group fell into the low category. These findings indicate that the Project Based Learning (PjBL) model has a significant effect on students’ physics learning outcomes.
This study is framed by cultural-historical activity theory (CHAT), and the Change Laboratory (CL) is used as a method to enhance development, with student teachers, teacher educators, and practice teachers as the participants. The aim of the project was to study and promote learning processes across the boundaries of school teaching and university-led teacher education; the purpose of the sub-study that this article is based on was to describe how the Change Laboratory and the role of the interventionist researcher (IR) expanded in a teacher education-school collaboration. The data material consists of the programs of each of the eight CL sessions that were conducted, and two dialogues are presented to provide a picture of the IR's role in dialogues during CL sessions. The findings show that the eight CL sessions are spread out over a period of 2 years, with 1 year in between, and that this temporal expansion establishes positive conditions for development in school and teacher education contexts, as well as in collaboration between these two institutions. Furthermore, the study highlights the importance of the IR listening to all perspectives to foster multivoicedness in CL sessions, thereby creating an arena characterized by trust and collective agency. The findings show that the IR is both a process leader and collaboration partner who provides direction and forceful input to the dialogues.
Damian Alberto Lampert, Darío Marcelino Cabezas, Silvia Porro
Este trabajo realiza una indagación sobre los intereses y las actitudes del estudiantado sobre temas de alimentación. Para ello, se toma como referencia el cuestionario ROSES-2021 y se han agregado otros ítems asociados a una taxonomía de educación alimentaria (EA) desarrollada en Argentina. Los intereses que obtuvieron un mayor porcentaje de aceptación son aquellos asociados a los aspectos jurídicos de los alimentos, la alimentación de las mascotas, los temas ambientales y su asociación con la producción de alimentos, y la dependencia entre la salud humana, animal, vegetal y del ambiente. Estos resultados permiten resaltar la importancia de la educación Ciencia, Tecnología, Sociedad (CTS) y, en especial, de la incorporación de metaconocimientos, como lo es la geografía, para poder abordar a la alimentación desde la perspectiva de Una Salud: englobando aspectos ambientales, humanos, vegetales y animales.
Education (General), Theory and practice of education
The article offers a theoretical and practical analysis on the problem of formation and improvement of a university teacher’s professional and pedagogical skills. The authors reveal theoretical approaches to the problem of defining the concepts of «education», «blended learning», «distance learning». Based on the theoretical analysis on the essential features of modern society in general and the education system in particular the following issues are highlighted: forced isolation and migration of a significant part of citizens, search for new directions of formation and improvement of teachers’ professional skills; identification of forms and methods as well as determination of the main factors of formation and improvement of a university teacher’s professional skills. Peculiarities of mixed and distance mode of educational process organization are indicated. System principles of open education are listed (mobility of the whole educational process, equal access to educational systems, provision of quality education, formation of structure and realization of educational services). The need to create a single information and educational space for the educational process of student’s training is noted as the article describes its main features. In the context of improving the professional skills of a university teacher, different approaches to the interpretation of the skills of a university teacher are proposed; the research on the system of adult education is closely related. The tasks of the state policy in the field of adult education on the basis of normative-legal documents are listed. The leading factors of formation and improvement of a university teacher’s professional skills (self-motivation, mobility, self-satisfaction and self-encouragement) are singled out; their thorough characteristic is given. Emphasis is placed on the creation of a single digital educational environment of the educational institution. Significant benefits are identified for all participants, including teachers. Particular attention is paid to the teacher’s personal educational portfolio, which is a set of information about the documents on personal achievements.
Some studies concerned about engagement markers (EMs) have been conducted among international authors. However, it does not literally trigger Indonesian scholars to study this discipline. Based on this fact, this research aimed to compare EMs in the discussion section of research articles (RAs) written by English Education students of Bengkulu University and RAs published in a reputable English journal. The corpora were analyzed by using the documentation checklist with a quantitative approach. The results showed that the more frequent types of EMs employed by students were knowledge appeals and directives. Similarly, experienced authors of RAs published in the reputable English journal employed the same dominant EMs. However, the order of minor prevalent markers in both corpora differed slightly. The Chi-square test result indicated that the differences in EMs between both corpora were significant in quantity (with Asymp sig. 0.000). More specifically, the experienced authors used a more considerable amount of EMs. In conclusion, the higher frequency of EMs in experienced writers’ RAs signifies the authors’ awareness of using EMs to construct relationships with readers. Therefore, it is essential to emphasize the use of EMs in academic writing. Further study is suggested to analyze the accuracy of EMs in the corpora and focus on a particular type of EMs for achieving more comprehensive findings.
Theory and practice of education, English language
This research aims to develop a discovery learning model of learning device on elasticity and hooke’s law to improve students’ physics learning outcomes that are valid, practical, anf effective. Learning device were developed in forms of a syllabus,Lesson Plan, Student Worksheet, evaluasi tools. This type of research is research and development (R&D) with a procedural development model, named the 4D model (define, design, develop, and disseminate). The average percentage of learning device validation related to syllabus, Lesson Plan, Student Worksheet, evaluasi tools achievement were 86.50%, 83.00%, 82.00%, and 86.50%. The practicality of learning device was able to see from the percentage of the practicality of learning device questionnaires by student that is 94,55%. For the effectiveness of learning devices was proved from the increasing of students' cognitive learning achievement that calculated by the N-Gain equation, the results was obtained 0.70 for the hight category. Based on these results, the learning device that developed valid, practically and effective to use with some of revisions.
This qualitative research presents PE (Physical Education) teacher training workshops (TTW) which were developed and evaluated through the teachers’ feedback and reflections. Its goal was to create a PE programme enriched with the values of Olympism and Ubuntuism based on the idea that values-based education offers an investment in individual and societal improvement by implementing a values framework. Participatory action research was used to determine how data was collected, analysed, and presented on an ongoing, cyclical basis. The theoretical perspectives of the experiential learning theory and the cooperative learning theory were applied to teaching PE during the in-service physical education TTW. Ten PE teachers from five schools in the Tshwane District of South Africa participated as they best informed the research question and enhanced their understanding of the phenomenon under study.
The TTW assisted in building and supporting PE pedagogical knowledge as teachers critically reflected on the diversity and inclusivity of their PE class context. An examination of the wide variety of teaching strategies, specifically used during teachable moments, that were employed throughout this study could be linked to the clarification of the values of Olympism and Ubuntuism. This research developed material for PE, which underpins the set of values of Olympism and Ubuntuism as core values that were modeled by teachers and guided their work. The TTW in a values-based PE programme builds and supports the teachers’ pedagogical knowledge to plan, deliver and access quality PE. Participatory action research and its reflective practice positively influenced the teachers' PE practice as it assisted the researchers and the participating teachers in a collective, self-reflective, inquiry.
Abbas Abubakar Hiliya, Umar Tambari, Yusuf Sarkingobir
et al.
 Education delves into issues in developing nations, including Sokoto; thus, poor supervision rendered public schools poor than private ones. The objective of the study was to investigate the relationship between instructional supervision and teacher effectiveness in senior secondary schools in Tambuwal local government area of Sokoto state, Nigeria using a correlational survey design. Therewith, 165 teachers and 9 principals were involved. Analysis shows that 84(52.5%) of teachers agreed that their planned lessons contain learner-centered activities, and 41(25.6%) strongly agreed. Teachers' responses on My principal ensures that I use teaching aids in teaching, 101(63.1%) agreed, 32(20%) strongly agreed, 12(7.5%), and 9(5.6%) disagreed and strongly disagreed, respectively. Regarding teachers' use of modern methods of teaching, 7(77.8%) of the principals agreed, and 2(22.2%) strongly agreed. Principals' responses on Teachers in my school ensure that students gain mastery of the content of instruction reveals 6(66.7%) of them agreed, 2(22.2%) were undecided, and 1(11.1%) strongly agreed. On teachers keeping records of vital information of instruction, most principals are positive as 4(44.4%) and 4(44.4%) agreed and strongly agreed, respectively; 1(11.1%) undecided. Principals submitted Teachers keeping records of student’s assessment 5(55.6%) as agreed, 3(33.3%) strongly agreed, and 1(11.1%) undecided. Pearson Product Moment Correlation shows a very high positive correlation between instructional supervision and the appropriateness of teaching methods used in the study area; likewise, there is a moderate positive relationship between instructional supervision and teacher record keeping. Effective supervision of secondary schools is needed for teacher effectiveness in schools in Tambuwal local government area and Sokoto state, Nigeria
The forced transition to online teaching during the Covid-19 pandemic has fast-tracked the integration of ICT use by teachers across Latin America and the Caribbean (LAC) . Given the slow adoption of ICT by LAC teachers before the pandemic it is useful to investigate how, why and in what ways, LAC teachers overcame their prior reluctance and resistance to learn and practice digital literacy. Using qualitative interview data from a global report on teachers’ experiences during Covid-19, this paper analyses how the pandemic changed the ways in which 53 teachers from 15 LAC countries think about and use ICT. It suggests their concern for student loss of learning due to school closures empowered them to overcome barriers that normally impede ICT use by teachers. At the same time, initial acceptance of ICT use has wavered due to ongoing widespread challenges with internet connectivity and access. This has implications for what we know about supporting professional development in the use of ICT after Covid-19 and beyond.
This study aimed to analyze the achievement of the pedagogical competence of group II elementary school teachers in Kecamatan Batang Peranap, Indragiri Hulu. This study involved 59 elementary school teachers and utilized descriptive quantitative method. To collect the data, the researchers utilized a questionnaire consisting of 40 positive and negative statements. Then, the data obtained were analyzed by using descriptive statistical techniques. The results of the study showed that the pedagogical ability of group II elementary school teachers in Kecamatan Batang Peranap, Indragiri Hulu was classified as high with an achievement percentage of 85.37%.
This article discusses the introduction of Polish books to children and young adult readers in South Korea. Its particular focus is on picture books which address environmental issues. Wioletta Hajduk-Gawron and Younghwa Kim examine the conditions favourable to the presence of translations of Polish books on the Korean publishing market, the phenomenon of the picture book and the values of eco-education through literature. Using several books as examples, the authors conduct a sample analysis of the chosen strategies used by publishers in the selection of books to be translated. They also examine strategies used in adapting a Polish book for the different cultural context; these strategies involve explication and textual or graphic modifications.
Literature (General), Theory and practice of education
In developing countries such as Pakistan, bioethics has not been included in mainstream thinking in medical education. The authors’ experiences suggest that current methods of teaching bioethics are problematic as students are unable to translate theory to practice. Alternative pedagogies, such as just-in-time learning (JiTL) using mobile devices, may be able to foster the development and implementation of ethical reasoning among nurses, doctors, and medical and nursing students. This research was conceived to determine the effectiveness of mobile JiTL – anytime, anyplace learning through mobile devices – for teaching bioethics. After obtaining ethical clearance, a participatory design (PD) approach was adopted to ensure input from all stakeholders for the design of ‘EthAKUL’, comprising a mobile app, five modules and just-in-time pedagogy. The name of the app is an acronym evoking ethics, learning and the university where the project originated. As a part of the design process, three PD workshops were held with junior doctors, nurses, nursing students, medical students and bioethics teaching faculty, and five meetings were held with faculty members, to discuss functional specifications and user-acceptance testing of the app. The feedback related to the nature of common ethical issues encountered in clinical settings, the existing process of teaching and learning bioethics, and the requested features of the app were recorded. These data sets were analyzed and synthesized into functional and technical specifications for the mobile app. The software programmers developed the app with the close involvement of the stakeholders. The development of teaching content continued alongside this process. While this enabled EthAKUL’s developers to incorporate needs of all stakeholders, challenges were encountered in the process relating to the pragmatic and conceptual aspects of JiTL, ML and PD. We discuss the implications of this research in bringing about transformative changes in higher education.
How to cite this article:
NASEEM, Azra; GHIAS, Kulsoom; BAWANI, Sohail; SHAHAB, Mohammad Ali; NIZAMUDDIN, Sameer; KASHIF, Waqar; KHAN, Kausar S; AHMAD, Tashfeen; KHAN, Murad. Designing EthAKUL: a mobile just-in-time learning environment for bioethics in Pakistan. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 36-56, Apr. 2019. Available at:
https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=70&path%5B%5D=40
This work is licensed under the Creative Commons Attribution 4.0 International License.
To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
Education, History of scholarship and learning. The humanities
Gonzalo de Amézola, Carlos Dicroce, María Cristina Garriga
et al.
The subject Didactic Planning and Practices of teaching in History is part of the last cycle of Teacher Training in History of the National University of La Plata. Within the framework of the course, educational outings are proposed, among other activities, as an educational activity that enriches the teaching process. These are a methodological strategy that opens the debate around other ways of „inhabiting‟the University and the school to promote pedagogical didactic alternatives that interpellate the established academic and school format and invite future teachers to propose them in their own classes, both in the residence and in their next professional practice. They make it possible to approach how museums and the different urban spaces with their monuments and their brands are vehicles of memory. They do not ensure by themselves the contents to be transmitted nor the meanings with which they will be interpreted, since these depend on the recipients, on the readings and appropriations that they make.The route we propose involves reflecting on the marks of memory and looking with different eyes at the spaces lived and traveled daily. The work develops the shared experiences in the Museum of Natural Sciences of the City of La Plata and the Ethnographic Museum of the City of Buenos Aires.
Theory and practice of education, History (General)
Natural Science is an elementary school subject that requires students to organize ideas and concepts about the natural world gained from experiences through a series of scientific processes such as investigating, composing, and presenting ideas. The high complexity causes many cases of learning difficulties. This study aims to diagnose the learning difficulties that occur on 5th-grade elementary school students. The research was conducted in Muhammadiyah Pakem Elementary School, Sleman, Yogyakarta Special Regency. The subjects were 29 of 5th-grade elementary students. Data collection techniques were interviews, tests, and documentation. Data analysis techniques were descriptive statistic as a quantitative analysis and interactive model as a qualitative analysis. The learning difficulties were diagnosed by describing the students who were identified having learning difficulties; localizing the difficulties; and determining the factors that cause learning difficulties. The results showed that the difficulties experienced by students were in basic competence 1.1-1.5 (human blood circulation organs). The average percentage of students’ learning difficulties in Basic Competence 1.1 was 48%; Basic Competence 1.2 was 51.1%; Basic Competence 1.3 was 57.6%; Basic Competence. 1.4 is 64.7%; and Basic Competence 1.5 is 53.7%. The highest percentage of learning difficulties was in Basic Competence 1.4 (identifying human circulatory organs). It was caused by the students’ low attention and motivation to learn natural science, the imprecise teaching methods, the parents’ attention, and the negative influence of mass media.
<p>Penelitian ini bertujuan untuk membandingkan model perkuliahan fisiologi hewan yang diharapkan mampu membekali kemampuan rekonstruksi konsep bagi mahasiswa calon guru biologi. Strategi perkuliahan ditempuh melalui implementasi model tutorial berbasis komputer. Sebanyak 80 orang mahasiswa S1 calon guru biologi dibagi ke dalam dua kelompok, 41 mahasiswa mengikuti perkuliahan model tutorial komputer, dan 39 mahasiswa mengikuti perkuliahan konvensional. Kemampuan rekonstruksi konsep diukur dengan membandingkan skor sebelum pembelajaran (pretes) dengan setelah implementasi model (postes) di antara kedua kelompok belajar. Selain itu, untuk mengungkap pandangan mahasiswa mengenai pengalaman belajarnya, seperangkat angket disebarkan kepada mahasiswa yang mengikuti model perkuliahan. Efektivitas program perkuliahan dievaluasi dengan tes tertulis bentuk respon terbatas pada mahasiswa yang mengikuti program perkuliahan model tutorial komputer dibandingkan dengan mahasiswa dari kelompok konvensional. Hasil penelitian menunjukkan secara keseluruhan terjadi peningkatan kemampuan rekonstruksi konsep pada kedua kelompok belajar, namun mahasiswa yang mengikuti perkuliahan model tutorial berbasis komputer menunjukkan peningkatan yang lebih tinggi dibandingkan kelompok mahasiswa peserta perkuliahan konvensional. Mahasiswa menanggapi positif implementasi model tutorial berbasis komputer dalam perkuliahan fisiologi hewan. Dapat disimpulkan bahwa penerapan model tutorial berbasis komputer pada penelitian ini dinyatakan lebih efektif dan mampu membekali mahasiwa calon guru biologi dalam meningkatkan kemampuan rekonstruksi konsep.</p>
Science (General), Theory and practice of education
The article analyzes the problem of aggressive behaviour of junior pupils and reasons for its occurrence. There are determined advantages of multimedia use in the prevention of aggressive behaviour of junior pupils and described types of multimedia, which should be used to work with pupils. Problem of aggressive behaviour of junior pupils become one of the main problems of our society. As noted by the most researchers, one of the cause of aggressive behaviour of junior pupils is media, the use of video games, watching movies, cartoons that provoke aggression. One of the important areas of prevention of aggressive behaviour of junior pupils is competence improvement of teachers, social workers and psychologists on the use of multimedia in social and educational classes for junior pupils.
Troy Crawford, Martha Lengeling, Irasema Mora Pablo
et al.
This paper explores the construction of identity in an academic learning environment in Central Mexico, and shows how identity may be linked to non-language factors such as emotions or family. These issues are associated with elements of hybrid identity. To analyze this we draw on language choice as a tool used for the construction of identity and for showcasing and defending identity through exploratory interviews with the bilingual students and teachers. The results draw our attention towards the role of non-linguistic variables and their relationship to emotional and contextual issues that influence how academic writing occurs within the school confines, where hybrid identities may be constructed for academic purposes.
Berardina De Carolis, Stefano Ferilli, Nicole Novielli
et al.
Conversational agents have been widely used in pedagogical contexts. They have the advantage of offering to users not only a task-oriented support, but also the possibility to relate with the system at social level. Therefore, besides endowing the conversational agent with knowledge necessary to fulfill pedagogical goals, it is important to provide the agent with social intelligence. To do so the agent should be able to recognize the social attitude of the user during the interaction in order to accommodate the conversational strategy. In this paper we illustrate how we defined and applied a model for recognizing the social attitude of the student in natural interaction with a Pedagogical Conversational Agent (PCA) starting from the linguistic, acoustic and gestural analysis of the communicative act.
This paper aims to contribute to the valuable conversation about the role of deliberative democracy in teacher education. I consider both using pedagogy that engages deliberative democracy in process, thereby enhancing teaching, and advancing deliberative democracy as a worthy goal in teacher education. I begin by looking at recent changes in society that have reshaped student goals, educational accountability, and the priority of democracy within higher education. I highlight these changes to issue a call for a thoroughgoing commitment to deliberative democracy both in theory and in practice, as a means and an end. I expand on the definition of deliberative democracy and the skills necessary to fulfilling it as they relate to the goals of teacher education. I close by turning to exemplary programs in teacher education and showcasing some smaller steps toward incorporating democratic practices and assignments.
This article presents and discusses approaches for exploring higher education in Art and Crafts. The concepts exploring versus research and the different foci in an insider perspective versus an outsider perspective introduces the theme. An insider perspective is said to be a useful starting point for inquiry, referring to Frayling’s trichotomy research into, research on and research through from 1993. The field of higher education in Art and Crafts education is shortly presented as comprising two main areas of knowledge: knowledge of education, and knowledge about the different subject areas within Art and Crafts. Both theory and practice are a part of these areas of knowledge. As higher education in Art and Crafts is a making profession, the most prominent challenge when exploring this today is thus said to be to develop research based knowledge on Education in Art and Crafts as a making discipline. Two keywords are deemed to be useful in approaching this theme: Mode 2 knowledge production and transdisciplinarity. The article concludes with describing specific ways of doing this today from within the context of application. Two examples of large research projects in Scandinavia are presented as examples of such projects.