About a constructivist approach for stimulating students' thinking to produce conjectures and their proving in active learning of geometry

The paper describes processes that might lead secondary school students to produce conjectures in a plane geometry. It highlights relationship between conjecturing and proving. The author attempts to construct a teaching-learning environment proposing activities of observation and exploration of key concepts in geometry favouring the production of conjectures and providing motivation for the successive phase of validation, through refutations and proofs. Supporting didactic materials are built up in a way to introduce production of conjectures as a meaningful activity to students

Using materials from the history of mathematics in discovery-based learning

This paper reports on attempt to integrate history of mathematics in discovery-based learning using technology. Theoretical grounding of the idea is discussed. An exploratory environment on triangle geometry is described. It is designed to support and motivate students' activities in learning through inquiry. Conjectures about properties of Lemoine point and Simson line are produced and proved by students using e-learning textbook

Transformation of the Transdisciplinary Vision in Education and Learning Practices in Islamic Higher Education

The purpose of this article was to describe how IAIN Kendari has transformed a transdisciplinary vision into learning practices. There were three main topics discussed: 1) how to design a transdisciplinary curriculum; 2) how to assess lecturers’ readiness to implement learning using a transdisciplinary approach; and 3) how to prepare the learning environment. The three problems were explored at the Faculty of Tarbiyah and the IAIN Kendari Teacher Training Center with qualitative research using descriptive methods. The findings were as follows: the applied curriculum was an old one that was not designed in a transdisciplinary fashion. Bureaucratic issues contributed to the slow pace of curriculum changes. Second, lecturers’ teaching methods in general have not yet resulted in transdisciplinarity; the learning perspective is still sectoral. Third, a learning environment that promotes a transdisciplinary mindset has yet to emerge. The study program’s atmosphere, class management, student management, infrastructure and education personnel have not demonstrated readiness for a transdisciplinary vision in the realm of education and learning. Keywords: transformation, transdisciplinary, learning practice, higher educatio

The Development, Implementation and Initial Evaluation of Tailorable Resource Packs for Multimedia Based Assessments for Learning .

In this project a suite of tailorable teaching and learning resources were created, implemented and evaluated. These resources focused on the assessment for learning model, adopting the constructivist approach to learning. Here, the student builds their knowledge, and deepens their understanding, as they complete their assessment. The resources were designed to aid academic adoption, and student implementation, of this model of assessment. The assessment outputs created using these resources were digital videos and network concept maps. The tailorable resources provided a structured and scaffolded environment for both the academic and student to explore this learning space. Both students and academic staff, as part of an explorative case study, evaluated the resources. In terms of the resources created for video-based assessment, students were happiest at times that correlated with the use of the resource pack and commented that the resources assisted them in creating their assessment for learning product. Finally, recommendations for practice are offered and suggestions are made on how to holistically integrate this approach on an Institute-wide scale

The Development, Implementation and Initial Evaluation of Tailorable Resource Packs for Multimedia Based Assessments for Learning

In this project a suite of tailorable teaching and learning resources were created, implemented and evaluated. These resources focused on the assessment for learning model, adopting the constructivist approach to learning. Here, the student builds their knowledge, and deepens their understanding, as they complete their assessment. The resources were designed to aid academic adoption, and student implementation, of this model of assessment. The assessment outputs created using these resources were digital videos and network concept maps. The tailorable resources provided a structured and scaffolded environment for both the academic and student to explore this learning space. Both students and academic staff, as part of an explorative case study, evaluated the resources. In terms of the resources created for video-based assessment, students were happiest at times that correlated with the use of the resource pack and commented that the resources assisted them in creating their assessment for learning product. Finally, recommendations for practice are offered and uggestions are made on how to holistically integrate this approach on an Institute-wide scale

Building mathematical knowledge with programming: insights from the ScratchMaths project

The ScratchMaths (SM) project sets out to exploit the recent commitment to programming in schools in England for the benefit of mathematics learning and reasoning. This design research project aims to introduce students (age 9-11 years) to computational thinking as a medium for exploring mathematics following a constructionist approach. This paper outlines the project and then focuses on two tensions related to (i) the tool and learning, and (ii) direction and discovery, which can arise within constructionist learning environments and describes how these tensions were addressed through the design of the SM curriculum

The Student-Created Poster: A WebQuest Active Learning Strategy in Online Environments

Posters are one of the school project artifacts that students could create to engage themselves in their knowledge building at school. Combine with WebQuest as the active learning instruction platform in an online learning, creating posters increase students’ engagement, build interest in topic learned, inspire higher-level independent thinking, and motivate student on their personal learning experiences. The aim of this study was to investigate student-created poster as an active learning approach in an online environment using WebQuest to inform instructional practices of student-created poster. This study used a case study method to explore the phenomenon occurred during the elective English course in the first grade of senior high school at Indonesia. Data analyzed in this study included 21 high school students, students’ posters and the classroom observation done in 5 weeks.  The finding of this qualitative study revealed that student-created poster utilizing WebQuest as the instructional learning method was an active learning activity that improve students perception of self-efficacy in comprehend the reading text and write the information in poster and evidence of student engagement of behavioral, affective and cognitive domains. Themes derived from the perception of the participants included: perceived self-efficacy, the novelty or usefulness of creating a poster, and the technical and content knowledge. Student-created poster as an active approach using WebQuest can be included in the context of High School English learning to enhance the English skills of students and foster integrative skills of the 21st century. Practical implications for teachers when designing poster assignments created by students using WebQuest include (a) following a model for the development of posters; (b) providing extra time for content acquisition and revisions; and (c) incorporating group evaluation

Comparison between Activity-Based Learning and Traditional Learning

The classroom teaching strategies used by teachers have a major impact on the quality of education. These days, schools, colleges, and universities are using an increasing amount of activity-based learning techniques. In terms of the student, teacher, learning environment, and education, this paper compares and studies two approaches to higher education: activity-based learning and traditional learning. These two approaches was examined and contrasted by utilizing the benefits of qualitative research, applying the qualitative descriptive type method, and assessing the literature review, presented virtual lesson plans, and other texts. Comparative tables are used to display the findings. The study's conclusion explained that, when compared to traditional learning, activity-based learning was more effective for both teaching and learning