Peningkatan Kemampuan Bertanya Dan Penguasaan Konsep IPA Melalui Pendekatan Question Formulation Technique (Qft)

Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan bertanya dan penguasaan konsep I PA melalui pendekatan Question Formulation Technique (QFT). Metode penelitian yang digunakan pada penelitiian ini adalah kuasi eksperimen dengan model matching only pretest posttest. Subjek Penelitian ini terdiri dari 62 siswa kelas IV Sekolah dasar yang terdiri dari 32 siswa kelas eksperimen dan 30 siswa kelas kontrol. Instrumen penelitian yang digunakan yaitu tabel observasi untuk mengetahui banyak pertanyaan yang dibuat siswa dan pretest posttes untuk penguasaan konsep. Hasil penelitian ini menunjukkan bahwa siswa yang pembelajarannya menggunakan QFT mampu membuat pertanyaan yang jumlah lebih banyak dibanding siswa kelas kontrol. Tipe pertanyaaan yang banyak dibuat siswa adalah tipe pertanyaan mengumpulkan informasi Faktual. selain itu juga siswa yang pembelajarannya menggunakan Pendekatan QFT menunjukkan peningkatan yang sangat signifikan dimana rerata N-Gain penguasaan konsep pada kelas eksperimen sebesar 0,435

IMPROVING SCIENCE PROCESS SKILLS OF ELEMENTARY SCHOOL STUDENTS BY USING PROBLEM BASED LEARNING APPROACH

This research was motivated by the fact that many elementary school students still had low process skills. The purpose of this research was to improve the process skills of elementary school students by using PBL. This research was a classroom action research using Mac Taggart design. This design consisted of planning, implementation, observation, and reflection. This research was conducted at SDN 39 Mata Air Padang involving 30 students. This research was carried out in 2 cycles.  The data were collected through observation sheets in the form of checklist which had been adjusted to measure the process skills. The indicators of process skills included skills for asking questions, making observations, identifying and classifying the results of observations being done, ability to interpret, skills in using tools and materials, planning activities, skills in using concepts obtained under new conditions, and the ability to present research results. Then, the data were analyzed by using two techniques, namely classical learning analysis technique and individual analysis technique. The results revealed that there was an improvement in the process skills of elementary school students after the implementation of PBL model. It was found that the average score in cycle 1 was 66.67 and it increased to 83.33 in cycle 2. The implications of this research served as the basis for teachers in developing the process skills of elementary school students

Methodological proposal for the didactic integration of augmented reality in Early Childhood Education

Los dispositivos multitáctiles posibilitan el acceso e interacción con recursos enriquecidos con realidad aumentada. Dada su flexibilidad y adaptabilidad pueden ser utilizados en diferentes contextos para optimar los procesos formativos. En esta línea, en el marco de la asignatura de Tecnologías de la Información y Comunicación aplicadas a la Educación Infantil se llevó a cabo una experiencia formativa centrada en la utilización de la realidad aumentada. Así, los 119 futuros maestros que la cursaron diseñaron una propuesta metodológica mediante la creación de recursos con realidad aumentada para organizar acciones formativas estructuradas en tres rincones, en los que se abordaban contenidos asociados a ciencias, lengua y matemáticas. Para llevar a cabo esta experiencia se presentó un conjunto de pautas para articular las propuestas educativas. Tras su desarrollo, se solicitó a los estudiantes que valorasen como futuros maestros/as el potencial didáctico de esta tecnología. Para ello, dieron respuesta a siete ítems creados al efecto. Constatando que éstos consideran que la realidad aumentada es muy motivadora y atrayante para abordar, sobre todo, contenidos lingüísticos. Si bien manifiestan su dificultad para abordar contenidos matemáticos y científicos, dadas las limitaciones técnicas que declaran poseer para generar recursos innovadores.Mobile technologies enable access and interaction with enriched resources with augmented reality. Given their flexibility and adaptability, they can be used in different contexts to optimize training processes. In this line, in the subject of Information and Communication Technologies applied to Early Childhood Education, a training experience focused on the use of augmented reality was carried out. Thus, the 119 future teachers who studied it designed a meotodological proposal through the creation of augmented reality resources to organize training actions in three corners, in which contents of science, language and mathematics were addressed. To carry out this experience, a set of guidelines was presented to articulate the educational proposals. After its development, students were asked to evaluate the didactic potential of this technology as future teachers. For this, they responded to seven items created for that purpose. Noting that they consider that augmented reality is very motivating and attractive to work, especially linguistic content. However, they manifest their difficulty in addressing mathematical and scientific content, given the technical limitations they claim to possess to generate innovative resources

Opettajaopiskelijoiden käsityksiä oppimisesta erilaisissa oppimisympäristöissä

Oppimisympäristöosaaminen kuuluu opettajuuden työelämätaitoihin, mitä viimeaikainen koulutuspoliittinen keskustelu on korostanut. Tutkimme opettajankoulutuksen loppuvaiheen opiskelijoiden käsityksiä oppimisesta erilaisissa oppimisympäristöissä. Tutkimusta taustoitetaan oppimisympäristötutkimuksen sekä formaalin ja informaalin oppimisen näkökulmista. Aineisto koostuu 142 opiskelijan tuottamista kirjallisen reflektointitehtävän avovastauksista. Se kerättiin Itä-Suomen yliopiston pedagogisten opintojen loppuvaiheen ”Kasvatus kestävään tulevaisuuteen” -opintojaksolta. Laadullisessa analyysissa sovellettiin fenomenografista lähestymistapaa. Opettajaopiskelijoiden käsitykset oppimisen ja oppimisympäristön suhteesta jaettiin analyysin perusteella kolmeen kategoriaan: 1) oppiminen olemassaolon tapana, 2) avautuvassa koulutusjärjestelmässä ja 3) sulkeutuneessa koulutusjärjestelmässä. Kapeimmillaan oppimiskäsitys rajoittui tiukasti suljettuun koulutusjärjestelmään. Avautuvan koulutusjärjestelmän oppimiseen liittyvät käsitykset näkivät ulkopuoliset oppimisympäristöt resurssina ja mahdollisuutena oppimiselle. Laajimmillaan oppiminen käsitettiin olemassaolon tavaksi, jolloin oppimisympäristö laajeni perinteisiä ikä-, organisaatio- ja oppiainerajoja ylittäväksi ja oppijan koko kasvuympäristön huomioivaksi kokonaisuudeksi. Tutkimustulosten nojalla voidaan suositella, että opettajankoulutuksessa käsitellään teoreettisesti ja käytännössä sekä koulutusjärjestelmän ulkopuolelle ulottuvien oppimisympäristöjen merkitystä oppimisprosessien jatkumoissa että koulun ulkopuolisiin toimijoihin ulottuvia verkostoitumistaitoja. On tärkeää, että opettajaopinnoissa opitaan tuottamaan eksplisiittistä käsitystä oppimisesta elämänmittaisena ja kaikkiallisena prosessina

Opettajaopiskelijoiden käsityksiä oppimisesta erilaisissa oppimisympäristöissä

Oppimisympäristöosaaminen kuuluu opettajuuden työelämätaitoihin, mitä viimeaikainen koulutuspoliittinen keskustelu on korostanut. Tutkimme opettajankoulutuksen loppuvaiheen opiskelijoiden käsityksiä oppimisesta erilaisissa oppimisympäristöissä. Tutkimusta taustoitetaan oppimisympäristötutkimuksen sekä formaalin ja informaalin oppimisen näkökulmista. Aineisto koostuu 142 opiskelijan tuottamista kirjallisen reflektointitehtävän avovastauksista. Se kerättiin Itä-Suomen yliopiston pedagogisten opintojen loppuvaiheen ”Kasvatus kestävään tulevaisuuteen” -opintojaksolta. Laadullisessa analyysissa sovellettiin fenomenografista lähestymistapaa. Opettajaopiskelijoiden käsitykset oppimisen ja oppimisympäristön suhteesta jaettiin analyysin perusteella kolmeen kategoriaan: 1) oppiminen olemassaolon tapana, 2) avautuvassa koulutusjärjestelmässä ja 3) sulkeutuneessa koulutusjärjestelmässä. Kapeimmillaan oppimiskäsitys rajoittui tiukasti suljettuun koulutusjärjestelmään. Avautuvan koulutusjärjestelmän oppimiseen liittyvät käsitykset näkivät ulkopuoliset oppimisympäristöt resurssina ja mahdollisuutena oppimiselle. Laajimmillaan oppiminen käsitettiin olemassaolon tavaksi, jolloin oppimisympäristö laajeni perinteisiä ikä-, organisaatio- ja oppiainerajoja ylittäväksi ja oppijan koko kasvuympäristön huomioivaksi kokonaisuudeksi. Tutkimustulosten nojalla voidaan suositella, että opettajankoulutuksessa käsitellään teoreettisesti ja käytännössä sekä koulutusjärjestelmän ulkopuolelle ulottuvien oppimisympäristöjen merkitystä oppimisprosessien jatkumoissa että koulun ulkopuolisiin toimijoihin ulottuvia verkostoitumistaitoja. On tärkeää, että opettajaopinnoissa opitaan tuottamaan eksplisiittistä käsitystä oppimisesta elämänmittaisena ja kaikkiallisena prosessina.</p

The Effectiveness of Value Clarification Technique (VCT) and Problem Based Learning (PBL) Models on Social Problem-Solving Skills Viewed from Emotional Intelligence

Abstract: The purpose of this research is to find out significant differences in the social problem-solving skills between classes that apply the Value Clarification Technique (VCT) and Problem Based Learning (PBL) learning models and the class that applies the direct learning model.  The research population included all fifth-grade students in Cilacap Regency public elementary schools. This research employed a cluster random sampling technique. An experimental method with a 3x3 factorial design was used. The data analysis used two-way ANOVA test with SPSS 21. The results showed that (1) there were differences in effectiveness in the use of VCT, PBL and direct learning models on the social problem solving skills (FA = 7.176, p = 0.01 0.05), and (3) there was no interaction of the effect between the use of VCT, PBL, and the high, medium and low emotional intelligence categories on the students' social problem solving skills (FAB = 0.619, p = 0.649 > 0.05).

Common Attributes Among Highly Effective Middle School Teachers

Effective classroom management and delivery of quality classroom instruction is a complex task that every teacher has to face. It is not enough to have well thought out, planned lessons. To be a highly effective teacher, an educator must inspire, motivate and captivate their students all while delivering quality information and rigorous assignments that equip students with the skills and abilities needed in the twenty-first century. At the heart of student achievement is effective teaching. A teacher\u27s effectiveness has been traditionally measured by the level of classroom control, delivery of quality instruction, and student achievement scores. Classroom management has consistently been the focus of research in the area of an effective teacher for many years. Research has concluded that classroom management is the main element of the overall classroom environment as it influences the level of student engagement, the rate of behavioral disruptions which, in turn, affects the quality of student learning and achievement. With all of the research on educational practices, and issues that impact student engagement, research does not clearly identify a particular attribute that effective middle school teachers actually possess. The goal is being able to identify exactly what makes a teacher exceptional at what he or she does in order to train other teachers to do the same. Some researchers pursue personal beliefs, attitudes, and behaviors while others tend to focus on instructional skills, education, and strategy approach. The Behavior and Instructional Management Scale (BIMS) measures beliefs related to classroom management regarding interventionists or behavior focused management, and non-interventionists or instructional management. This scale measures the approaches teachers take with students based on their personal beliefs about child development. Teacher certification and years of experience are also factors that impact a teacher’s abilities and need to be studied. The findings of this research revealed that there is no significant differences between highly effective and proficient teachers and classroom management style as determined by the Behavioral and Instructional Management Scale (BIMS)

Desafios pedagógicos, tecnológicos e informacionais da aprendizagem ubíqua: uma revisão integrativa

O desenvolvimento e a expansão das Tecnologias Digitais de Informação e Comunicação têm repercutido cada vez mais no cotidiano das pessoas. No contexto educacional, seu uso amplia as possibilidades de ensinar e de aprender. Contudo, cada possibilidade carrega consigo desafios pedagógicos, tecnológicos e informacionais, tornando necessário elucidá-los para que se possa buscar soluções para os mesmos. A aprendizagem ubíqua (u-learning) é uma modalidade de aprendizagem suportada pela computação ubíqua, e ainda pouco explorada no que concerne a compreensão da sua dinâmica no cotidiano dos docentes e, sobretudo, dos discentes. O principal objetivo da presente pesquisa é investigar os desafios pedagógicos, tecnológicos e informacionais para a promoção da aprendizagem ubíqua. Metodologicamente, optou-se por uma Revisão Integrativa de Literatura. Para tanto, foi utilizado Discovery Service da Universidade Aberta (UAb), com a intenção de coletar os artigos que fossem fruto de estudos experimentais ou quase-experimentais em u-learning, desenvolvidos em ambientes de educação formal, publicados em periódicos, no período de 2011-2020. Ao todo, após os filtros, 43 artigos compuseram essa Revisão. A principal contribuição dessa pesquisa concerne na concepção de um framework composto pelos desafios pedagógicos, tecnológicos e informacionais da aprendizagem ubíqua, um organismo vivo e potencialmente capaz de ser uma ferramenta de grande valia para a construção de experiências u-learning exitosas.The development and expansion of Digital Information and Communication Technologies have had an increasing impact on people's daily lives. In the educational context, its use expands the possibilities of teaching and learning. However, each possibility carries pedagogical, technological and informational challenges, making it necessary to elucidate them so that solutions can be sought. Ubiquitous learning (u-learning) is a learning modality supported by ubiquitous computing, and still little explored in terms of understanding its dynamics in the daily lives of teachers and, above all, students. The main objective of this research is to investigate the pedagogical, technological and informational challenges for an effective promotion of ubiquitous learning. Methodologically, an Integrative Literature Review was chosen. For that, the Discovery Service of Open University (UAb) was used, with the intention of collecting articles that were the result of experimental or semi-experimental studies in u-learning, developed in formal education environments, published in journals during the period of 2011-2020. In all, after the filters, 43 articles made up this Review. The main contribution of this research concerns the design of a framework composed of the pedagogical, technological and informational challenges of ubiquitous learning, a living organism and potentially capable of being a valuable tool for the construction of successful u-learning experiencesA investigação realizada no âmbito desta Tese está integrada nas linhas de investigação da Unidade de Investigação e Desenvolvimento - Laboratório de Educação a Distância e eLearning (UID 4372/FCT), da Fundação para a Ciência e Tecnologia do Ministério da Ciência, Tecnologia e Ensino Superior