Penerapan Model Concept Teaching Pendekatan Concept Attainment Untuk Meningkatkan Pemahaman Konsep IPA Fisika Siswa Kelas Viii1 SMP Negeri 5 Kendari Pada Materi Pokok Usaha Dan Energi

This research aims to describe an increase the activity of learning and concept understanding of physics science by application the concept teaching model to the concept attainment approach on the subject matter work and energy. The research is classroom action research with the subject is grade VIIIF SMPN 5 Kendari which consisting of 33 students. Data obtained from the observation sheet and the concept understanding tests. Technique of data analysis is calculates the average score learning activities, the average value of the concept understanding and determine student learning success each cycle. Results of the research that this approach can increase the activity of student learning and concept understanding of physics science at students. An average score of learning in cycle I of a 2,8 increase to 3,5 on cycle II. The same as, the average value of concept understanding physics science in cycle I of 66,9 increased to 79,2 on cycle II. The percentage of student learning success is also on the cycle I of 48,5% increase to 87,9% in cycle II, with a value of KKM determinated from school of 70. Thus, the application of the concept attainment approach is one of the right alternative solutions to increase of the students concept understanding of physics science especially on the subject matter work and energy. Therefore, expected that teacher can implemented the concept attainment approach in concept physics that contains the definition of the concept, characteristics, atributtes and relationships between concepts are the students more easily understand the concept of physics well

Scholarship of teaching: what does it mean for Deakin University?

This short paper explores the relevance of the scholarship of teaching to advancing Deakin University’s mission and core commitments, to teaching and learning and to its staff. The concept of the scholarship of teaching is defined and a discussion of the relevance of the concept to Deakin is then presented. Some broad guiding principles for implementation are offered

Humility, Listening and ‘Teaching in a Strong Sense’

My argument in this paper is that humility is implied in the concept of teaching, if teaching is construed in a strong sense. Teaching in a strong sense is a view of teaching as linked to students’ embodied experiences (including cognitive and moral-social dimensions), in particular students’ experiences of limitation, whereas a weak sense of teaching refers to teaching as narrowly focused on student cognitive development. In addition to detailing the relation between humility and strong sense teaching, I will also argue that humility is acquired through the practice of teaching. My discussion connects to the growing interest, especially in virtue epistemology discourse, in the idea that teachers should educate for virtues. Drawing upon John Dewey and contemporary virtue epistemology discourse, I discuss humility, paying particular attention to an overlooked aspect of humility that I refer to as the educative dimension of humility. I then connect this concept of humility to the notion of teaching in a strong sense. In the final section, I discuss how humility in teaching is learned in the practice of teaching by listening to students in particular ways. In addition, I make connections between my concept of teaching and the practice of cultivating students’ virtues. I conclude with a critique of common practices of evaluating good teaching, which I situate within the context of international educational policy on teacher evaluation

The Calculus Concept Inventory and teaching methodology reform

textUnlike fields in the humanities and social sciences, mathematics is traditionally taught through lectures in which students are expected to passively learn material. Research has shown that this didactic method leaves students with little conceptual understanding and discourages them mathematically. The Calculus Concept Inventory (CCI) is an exam which was developed to determine the impact of different teaching methodologies on students' conceptual understanding. The results have demonstrated that teaching methods which fall under the category of Interactive Engagement have the largest positive impact on conceptual knowledge. These methods actively engage students through social interactions with their peers and instructors in addition to providing immediate feedback and time for second attempts. The purpose of this report is to describe the current status of calculus reform and the ways in which the CCI is affecting mathematics pedagogy. For example, the University of Texas at Austin Mathematics Department has implemented flipping, an interactive engagement method delivering instruction on-line outside of class and bringing homework into the classroom.Mathematic

Increased Capacity of the Understanding of the Concept and the Ability to Solve Problems Through the Implementation of the Model of Teaching Mathematics Realistic Based on Cognitive Conflict Students

This research aims at: 1) the influence of the implementation of the model of teaching mathematics realistic based on cognitive conflict students to the ability to understanding the concept and troubleshooting capabilities; 2) determine the larger capacity of the understanding of the concept through the implementation of the model of teaching mathematics realistic based on cognitive conflict junior secondary school students the City of Bengkulu. 3) determine the great improvement of the ability to solve problems through the implementation of the model of teaching mathematics realistic based on cognitive conflict SMP students Bengkulu City.To achieve the goal of this research is to apply Research Design pseudo experiments with research design Pretest-Postest Nonequivalent Control Group Design, with the test instrument the ability to understanding the concept and test the troubleshooting capabilities. The data has been analyzed using the test gains. The results of this research is 1) the ability of understanding the concept and troubleshooting class experiment the given learning with PMR is better than with the ability to understanding the concept and troubleshooting control classes assigned to conventional mathematics lesson; 2) increase the ability of the understanding of the concept through the implementation of the model of teaching mathematics based on cognitive conflict SMP students Bengkulu City is significant with the index gain of 0,755 (high-level); 3) increase the ability to solve problems through the implementation of the model of teaching mathematics based on cognitive conflict SMP students Bengkulu City is significant with the index gain of 0,500 level (is)

Conceptually driven and visually rich tasks in texts and teaching practice: the case of infinite series

The study we report here examines parts of what Chevallard calls the institutional dimension of the students’ learning experience of a relatively under-researched, yet crucial, concept in Analysis, the concept of infinite series. In particular, we examine how the concept is introduced to students in texts and in teaching practice. To this purpose, we employ Duval's Theory of Registers of Semiotic Representation towards the analysis of 22 texts used in Canada and UK post-compulsory courses. We also draw on interviews with in-service teachers and university lecturers in order to discuss briefly teaching practice and some of their teaching suggestions. Our analysis of the texts highlights that the presentation of the concept is largely a-historical, with few graphical representations, few opportunities to work across different registers (algebraic, graphical, verbal), few applications or intra-mathematical references to the concept's significance and few conceptually driven tasks that go beyond practising with the application of convergence tests and prepare students for the complex topics in which the concept of series is implicated. Our preliminary analysis of the teacher interviews suggests that pedagogical practice often reflects the tendencies in the texts. Furthermore, the interviews with the university lecturers point at the pedagogical potential of: illustrative examples and evocative visual representations in teaching; and, student engagement with systematic guesswork and writing explanatory accounts of their choices and applications of convergence tests

Conveying troublesome concepts : using an open-space learning activity to teach mixed-methods research in the health sciences

In the past decade, there has been a groundswell of interest in the use of mixed-methods approaches to conduct research in the health sciences. However, there remains a paucity of diverse teaching materials, curricula and activities to support the continued expansion of education and innovation in mixed-methods research. Here, we report the development and evaluation of an open-space learning activity and tool to aid teaching the concept of synthesis in mixed-methods research. We detail the iterations of the teaching activity and tool as they were developed, we report student feedback, and we discuss the utility of the activity and tool for introducing the concept of synthesis in mixed-methods research within health science and related fields

Teaching the concept of convolution and correlation using Fourier transform

Convolution operation is indispensable in studying analog optical and digital signal processing. Equally important is the correlation operation. The time domain community often teaches convolution and correlation only with one dimensional time signals. That does not clearly demonstrate the effect of convolution and correlation between two signals. Instead if we consider two dimensional spatial signals, the convolution and correlation operations can be very clearly explained. In this paper, we propose a lecture demonstration of convolution and correlation between two spatial signals using the Fourier transform tool. Both simulation and optical experiments are possible using a variety of object transparencies. The demonstration experiments help to clearly explain the similarity and the difference between convolution and correlation operations. This method of teaching using simulation and hands-on experiments can stimulate the curiosity of the students. The feedback of the students, in my class teaching, has been quite encouraging.Comment: 6 pages, 10 figures, Proceedings Volume 10452, 14th Conference on Education and Training in Optics and Photonics: ETOP 2017. Event: 14th Conference on Education and Training in Optics and Photonics, ETOP 2017, 29-31 May 2017, Hangzhou, Chin