615 research outputs found

    Character Education Learning Model for Elementary School

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    The world of education at this time faces many challenges in various fields. Education programs at the level of elementary school children are not evenly distributed resulting in the expected results not being maximized. The Law on the National Education System Number 20 of 2003 article 3 states that national education functions to develop capabilities and form dignified national character and civilization in the context of educating the nation's life, aiming at developing the potential of students to become human beings who believe and fear God Almighty. One, having noble character, healthy, knowledgeable, capable, creative, independent and being a democratic and responsible citizen. This study aims to see the effectiveness of the character education learning model applied in elementary schools. The results of field trials found the fact that after trials using the character education learning model for elementary school children were able to facilitate and improve student learning outcomes and could create appropriate and effective learning and motivate students in character learning

    The effects of cross-age mentoring in an online collaborative environment

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    This mixed method research was designed to examine the effects of cross-age mentoring in an inter-institutional online learning community. The research questions focused on the impact of mentoring on high school students’ confidence in their information seeking skills, perceptions of their information seeking standards, and the application of these standards to an information seeking task. Also of interest was the dialogic interaction between the students at the two sites, the impact of the facilitator on the process, and the university students’ perceptions about their experience. The participants included 26 students (mentees) enrolled in an American history class at a rural high school and 18 pre-service teachers (mentors) enrolled in an introductory educational technology course. Mentoring groups comprised of four-five high school students and three-four pre-service teachers interacted via a synchronous online courseware system. Both classes met at the same time of the day, twice weekly, allowing for synchronous interactions. The project was implemented over a five week period during which pre- and post-tests of information seeking confidence and standards were administered and students were engaged in their information seeking tasks. During the course of the project the online interactions were archived and saved for later analysis. Results revealed that there was no change in the high school students’ confidence in their information seeking abilities. The assessment of their evaluative standards revealed that they became more aware of the importance of evaluating the accuracy of information they located. In addition, a positive correlation was found between their understandings of the importance of evaluating information to determine its relevance to the task at hand and the disposition toward a more expert approach to seeking information. Performance on the information seeking task was positively influenced by conceptual scaffolding provided by both the facilitator and the pre-service teachers. Feedback that encouraged the high school students to consider conceptual issues was discovered to be most effective. The findings from this research contribute to the literature on cross-age mentoring between higher education and K-12 students as well as providing insights about strategies that influence students’ abilities to locate, evaluate, and synthesize information

    Understanding Students\u27 Experience with 1:1 Computer-Supported Collaborative Learning in a Mathematics Classroom

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    There has been a move towards integrating educational technology into K-12 mathematics classrooms. This emphasis has been partly driven by policy, increases in technology resources available, and a need to engage students in their mathematical learning. Most studies on technology integration in mathematics education are focused on teachers’ perceptions or students’ academic achievement. However, we need to learn how students perceive their learning in this type of environment. This dissertation is a basic qualitative study aimed at understanding the experiences of students with 1:1 computer-supported collaborative learning (CSCL) in an Algebraic Reasoning classroom. The study used the mathematical software, Desmos, as its CSCL system. The school in which this research took place fully implemented a 1:1 student-to-Chromebook program since 2016, and the participants of this study were students in a 1:1 Algebraic Reasoning classroom. The data used in this study were taken from participants’ responses to individual semi-structured interviews about their learning experiences with Desmos. Data was analyzed using Kumar et al.’s (2010) framework for effective CSCL systems which encompasses five criterions: (1) Open-ended and guided interactions, (2) interactions that can be stored centrally for meaningful interpretation, (3) predefined collaboration strategies, (4) underlying theories of collaboration represented in the software, and (5) providing active and passive feedback. Results suggest that students\u27 experiences with 1:1 CSCL in Algebraic Reasoning captured all but one them. These elements can inform educational stakeholders as to how to implement an engaging, innovative, and student-centered 1:1 CSCL mathematics environment

    Enhancing Free-text Interactions in a Communication Skills Learning Environment

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    Learning environments frequently use gamification to enhance user interactions.Virtual characters with whom players engage in simulated conversations often employ prescripted dialogues; however, free user inputs enable deeper immersion and higher-order cognition. In our learning environment, experts developed a scripted scenario as a sequence of potential actions, and we explore possibilities for enhancing interactions by enabling users to type free inputs that are matched to the pre-scripted statements using Natural Language Processing techniques. In this paper, we introduce a clustering mechanism that provides recommendations for fine-tuning the pre-scripted answers in order to better match user inputs

    Bringing maker practices to school : tracing discursive and materially mediated aspects of student teams' collaborative making processes

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    The present investigation aimed to analyze the collaborative making processes and ways of organizing collaboration processes of five student teams. As a part of regular school work, the seventh-grade students were engaged in the use of traditional and digital fabrication technologies for inventing, designing, and making artifacts. To analyze complex, longitudinal collaborative making processes, we developed the visual Making-Process-Rug video analysis method, which enabled tracing intertwined with social-discursive and materially mediated making processes and zoomed in on the teams' efforts to organize their collaborative processes. The results indicated that four of the five teams were able to take on multifaceted epistemic and fabrication-related challenges and come up with novel co-inventions. The successful teams' social-discursive and embodied making actions supported each another. These teams dealt with the complexity of invention challenges by spending a great deal of their time in model making and digital experimentation, and their making process progressed iteratively. The development of adequate co-invention and well-organized collaboration processes appeared to be anchored in the team's shared epistemic object.Peer reviewe

    Gathering Momentum: Evaluation of a Mobile Learning Initiative

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