Discovery learning
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Fisika kelompok 4
Dokumen tersebut membahas tentang tegangan permukaan zat cair dan viskositas fluida. Ia menjelaskan konsep tegangan permukaan, hukum Stokes, dan koefisien viskositas. Contoh soal dan penyelesaiannya juga diberikan untuk memperjelas konsep-konsep tersebut.
Chapter 6 (Discovery Learning)
Discovery learning allows students to uncover new ideas through performing tasks rather than being directly presented information by the teacher. In discovery learning, students are personally engaged in generating new ideas and decisions through interacting with responsive virtual environments or simulations, rather than following a set of organized activities from the teacher. The computer can enable discovery learning through simulations that allow the learner to identify concepts through experience in a virtual world, discovering the concepts themselves rather than receiving direct instruction.
9_Sarah_UK
The document discusses language learning and inclusion across different educational levels in the UK. At the primary level, modern foreign language education became compulsory starting in 2010. At secondary level, compulsory modern foreign language exams were abolished in 2002, leading to declines in French, German, and other language enrollments. Joseph Chamberlain College offers free weekly language classes to staff and teaches languages including Arabic, Bengali, Urdu, Chinese, and French. The college also promotes inclusion through assessments, student support services, and clubs. It encourages student entrepreneurship through activities like enterprise weeks, business studies courses, and an annual Dragons Den competition.
Discovery learning
Discovery learning is an approach to education that encourages students to learn through hands-on experience and exploration. Students are presented with a problem or scenario and must figure out solutions on their own through experimentation and trial and error rather than being shown step-by-step how to solve the problem. This type of learning is meant to help students develop problem-solving skills, critical thinking abilities, and take ownership over their learning.
Study visit
The document summarizes key details about education in Denmark, specifically in the municipality of Silkeborg. It describes the Danish education system which includes public and some private schools, as well as pre-school, primary, lower secondary, upper secondary, and university levels. It provides specifics about a primary school in Voel which has 240 students and focuses on outdoor activities and experiences with nature. It also describes a visit to the Silkeborg Gymnasium upper secondary school which has 1,350 students and focuses on science and encouraging students' interest in the field.
C woodard bruner_presentation pink
Jerome Bruner developed the discovery learning theory, which posits that learning is an active process where learners construct new ideas based upon their experiences and interactions. Bruner proposed three stages of learning - enactive, iconic, and symbolic. Learners also organize information into categories to aid recall. While criticized as slow, discovery learning challenges traditional pedagogy by emphasizing failure and learner-driven exploration over rote memorization. Current trends incorporate constructivist models like the 5E approach to engage learners at all ages.
Quality In Education
The document discusses the use of information and communication technology (ICT) in education. It provides an overview of Kennisnet, a Dutch foundation that supports schools' effective and safe use of ICT to improve teaching and learning quality. The document outlines Kennisnet's services, products, and initiatives like online communities and digital learning materials. It also discusses challenges in education and arguments for using ICT, including meeting national ambitions, engaging students, and allowing flexibility. Research evidence is presented showing benefits of ICT for teaching and learning. A balanced approach is advocated between social, material, and pedagogical factors when implementing ICT in schools.
Inquiry Learning
The document discusses inquiry learning at BBI. It defines inquiry learning as an approach where students explore the world by asking questions, making discoveries, and rigorously testing those discoveries to build new understanding. Inquiry learning develops skills like critical thinking, collaboration, and problem solving. It allows students to direct their own learning by engaging with meaningful problems. The document outlines skills and approaches important for students to develop, including reasoning, communication, research skills, and developing 21st century skills through inquiry projects. Effective inquiry learning requires structure from teachers to support students.
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Fisika kelompok 4
Dokumen tersebut membahas tentang tegangan permukaan zat cair dan viskositas fluida. Ia menjelaskan konsep tegangan permukaan, hukum Stokes, dan koefisien viskositas. Contoh soal dan penyelesaiannya juga diberikan untuk memperjelas konsep-konsep tersebut.
Chapter 6 (Discovery Learning)
Discovery learning allows students to uncover new ideas through performing tasks rather than being directly presented information by the teacher. In discovery learning, students are personally engaged in generating new ideas and decisions through interacting with responsive virtual environments or simulations, rather than following a set of organized activities from the teacher. The computer can enable discovery learning through simulations that allow the learner to identify concepts through experience in a virtual world, discovering the concepts themselves rather than receiving direct instruction.
9_Sarah_UK
The document discusses language learning and inclusion across different educational levels in the UK. At the primary level, modern foreign language education became compulsory starting in 2010. At secondary level, compulsory modern foreign language exams were abolished in 2002, leading to declines in French, German, and other language enrollments. Joseph Chamberlain College offers free weekly language classes to staff and teaches languages including Arabic, Bengali, Urdu, Chinese, and French. The college also promotes inclusion through assessments, student support services, and clubs. It encourages student entrepreneurship through activities like enterprise weeks, business studies courses, and an annual Dragons Den competition.
Discovery learning
Discovery learning is an approach to education that encourages students to learn through hands-on experience and exploration. Students are presented with a problem or scenario and must figure out solutions on their own through experimentation and trial and error rather than being shown step-by-step how to solve the problem. This type of learning is meant to help students develop problem-solving skills, critical thinking abilities, and take ownership over their learning.
Study visit
The document summarizes key details about education in Denmark, specifically in the municipality of Silkeborg. It describes the Danish education system which includes public and some private schools, as well as pre-school, primary, lower secondary, upper secondary, and university levels. It provides specifics about a primary school in Voel which has 240 students and focuses on outdoor activities and experiences with nature. It also describes a visit to the Silkeborg Gymnasium upper secondary school which has 1,350 students and focuses on science and encouraging students' interest in the field.
C woodard bruner_presentation pink
Jerome Bruner developed the discovery learning theory, which posits that learning is an active process where learners construct new ideas based upon their experiences and interactions. Bruner proposed three stages of learning - enactive, iconic, and symbolic. Learners also organize information into categories to aid recall. While criticized as slow, discovery learning challenges traditional pedagogy by emphasizing failure and learner-driven exploration over rote memorization. Current trends incorporate constructivist models like the 5E approach to engage learners at all ages.
Quality In Education
The document discusses the use of information and communication technology (ICT) in education. It provides an overview of Kennisnet, a Dutch foundation that supports schools' effective and safe use of ICT to improve teaching and learning quality. The document outlines Kennisnet's services, products, and initiatives like online communities and digital learning materials. It also discusses challenges in education and arguments for using ICT, including meeting national ambitions, engaging students, and allowing flexibility. Research evidence is presented showing benefits of ICT for teaching and learning. A balanced approach is advocated between social, material, and pedagogical factors when implementing ICT in schools.
Inquiry Learning
The document discusses inquiry learning at BBI. It defines inquiry learning as an approach where students explore the world by asking questions, making discoveries, and rigorously testing those discoveries to build new understanding. Inquiry learning develops skills like critical thinking, collaboration, and problem solving. It allows students to direct their own learning by engaging with meaningful problems. The document outlines skills and approaches important for students to develop, including reasoning, communication, research skills, and developing 21st century skills through inquiry projects. Effective inquiry learning requires structure from teachers to support students.
Inquiry Learning Presentation
The document discusses inquiry-based learning, an approach that engages students in investigating topics through questioning, problem-solving, and developing their own understanding. It provides definitions and benefits of inquiry learning, examples of different levels of inquiry from teacher-directed to student-directed, and recommends instructional strategies like simulations, projects, field studies and demonstrations. The goal is to develop lifelong learners who can build knowledge and think critically about the world.
Inquiry-based Learning
Inquiry-based learning is an educational technique based on John Dewey's philosophy that learning begins with student curiosity. It focuses on developing problem-solving and information-processing skills. Lessons begin with an essential question to spark investigation and are student-driven, with teachers as facilitators. Students work cooperatively to research questions, engage with various resources, and create a final product to demonstrate their understanding. An example compares traditional and inquiry-based approaches to teaching about rock types.
Discovery learning
Discovery Learning is a technique of inquiry-based learning and is considered a constructivist based approach to education.
Inquiry based learning[1]
Inquiry-based learning focuses on having students actively investigate topics rather than passively receiving information from the teacher. It emphasizes learning how scientific knowledge is gained through evidence rather than just presenting established facts. The teacher acts as a facilitator rather than dispenser of knowledge, allowing students to take a more independent role in the learning process. Research shows that understanding science requires building new knowledge on existing concepts and that effective learning involves social interaction and student control over the learning process.
Bruner's Constructivist Theory
Children first represent knowledge through actions and senses, then through images and diagrams, and finally symbolically through language and numbers. A spiral curriculum revisits core concepts at higher levels of complexity, allowing students to build on previous knowledge. Discovery learning is an effective teaching strategy that engages students in the active construction of new understandings through hands-on experiences.
Inquiry-Based Learning
This document discusses inquiry-based learning and provides findings from research on its effectiveness. It summarizes that inquiry-based learning can be an effective teaching strategy if designed and implemented properly for the specific context. It involves students taking a more active role in the learning process while instructors take more of a guiding role. Inquiry-based learning recognizes that education involves learning both knowledge and practices of a domain to prepare students as lifelong learners. While flexible and on a continuum, it generally involves students investigating authentic, real-world problems through exploration, authentic inquiries, and a research-based approach.
Discovery learning presentation
Discovery learning engages students and allows them to feel in control of their own learning. It works best when students can build on prior knowledge and skills as they progress through a lesson. Teachers must create thoughtful questions to guide students to the proper conclusion and anticipate any issues students may have. Discovery learning is not suitable when direct instruction is needed, such as for basic math skills. It can take different forms depending on the age and level of students, including experiments, step-by-step activities with concluding questions, and research projects using technology.
Inquiry based learning
The document discusses inquiry-based learning, which is a constructivist approach where students explore topics through asking questions and investigating answers. It involves gathering information, analyzing data, generating solutions, and justifying conclusions. The teacher acts as a guide, gradually removing scaffolding as students develop skills. Inquiry learning helps develop skills like critical thinking, problem-solving, and lifelong learning. It can be applied to all disciplines by using specific methods to ensure integrity across topics. The key components of inquiry include activating prior knowledge, providing background information, defining learning outcomes, modeling project formats, and establishing topics for student research.
Jerome Bruner: Discovery Learning
Jerome Bruner was a learning theorist who reacted against behaviorist models of learning. He believed in discovery learning and constructivism, where students must be active in identifying principles themselves rather than just receiving explanations from teachers. Bruner's ideas included constructivism, where learners create their own understanding, and discovery learning, where students learn through inquiry. He emphasized scaffolding learning from concrete experiences to more abstract representations using imagery and language.
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Inquiry Learning Presentation
The document discusses inquiry-based learning, an approach that engages students in investigating topics through questioning, problem-solving, and developing their own understanding. It provides definitions and benefits of inquiry learning, examples of different levels of inquiry from teacher-directed to student-directed, and recommends instructional strategies like simulations, projects, field studies and demonstrations. The goal is to develop lifelong learners who can build knowledge and think critically about the world.
Inquiry-based Learning
Inquiry-based learning is an educational technique based on John Dewey's philosophy that learning begins with student curiosity. It focuses on developing problem-solving and information-processing skills. Lessons begin with an essential question to spark investigation and are student-driven, with teachers as facilitators. Students work cooperatively to research questions, engage with various resources, and create a final product to demonstrate their understanding. An example compares traditional and inquiry-based approaches to teaching about rock types.
Discovery learning
Discovery Learning is a technique of inquiry-based learning and is considered a constructivist based approach to education.
Inquiry based learning[1]
Inquiry-based learning focuses on having students actively investigate topics rather than passively receiving information from the teacher. It emphasizes learning how scientific knowledge is gained through evidence rather than just presenting established facts. The teacher acts as a facilitator rather than dispenser of knowledge, allowing students to take a more independent role in the learning process. Research shows that understanding science requires building new knowledge on existing concepts and that effective learning involves social interaction and student control over the learning process.
Bruner's Constructivist Theory
Children first represent knowledge through actions and senses, then through images and diagrams, and finally symbolically through language and numbers. A spiral curriculum revisits core concepts at higher levels of complexity, allowing students to build on previous knowledge. Discovery learning is an effective teaching strategy that engages students in the active construction of new understandings through hands-on experiences.
Inquiry-Based Learning
This document discusses inquiry-based learning and provides findings from research on its effectiveness. It summarizes that inquiry-based learning can be an effective teaching strategy if designed and implemented properly for the specific context. It involves students taking a more active role in the learning process while instructors take more of a guiding role. Inquiry-based learning recognizes that education involves learning both knowledge and practices of a domain to prepare students as lifelong learners. While flexible and on a continuum, it generally involves students investigating authentic, real-world problems through exploration, authentic inquiries, and a research-based approach.
Discovery learning presentation
Discovery learning engages students and allows them to feel in control of their own learning. It works best when students can build on prior knowledge and skills as they progress through a lesson. Teachers must create thoughtful questions to guide students to the proper conclusion and anticipate any issues students may have. Discovery learning is not suitable when direct instruction is needed, such as for basic math skills. It can take different forms depending on the age and level of students, including experiments, step-by-step activities with concluding questions, and research projects using technology.
Inquiry based learning
The document discusses inquiry-based learning, which is a constructivist approach where students explore topics through asking questions and investigating answers. It involves gathering information, analyzing data, generating solutions, and justifying conclusions. The teacher acts as a guide, gradually removing scaffolding as students develop skills. Inquiry learning helps develop skills like critical thinking, problem-solving, and lifelong learning. It can be applied to all disciplines by using specific methods to ensure integrity across topics. The key components of inquiry include activating prior knowledge, providing background information, defining learning outcomes, modeling project formats, and establishing topics for student research.
Jerome Bruner: Discovery Learning
Jerome Bruner was a learning theorist who reacted against behaviorist models of learning. He believed in discovery learning and constructivism, where students must be active in identifying principles themselves rather than just receiving explanations from teachers. Bruner's ideas included constructivism, where learners create their own understanding, and discovery learning, where students learn through inquiry. He emphasized scaffolding learning from concrete experiences to more abstract representations using imagery and language.
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Discovery learning
- 2. RUMUS Massa Jenis = Massa / Volume kg m 3 Massa jenis (ρ) = kg/m3 MASSA VOLUME
- 3. Berat Jenis = Berat Benda/Berat Air (dalam volume yang sama) BJ = N N (tanpa satuan)
- 5. ρ = m / vm = 1000 gr v = berapa?? DISKUSI
- 6. diukur pakai apa ? ??? tidak mungkin diukur VOLUME ??
- 8. Ingat Archimedes ! Setiap benda yang dicelupkan ke dalam zat cair akan berkurang beratnya sebanyak zat cair yang dipisahkannya YES HOREE
- 9. Jadi volume = 1 kg – 0.6 kg = 0.4 kg atau 400 gr 400 gr air = 400 cc. Dengan demikian ρ = 1000 gr / 400 cc = 2.5 gr/cc Berat benda = 1 kg x gravitasi Berat air yang volumenya sama dengan volume benda = 0.4 kg x gravitasi BJ = = 2.5 1 2 1 kg x gravitasi 0.4 kg x gravitasi