Kariani Kariani, Baiq Azmi Sukroyanti, Lalu Habiburrahman
This study aims to develop ethnoscience-based physics teaching materials by integrating local cultural wisdom to enhance high school students’ argumentation skills. The development model employed is the 4D model: Define, Design, Develop, and Disseminate. The teaching materials were designed based on students' needs and characteristics. Validation results from two experts in content and media indicate that the materials are feasible for use, with feasibility scores of 75% and 83.3%, respectively. Revisions were suggested in terms of ethnoscience examples and layout design. The practicality test showed highly positive responses from teachers (85%) and positive responses from students (84.8%), indicating that the materials are easy to use and support meaningful learning. In terms of effectiveness, the average gain score was 21.797, with a symmetrical data distribution (skewness = -0.418) and normality (p = 0.163 based on the Shapiro-Wilk test). The Paired Samples t-Test showed a significant result (t = -11.669; p < 0.001), indicating a significant difference between the pre-test and post-test scores. The average N-Gain score of 0.777 is categorized as high, suggesting that the developed teaching materials effectively support students in constructing logical, structured, and evidence-based arguments.
Alla Durdas, Nataliia Furmanchuk, Anna Bondar
et al.
This article focuses on the importance of developing speaking skills at foreign language classes at university, as the ability to communicate in English is one of the essential requirements for success in various careers both nationally and internationally. However, while speaking a foreign language university students face challenges like hesitation, limited vocabulary, anxiety and lack of real-world practice. Traditional methods often struggle to address these issues due to large classes, limited interaction and time constraints. Teaching speaking is particularly demanding, requiring focus on pronunciation, grammar and fluency, along with overcoming shyness, low confidence and fear of judgment. To overcome these barriers, teachers should use innovative methods and technologies. Techniques like communicative language teaching, task-based learning, immersion, and digital tools help students build confidence and fluency. Activities like role-playing and digital storytelling make language use more natural and reduce anxiety. The article highlights the importance of adapting teaching methods to students’ needs, focusing on real-world application of a foreign language like professional communication. Practical strategies include regular practice, engaging with native content, cultural exploration and learning from mistakes. By creating supportive and interactive environments, teachers can help students to become confident speakers, preparing them for successful work and realization in a globalized world.
Various projects and programmes have been undertaken by different developing nations by way of research and practice in the past years, to improve the literacy rate. However, the fundamental problems and the global statistics on literacy continue to be worrisome in most African nations, inclusive of South Africa. In a bid to address the challenge of youth and adult illiteracy in this 21st Century, the adoption of Information Communication and Technologies (ICTs) by adult facilitators, is a catalyst in reaching the goal of sustainable social and economic national development. Therefore, this study aims to explore the views of adult literacy facilitators on digitising and integrating information communication technology into adult literacy programmes. A qualitative method was employed by the study, with the use of semi-structured interviews with 10 purposively and conveniently selected participants across the 10 literacy centres in KwaZuluNatal province of South Africa. The collected data was thematically analysed to generate findings
for the study. Findings revealed that adult learners have been neglected in the use of ICT for learning. Conversely, literacy centres lack ICT facilities for teaching and learning activities. This consequently impacts the learning abilities of adult learners negatively. The study, therefore, recommends that adult literacy centres should be equipped with relevant ICT gadgets to enhance adult literacy programmes. Also, a system approach where every individual and all adult literacy education stakeholders should be involved in the implementation process should be embraced.
“Een ieder van ons kan bijdragen aan het oplossen van kleine en grote wereldproblemen”, aldus de achterflap van het boek. Het is aan ons. Waarom we de kunstenaar in onszelf nodig hebben om de wereld te redden van altviolist, componist en theatermaker Merlijn Twaalfhoven. Hoe dat werkt beschrijft hij aan de hand van zijn ervaringen in vluchtelingenkampen in Bosnië en Jordanië, een huiskamerfestival in Jeruzalem, een oude fabriek in Zaandam, de Carnegie Hall in New York en een VN conferentie in Alpbach. In de proloog vertelt hij hoe hij na een optreden in een vluchtelingenkamp twijfels kreeg over zijn doel: vrede brengen met muziek. De mensen die jarenlang in angst en verschrikking hadden geleefd, genoten van de muziek, maar toen de musici hen weer in dezelfdeellendige situatie achter moesten laten, sloeg de twijfel toe:Was het wel juist om als musicus uit een veilig en rijk land in een kamp langs te komen en weer verder te gaan? Deze vraag zet Twaalfhoven aan om op zoek te gaan naar hoe zijn muziek bij kan dragen aan openheid en verbondenheid tussen mensen die in lastige omstandigheden leven. Het is de moeite waard om zijn verkenningstocht in dit tijdschrift te volgen, omdat hij waarden en werkwijzen verkent die voor het sociaal werk van groot belang zijn.
Social sciences (General), Special aspects of education
Angelo Dante, Vittorio Masotta, Alessia Marcotullio
et al.
Abstract Background In postgraduate intensive care nursing courses, high-fidelity simulation is useful to prepare students to guarantee safe and quality care of critically ill patients. Surprisingly, this issue has not attracted sufficient attention in the literature, and it is not clear whether the linear application of the traditional high-fidelity simulation method based on prebriefing, the simulation session and debriefing, can serve as empirical reference in postgraduate students’ education. The aim of this study was to investigate the lived experiences of postgraduate students receiving multiple exposures to an innovative high-fidelity simulation design based on Kolb’s Experiential Learning Theory. Methods A phenomenological study was conducted at an Italian University involving a purposive sample of 15 nursing students attending the postgraduate intensive care course. Audio-recorded face-to-face in-depth interviews were held by a researcher in a dedicated room complemented with non-verbal communication outlined in the field notes. Thematic analysis was used to analyse the transcribed data. Results Three themes and ten categories were derived from the data analysis. The themes included pragmatic learning experience, the emotional path, and confidence. Conclusions Multiple exposure to high-fidelity simulation was lived as a pragmatic learning experience enhancing the students’ ability to apply theory into practice. This novel approach also contributed to the transition from negative to positive feelings and improved students’ confidence about technical and non-technical skills when caring for a critically ill patient.
The purpose of this study was to improve learning outcomes of mathematics learning media through flipped classrooms aided by school logic lms. The results of the study on pre-cycle showed the student learning outcomes obtained were 3 students who completed or 11.54%, then after being given an action using flipped classrooms assisted by schoology, there was an increase in learning outcomes with students who completed in Cycle I by 34.61%, Cycle II at 61.54% and cycle III at 100%. From the results of the percentage experiencing success in the third cycle that meets the success indicator that is> 75% complete. Thus these results indicate that an increase in student learning outcomes by applying mathematics learning media through flipped classrooms assisted by schoology can improve learning outcomes of student mathematics learning media
Education (General), Theory and practice of education
The integration of ICT in the learning process has a positive effect on students' concepts understanding and learning interests. Android is a learning media tool that can store lots of interesting learning materials, such as electronic modules. This study was conducted to determine the feasibility of an Android-based electronic module with temperature and heat material feedback for high school / MA students. This research method is used in the ADDIE model (analysis, design, development, implementation, and evaluation). The electronic module was tested for validation by the validator with an average value of 3.49 and the module readability test with respondents of 85 students who obtained an average value of 79.3%. Based on the data obtained, it can be conclude that the electronic module has decent criteria.
Studies show that temporal factors like workload and lack of release time inhibit faculty participation in developing and teaching online courses; however, few studies exist to gauge the time commitment. This longitudinal case study, presented at the Seventh Annual Sloan-C International Conference on ALN, examined the amount of time needed to teach three asynchronous online courses at The University of Michigan-Dearborn from Winter 1999 through Winter 2000. Twenty-five students were enrolled in each course. Self-monitoring was used to measure the amount of time required to complete the following activities: 1) reading and responding to emails; 2) reading, participating in, and grading 10 online discussions; and 3) grading 15 assignments. Using a stopwatch, the investigator timed and recorded the number of minutes needed for each activity. Also, all messages and assignments were archived and frequency counts were recorded. The weekly, mean number of minutes and assignments was entered on line graphs for analysis. The data showed that teaching each online course required 3 to 7 hours per week, with the greatest number of emails and amount of time required during the first and last 2-weeks of the semesters. Participation in and grading of the discussions took the greatest amount of time and remained steady across the semester. However unlike many live courses, the students participated more in the
discussions than the instructor did. The number of assignments that were submitted each week steadily increased over each semester. This case study indicates that the time needed to teach online courses falls within the range of reasonable expectations for teaching either live or online courses and represents the beginning of this area of inquiry. Consequently, additional studies are needed with a variety of instructors across a variety of courses and disciplines to further pinpoint faculty time commitment.
Sidney Reinaldo da Silva, Rodrigo Rafael Fernandes
Este texto faz uma abordagem dos princípios da formação profissional dos Institutos federais (IFs) e sua correlação com a abordagem Ciência Tecnologia e Sociedade (CTS). Seu objetivo foi mostrar como os IFS contribuem para pensar a formação profissional na perspectiva CTS, isto é, de forma socialmente engajada. A partir de uma apresentação crítica do campo CTS e do tipo de formação profissional a ele associado, foram indicadas as bases ético-políticas da educação no IFs retomando o documento relativo a suas concepções e diretrizes e a lei de sua criação, a Lei nº 11.892. Mostra-se que os Ifs se apresentam como um espaço privilegiado para a formação CTS, podendo ser ocasião para a associação dessa com uma concepção de formação profissional de trabalhadores, pesquisadores e cidadãos capazes de intervir nos processos de decisão pública envolvendo ciência tecnologia.
<p>The interplay between the receptive macro skill reading and the corresponding productive one (writing) has been the object of study of an array of scholars willing to describe and seize EFL/ESL teaching and learning. This project proposes a reading/writing class in a second year chair (Discursive Practices II) in an English teaching training tertiary school in Villa del Totoral, Córdoba Province. This class involves the completion of a narrative paragraph taking into account top-down and bottom-up processing.</p>
Abstract: The purpose of this research is to know the difference increase mathematical ability of understanding and communication, as well as students who obtain independent learning using multimedia interactive learning and conventional learning. Studies conducted using a quasi-experimental method with pre-test and post-test control group design. This study was conducted at two private schools in the city of Bandung, involving 60 students of class V as a research subject. The research instrument used was a test of mathematical ability of understanding and communication, learning independence questionnaires, observation sheets, and interviews. The results showed that: (1) There are differences in upgrading mathematical understanding between students who obtained using multimedia interactive learning with students who received conventional learning; (2) There are differences in improvement of communication skills among students acquire mathematical learning using interactive multimedia to students who received conventional learning; (3) There is no difference in improvement of communication skills among students acquire mathematical learning using interactive multimedia to students who received conventional learning.
Keywords: interactive multimedia, and communication mathematical understanding of elementary school students, independent learning.
Abstrak: Tujuan dari penelitian ini adalah mengetahui perbedaan peningkatan kemampuan pemahaman dan komunikasi matematis, serta kemandirian belajar siswa yang memperoleh pembelajaran menggunakan multimedia interaktif dan pembelajaran konvensional. Penelitian yang dilaksanakan menggunakan metode kuasi eksperimen dengan Pre-test dan Post-test Control Group design. Penelitian ini dilakukan pada dua sekolah swasta di Kota Bandung dengan melibatkan 60 siswa kelas v sebagai subjek penelitian. Instrumen penelitian yang digunakan adalah tes kemampuan pemahaman dan komunikasi matematis, angket kemandirian belajar, lembar observasi, dan wawancara. Hasil penelitian menunjukkan bahwa: (1) Terdapat perbedaan peningkatan kemampuan pemahaman matematis antara siswa yang memperoleh pembelajaran menggunakan multimedia interaktif dengan siswa yang memperoleh pembelajaran konvensional; (2) Terdapat perbedaan peningkatan kemampuan komunikasi matematis antara siswa yang memperoleh pembelajaran menggunakan multimedia interaktif dengan siswa yang memperoleh pembelajaran konvensional; (3) Tidak terdapat perbedaan peningkatan kemampuan komunikasi matematis antara siswa yang memperoleh pembelajaran menggunakan multimedia interaktif dengan siswa yang memperoleh pembelajaran konvensional.
Kata kunci: multimedia interaktif, pemahaman dan komunikasi matematis siswa sekolah dasar, kemandirian belajar.
<p>Este artículo tiene por objeto dar a conocer a aquellos que están en el ámbito de la formación docente, el trabajo realizado por maestros comunitarios en escuelas primarias de Uruguay, en torno a la <em>integración educativa </em>de niños en situación de <em>riesgo educativo </em>(Terigi, F. 2009). Estos docentes trabajan con niños con “sobreedad”, con altos niveles de repetición, bajo rendimiento escolar como también con alumnos con buen rendimiento pero con dificultades para<em> “resolver su inclusión grupal”</em> (Almirón, G. 2006). A lo largo de los diez años de implementación que tiene el Programa de Maestros Comunitarios, los educadores construyeron valiosos criterios pedagógicos y novedosos itinerarios didácticos para trabajar con aquellos niños que no encuentran su lugar en la escuela.</p>
<p class="p1">All university educators perform design work as they prepare and plan learning experiences for their students. How such design work is undertaken, conceptualised, and optimally supported is the focus of ongoing research for the authors. The purpose of this article is to present the results of a research study that sought to gain a richer understanding of university educators’ design work; investigate how the idea of Learning Design could support design work; and examine how learning designs could be made available within a Learning Management System (LMS) as a design support tool. <p class="p3">An overview of the outcomes from the entire research project is presented. The project’s aims and outcomes and what was achieved are explained and potential future directions for this area of research are discussed.
In the debate about the quantitative and qualitative methodologies, that marked for many years the research, nowadays there is a new orientation, amenable to the formula of “mixed methods”. It’s not clear if the expression is only an label that masks a generic eclecticism of if it’s a epistemologically founded way to overcome the traditional dichotomy. The actual debate is an occasion to increase awareness and transparency about the researcher’s methodological choice. This text present a brief panoramic of diffusion of mixed methods in the international scenery, hinting some attempts of systematisation of the different and complex types of inquiry.
چکیده افزایش تقاضا برای ورود به آموزش عالی، ضرورت تحقق آموزش برای همه و پاسخگویی به نیازهـای جامعه وبه ویژه محدودیت منابع مالی دولت، اسـتفاده از منـابع و امکانـات بخـش خصوصـی را بـرای سرمایهگذاری در آموزش عالی مشروعیت بخشید. این مهم با ایجاد و توسعۀ مؤسسات آمـوزش عـالی غیردولتی-غیرانتفاعی به عنوان مشارکت بخش خصوصی در توسعه آموزش عالی کشور تحقـق یافـت . پژوهش حاضر درصدد است تا با در نظر گرفتن اسناد بالادستی از جمله مصوبات شورای عالی انقلاب فرهنگی و سند ملی توسعه آموزش عالی در برنامه چهارم توسعه، بررسی تحلیلی از وضعیت گسـترش این مؤسسات در کشور به خصوص در طول برنامۀ چهارم توسعه ارائه کند و عملکرد وزارت علـوم را در این راستا مورد ارزیابی قرار دهد. روش پژوهش توصیفی- تحلیلی است و نتایج آن نشان مـی دهـد که بهرغم تأسیس 195 مؤسسه در طول برنامۀ چهارم (88-1384 (و فعالیت 266 مؤسسه آموزش عالی غیردولتی-غیرانتفاعی در کشور، و دائر بـودن بـیش ار 1800 رشـته محـل و ایجـاد بـیش از 138هـزار طرفیت پذیرش دانشجو در این موسسات، حدود نیمی از ظرفیـت آنهـا بـه ویـژه در مقـاطع تحصـیلی کاردانی و کارشناسی پیوسته تکمیل نشده است. همچنین توزیع این مؤسسات در کشور بطـور متـوازن صورت نگرفته و تراکم در استانهای همجوار پایتخت به خصوص استانهای شمالی کشـور بـه مراتـب بیشتر از سایر استان ا ها ست .
Increased concern about the low levels of literacy and numeracy among Grade 3 learners in South Africa is resulting in more emphasis being placed on the preparatory Grade R year. The level of learning readiness of pupils when entering formal teaching in Grade 1 is determined by perceptual motor stimulation that pupils received during the preschool phase. ‘Learning readiness’ can be influenced by the knowledge of
teachers, teacher/child ratio, the availability of teaching aids, as well as the amount of space and time allocated to movement activities. The aim of the study recounted in this article was to determine the physical deficiencies that could negatively affect
children’s perceptual motor development and school readiness. Focus was placed on factors that influence perceptual motor development such as the training of teachers, availability of equipment and resources at schools with Grade R classes. Demographic information was collected with regards to; the qualification of teachers, the number of pupils, and intervention programmes that are offered at schools by outside institutions.
A Likert scale questionnaire, with a combination of yes/no and open questions, was used and followed up by a personal interview. According to availability, 31 schools and 51 teachers were selected to participate in the research. Teachers of schools in developed areas and disadvantaged areas were involved in the study. The results of the study show that teachers are not sufficiently trained for the early child developmental
needs within the education environment and that many schools are under-supplied in terms of resources and equipment. It is recommended that these teachers receive inservice training on learners’ perceptual motor development and that the Department of Education should provide schools with resources and equipment to prevent these deficiencies in the education system.
Special aspects of education, Theory and practice of education
Reflective teaching is a paradigm that dominates teacher education around the world and most professional development programs include it as a way to improve teachers' practice. As a teacher educator I am aware of the importance reflective teaching (RT) has on teachers' professional development. This article reports a research experience with two in-service teachers of English enrolled in a professional development program at a public university in Bogotá who initiated a reflective teaching process through the development of reflective thinking skills. Data were gathered through interviews, observation, videotaping, questionnaires and a diary. Findings showed some teachers' attitudes towards RT, the possible factors that might have stimulated and lessened reflection, and some of the changes observed in their teaching practice.<br>La enseñanza reflexiva es un paradigma que domina la educación de docentes en el mundo y la mayoría de programas de desarrollo profesional (PDP) la incluyen como una manera de mejorar la práctica de los docentes. Como docente educadora, soy consciente de su importancia en el desarrollo profesional. Este artículo describe una experiencia investigativa con dos profesores de inglés participantes en un PDP en una universidad pública en Bogotá, quienes iniciaron un proceso de reflexión sobre su práctica docente mediante el desarrollo de habilidades de pensamiento reflexivo. Los datos se recolectaron mediante entrevistas, observación, video grabación, cuestionarios y un diario. Los resultados mostraron algunas actitudes de los docentes hacia la enseñanza reflexiva, los posibles factores que pudieron estimular e inhibir la reflexión y algunos cambios en su práctica docente.