Evaluating the potentials of Bloom’s Taxonomy as a tool for developing year 8 (Key Stage 3) science students’ questioning skills in a UK secondary school

This case study research employed a mixed method approach to evaluate the effectiveness of Bloom’s taxonomy in the development of questioning skills of a cohort of year 8 science students in the UK. Designed along the intervention and evaluation framework, the research compared the level of use of questioning skills by these students after they were introduced to Bloom’s taxonomy as a prompt. Students’ use of questioning n their classes pre-and post-intervention were recorded and compared through observations and field notes. In addition, the views of the teachers involved in teaching these students were collected through a survey questionnaire and discussions. The study found improvements in the quality of questions and feedback provided by the students. It also found that, teachers, through the process of modelling using Bloom’s Taxonomy prompts, contributed significantly to this improvement. It also found that a major block to teachers’ use of the model is teachers’ lack of pedagogical knowledge. The study concludes by advocating the need for appropriate CPD to enable teachers to develop the skills required for helping their learners to develop the essential questioning skills which is acknowledged as useful for promoting learning in science classrooms

Since I First Met You : \b Drippling Sunshine

https://digitalcommons.library.umaine.edu/mmb-vp/2450/thumbnail.jp

Since I First Met You : \b Drippling Sunshine

https://digitalcommons.library.umaine.edu/mmb-vp/2449/thumbnail.jp

Beyond locutionary denotations: exploring trust between practitioners and policy

This study reports the findings of a research on the trust relationship between practitioners in the Skills for Life (SfL) area and the policy that informs their practice. The exploration of this relationship was premised on an extended notion of trust relationship which draws from the Speech Act theory of Austin (1962; Searle 1969; Kissine 2008), leading to the claim that the existence of different layers of imports in textual analysis makes it possible for a trust relationship to exist between the human/physical and the non human/non physical. The study found that the majority of practitioners in the SfL field trust policy to deliver its inherent policy only to a limited extent. Amongst others, the study identified the impact of the perlocutionary import of policy text on practitioners as a viable reason for this limited level of trust. Such perlocutionary imports, it also found, have adverse impact on practitioners who are considered to have drawn from previous experience to mediate the import of contemporary policies

Design Conseptual of Hybrid Project Based Learning-PEPPER in Computer Networking Learning

Learning of vocational school learning should be able to prepare students who have qualified skills to fit the demands of the realistic activity of industry. Professional activities within the workplace should be integrated completed the learning process in the classroom, through pedagogical model design that facilitates learning in order to build students who have the ability to work in accordance with the demands from the industry. Development of model design has been done through collaboration models Project-based learning and PEPPER model through a mix method research. This research resulted a pedagogical syntax of learning model's tools with characteristic's industrial standard, which quantitatively tested in learning of Computer Network, so that the application of this model can improve the presumption of vocational school quality through graduate's quality

The Development of Non-Formal Technological and Vocational Education in Village Communities

This article presents a preliminary study which was done through a literature review of various scientific references on the development of human resources through non-formal technological and vocational education. Current issues and problems in developing countries are related to the low quality of human resources in villages due to the low education and skills (technological and vocational skills). The development of non-formal technological and vocational education for village communities becomes an alternative solution, particularly when formal education does not provide solutions. With the concept of life-long learning, non-formal technological and vocational education is based on practical knowledge and skills. Non-formal education allows a learning model which addresses individuals\u27 learning needs. Thus, it becomes one of solutions to overcome unemployment

My Sulu Lulu Loo: Chiquita & Wives

https://digitalcommons.library.umaine.edu/mmb-vp/4427/thumbnail.jp

Moments in transformation: Trainee and newly qualified Lifelong learning teachers’ reconceptualization of assessment in practice

This study investigates the pre-and post-training conceptualisations of assessment amongst trainee and recently qualified teachers in the lifelong learning sector in the UK. Using the lens of transformative learning, the study maps out the process, influential factors and time in the shift in conceptualisation. Though designed as a qualitative iterative study, the study employed a combination of statistical tools and content analysis in data analysis. It found that the dominant pre-training conceptualisation of assessment was in its summative essence as a tool for testing and examination and that reconceptualization occurred mostly during practice. The study calls for a review of the structure and content of teacher education in the area of assessment and proposed that post-training development programmes for newly and recently qualified teachers must acknowledge these findings in their teacher development programmes

Biotechnology Application in the Manufacture of Nata De Coco as Learning of Life Skills Student of Semester V Biology Education Department Pasir Pengaraian University

Biotechnology applications as learning life skills can be applied in practice making nata de coco. This study aims to determine mastery of Nata de Coco manufacture as learning life skills in students, especially mastery Academic life skills and Social Life skils in biotechnology practical activities. In addition to the practicum students are able to create fermentation-based food products are good quality coconut water from the material. The results obtained in this study shows that the majority of students have mastery Academic life skills are good views of the percentage performance indicators Academic life skills. As for the Social Life skils student mastery has excellent views of the overall performance indicators with a percentage of more than 80%. With these results it is concluded that students can foster interest in and to improve skills in making and creating a fermentation-based food products are good quality coconut water from the material