The document discusses a study that evaluated the effectiveness of inquiry-based science education (IBSE) modules implemented in primary education classrooms in Romania. Teachers adapted IBSE modules developed through a European project and administered them to 194 primary students. Student feedback questionnaires found that IBSE lessons were more enjoyable for students compared to typical science lessons, with 95% finding the IBSE activities at least enjoyable versus 83% for regular lessons. However, 45% of students saw no difference between the two types of lessons in terms of factors like topic understanding. The results suggest IBSE can increase student enjoyment of science lessons when adapted for primary grades.
Scientific Learning Skill Of Islamic School Teachers And Students In Indonesiaiosrjce
The recent policy of education in Indonesia is a learning strategy called "Scientific Learning". To be
able to implement this policy, it must be made clear indicators of scientific learning. This study aims to explore
the scientific learning indicators both for teachers and students. Results of the research found that indicators of
scientific learning skills of teachers and students are different. Teacher’s scientific learning skills include:
organize object study, monitor students' activities, facilitate strudents' problem, and evaluate students' progress.
While the students’ scientific learning skills include basic and integrated skills. Basic skill intended for primary
education, while the integrated skills for secondary and higher education. The reseach was done in elementary
school so it is describe basic skill. Students’ basis skill include: ability to observe, classify, communicate,
conclude, measure, and guest. The result showed that the average score of teacher’s scientific learning is 3.475
(maximum score is 4.000). The average score of students’ scientific learning skill is 3.567. The students’
scientific learning skill is strongly influenced by the skill of teachers in implementing the learning process or
otherwise affected by scientific learning skill of teacher. The program to improve teacher’s scientific learning
skill is still required even though the mean scores in the high position. There needs to be researched
relationship of scientific learning skill between teachers and students.
This is an initial study which preceded the implementation of a 4-phase
collaborative action research using the Mac Naughton & Hughes model. The purpose
of this study is to explore the existing knowledge and practice of teachers in
implementing a thematic approach in the planning and implementation aspect of the
learning and facilitation process (PdPc). This early observation involved five teachers
Curriculum Transaction, Instructional Design, System and Media, Curriculum Evaluation: Approaches and Models, Instructional Material and Techniques and the Learners Characteristics
Scientific Learning Skill Of Islamic School Teachers And Students In Indonesiaiosrjce
The recent policy of education in Indonesia is a learning strategy called "Scientific Learning". To be
able to implement this policy, it must be made clear indicators of scientific learning. This study aims to explore
the scientific learning indicators both for teachers and students. Results of the research found that indicators of
scientific learning skills of teachers and students are different. Teacher’s scientific learning skills include:
organize object study, monitor students' activities, facilitate strudents' problem, and evaluate students' progress.
While the students’ scientific learning skills include basic and integrated skills. Basic skill intended for primary
education, while the integrated skills for secondary and higher education. The reseach was done in elementary
school so it is describe basic skill. Students’ basis skill include: ability to observe, classify, communicate,
conclude, measure, and guest. The result showed that the average score of teacher’s scientific learning is 3.475
(maximum score is 4.000). The average score of students’ scientific learning skill is 3.567. The students’
scientific learning skill is strongly influenced by the skill of teachers in implementing the learning process or
otherwise affected by scientific learning skill of teacher. The program to improve teacher’s scientific learning
skill is still required even though the mean scores in the high position. There needs to be researched
relationship of scientific learning skill between teachers and students.
This is an initial study which preceded the implementation of a 4-phase
collaborative action research using the Mac Naughton & Hughes model. The purpose
of this study is to explore the existing knowledge and practice of teachers in
implementing a thematic approach in the planning and implementation aspect of the
learning and facilitation process (PdPc). This early observation involved five teachers
Curriculum Transaction, Instructional Design, System and Media, Curriculum Evaluation: Approaches and Models, Instructional Material and Techniques and the Learners Characteristics
Adopting the experimental research approach and test results of students’ optics unit learning outcomes as
the research tool, this study carried out experimental remedial teaching on 92 research samples who are
grade eight students at a junior high school in Miaoli County to investigate the effects of electric textbooks
on the optics unit learning outcomes of students with low academic achievement. The results suggest that
remedial teaching incorporating electronic textbooks is better than traditional remedial teaching according
to the learning outcomes of the grade eight students of low academic achievement in this study.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
Effects of students attitude towards teaching professionArul Sekar J.M.
The purpose of this study was to examine the interaction effects of gender and programs of study on attitudes of
postgraduate diploma in teaching (PGDT) students towards the teaching profession. The main aim of the study
was to find out whether there are any significant interaction effects of gender and programs of study of PGDT
students’ attitude towards the teaching profession. A descriptive survey was carried out among PGDT students
during the year 2016/2017 regular session with a population of 371 students. The survey was conducted between
science and non-science students in the department of teacher education at Mekelle University, Ethiopia. Using
a stratified random sampling method, 130 student-teachers were selected as samples for the study. A scale entitled
“attitude towards teaching profession” was developed and validated by the researchers based on established
procedures in the literature (Aliyu Musa and Ado Abdu Bichi, 2015). A scale contained 15 items to be scored on
the five-point Likert scale as Strongly Agree (SA), Agree (A), Neutral(N), Disagree (D) and Strongly Disagree
(SD) was used. The data analysis of descriptive statistics through quantitative analysis by computing SPSS 16.0
(Statistical Package for the Social Sciences) for Windows 10 was employed. Statistical techniques which include
percentage analysis for levels, mean, standard deviation, and two-way analysis of variance (ANOVA) were also
used for data analysis and interpretation. The findings of the two-way ANOVA demonstrated that there are no
significant interaction effects of gender and programs of study on attitude towards the teaching profession of
PGDT students. Correlation analysis of gender and programs of a study indicated that the student teachers’
attitude towards the teaching profession was positively related to gender and programs of study.
This study was a survey conducted to determine the influence of stake holders on student career choice particularly amongst undergraduate students in school of science education Federal College of Education, (Technical) Bichi Kano.
hasil kajian yang telah dipresentasikan pada International Conference on Desicion Modelling 13 March 2012 di Universiti Utara malaysia, Kedah Darul Aman, Malaysia
Designing an Innovative Assessment of HOTS in the Science Learning for the 21...Md. Mehadi Rahman
Science learning in the 21st century should develop the abilities of the students to find solutions to the problems. This task requires a set of skills called Higher Order Thinking
Skills (HOTS) and innovative assessment should be designed to gauge the acquisition of these skills. Thus, this study aimed to create an innovative HOTS-based assessment tool in
science learning. It entailed a method following the research and development model. It covered the topic of genetics and involved biology experts and junior high school students.
The result initially showed that the assessment tool has high content validity. It further revealed that the items have a high-reliability index and they loaded on components based
on the three HOTS intended for the test. Thus, this paper concludes that the HOTS-based assessment tool is a good classroom test to gauge the science learning of the students.
Influence of Preschool Teachers’ Academic and Professional Qualification on E...paperpublications3
Abstract: Studies in Kisii Central Sub-County, Kenya shows a worrying trend in children’s academic achievement at preschool level, therefore the current study established how academically and professionally preschool teachers are prepared to effectively implement ECDE curriculum. This study was guided by descriptive survey design and Fullan (1991) Curriculum Implementation Model. The population sample included 58 primary head teachers and 52 preschool teachers. The validity of the instruments was determined through the expert judgement by the university lecturer. Reliability was established by calculating internal consistency using cronbach’s alpha formula and reliability of 0.826 was reported. The questionnaires and interview schedule were administered to collect data, for a period of 3 months. The quantitative data was analyzed using descriptive statistics such as frequencies and percentages. Qualitative data from interviews was analyzed thematically. The study findings were; that most preschool teachers had the necessary academic qualification as a foundation for training in ECDE curriculum implementation. The study also found that there was low extent of professional training among preschool teachers in Kisii Central Sub-county. The Kenyan Ministry of Education should design policies and programs that encourage preschool teacher training and in-service training of the preschool teachers to enhance their service offering techniques for effective implementation of the ECDE curriculum.
Dynamic Learning Program for Millennial Learnersijtsrd
This research determined the effectiveness of Dynamic Learning Program for the six science process skills of our Grade 9 millennial learners of Soom Integrated School, Trinidad, Bohol, Philippines. These six science process skills are observing, communicating, classifying, inferring, measuring and predicting. Fifty three students were the respondents of the study and quasi experimental method was used. To determine the significant mean difference, z test was used. The target topics of the experiment were the three modules of the third grading period Volcanoes, Climate and Constellation. Findings revealed that Dynamic Learning Program helped students obtain higher academic performance in science, thus the six science process skills were enhanced and developed. Post test data rejected the null hypothesis there was a significant difference between the pre test and post test scores of the student. An enriched Dynamic Learning Program was designed to address the issue on low performance in science subject. Jenny P. Manatad "Dynamic Learning Program for Millennial Learners" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31740.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31740/dynamic-learning-program-for-millennial-learners/jenny-p-manatad
Implementing assessment of inquiry skills in science educationSails-project
Poster: Implemening assessment of inquiry skills in science education. Perspectives from Denmark by Morten Rask Petersen. Laboratory for Coherent Education and Learning, University of Southern Denmark
In the context of the SAILS project
http://www.sails-project.eu/
Abstract- This study aims to produce learning tools based on guided inquiry models that are feasible to improve the science process skills of elementary school students. This research is a development research, with ADDIE model. The research trial design uses one group pretest-posttest design with quantitative descriptive analysis techniques and qualitative descriptions. The subject of this study is a learning device consisting of a syllabus, learning implementation plan, student worksheets, student teaching materials, tests on learning outcomes of science process skills. The trial was carried out on 40 students of grade five in elementary school. Data collection methods use validation, observation, tests, and filling out the questionnaire. The results of the analysis of the research data show: (1) the device developed is valid; (2) legibility of Student Book and Student Work Sheet at the independent level; (3) learning takes place in either category; (4) students become active in learning; (5) students give positive responses in the excellent category to learning; (6) science process skills show a high category. Based on the results of the study, it can be concluded that the guided inquiry-based learning device that has been developed is feasible to improve students' science process skills.
Index Terms- learning tools, guided inquiry, science process skills.
Adopting the experimental research approach and test results of students’ optics unit learning outcomes as
the research tool, this study carried out experimental remedial teaching on 92 research samples who are
grade eight students at a junior high school in Miaoli County to investigate the effects of electric textbooks
on the optics unit learning outcomes of students with low academic achievement. The results suggest that
remedial teaching incorporating electronic textbooks is better than traditional remedial teaching according
to the learning outcomes of the grade eight students of low academic achievement in this study.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
Effects of students attitude towards teaching professionArul Sekar J.M.
The purpose of this study was to examine the interaction effects of gender and programs of study on attitudes of
postgraduate diploma in teaching (PGDT) students towards the teaching profession. The main aim of the study
was to find out whether there are any significant interaction effects of gender and programs of study of PGDT
students’ attitude towards the teaching profession. A descriptive survey was carried out among PGDT students
during the year 2016/2017 regular session with a population of 371 students. The survey was conducted between
science and non-science students in the department of teacher education at Mekelle University, Ethiopia. Using
a stratified random sampling method, 130 student-teachers were selected as samples for the study. A scale entitled
“attitude towards teaching profession” was developed and validated by the researchers based on established
procedures in the literature (Aliyu Musa and Ado Abdu Bichi, 2015). A scale contained 15 items to be scored on
the five-point Likert scale as Strongly Agree (SA), Agree (A), Neutral(N), Disagree (D) and Strongly Disagree
(SD) was used. The data analysis of descriptive statistics through quantitative analysis by computing SPSS 16.0
(Statistical Package for the Social Sciences) for Windows 10 was employed. Statistical techniques which include
percentage analysis for levels, mean, standard deviation, and two-way analysis of variance (ANOVA) were also
used for data analysis and interpretation. The findings of the two-way ANOVA demonstrated that there are no
significant interaction effects of gender and programs of study on attitude towards the teaching profession of
PGDT students. Correlation analysis of gender and programs of a study indicated that the student teachers’
attitude towards the teaching profession was positively related to gender and programs of study.
This study was a survey conducted to determine the influence of stake holders on student career choice particularly amongst undergraduate students in school of science education Federal College of Education, (Technical) Bichi Kano.
hasil kajian yang telah dipresentasikan pada International Conference on Desicion Modelling 13 March 2012 di Universiti Utara malaysia, Kedah Darul Aman, Malaysia
Designing an Innovative Assessment of HOTS in the Science Learning for the 21...Md. Mehadi Rahman
Science learning in the 21st century should develop the abilities of the students to find solutions to the problems. This task requires a set of skills called Higher Order Thinking
Skills (HOTS) and innovative assessment should be designed to gauge the acquisition of these skills. Thus, this study aimed to create an innovative HOTS-based assessment tool in
science learning. It entailed a method following the research and development model. It covered the topic of genetics and involved biology experts and junior high school students.
The result initially showed that the assessment tool has high content validity. It further revealed that the items have a high-reliability index and they loaded on components based
on the three HOTS intended for the test. Thus, this paper concludes that the HOTS-based assessment tool is a good classroom test to gauge the science learning of the students.
Influence of Preschool Teachers’ Academic and Professional Qualification on E...paperpublications3
Abstract: Studies in Kisii Central Sub-County, Kenya shows a worrying trend in children’s academic achievement at preschool level, therefore the current study established how academically and professionally preschool teachers are prepared to effectively implement ECDE curriculum. This study was guided by descriptive survey design and Fullan (1991) Curriculum Implementation Model. The population sample included 58 primary head teachers and 52 preschool teachers. The validity of the instruments was determined through the expert judgement by the university lecturer. Reliability was established by calculating internal consistency using cronbach’s alpha formula and reliability of 0.826 was reported. The questionnaires and interview schedule were administered to collect data, for a period of 3 months. The quantitative data was analyzed using descriptive statistics such as frequencies and percentages. Qualitative data from interviews was analyzed thematically. The study findings were; that most preschool teachers had the necessary academic qualification as a foundation for training in ECDE curriculum implementation. The study also found that there was low extent of professional training among preschool teachers in Kisii Central Sub-county. The Kenyan Ministry of Education should design policies and programs that encourage preschool teacher training and in-service training of the preschool teachers to enhance their service offering techniques for effective implementation of the ECDE curriculum.
Dynamic Learning Program for Millennial Learnersijtsrd
This research determined the effectiveness of Dynamic Learning Program for the six science process skills of our Grade 9 millennial learners of Soom Integrated School, Trinidad, Bohol, Philippines. These six science process skills are observing, communicating, classifying, inferring, measuring and predicting. Fifty three students were the respondents of the study and quasi experimental method was used. To determine the significant mean difference, z test was used. The target topics of the experiment were the three modules of the third grading period Volcanoes, Climate and Constellation. Findings revealed that Dynamic Learning Program helped students obtain higher academic performance in science, thus the six science process skills were enhanced and developed. Post test data rejected the null hypothesis there was a significant difference between the pre test and post test scores of the student. An enriched Dynamic Learning Program was designed to address the issue on low performance in science subject. Jenny P. Manatad "Dynamic Learning Program for Millennial Learners" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31740.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31740/dynamic-learning-program-for-millennial-learners/jenny-p-manatad
Implementing assessment of inquiry skills in science educationSails-project
Poster: Implemening assessment of inquiry skills in science education. Perspectives from Denmark by Morten Rask Petersen. Laboratory for Coherent Education and Learning, University of Southern Denmark
In the context of the SAILS project
http://www.sails-project.eu/
Abstract- This study aims to produce learning tools based on guided inquiry models that are feasible to improve the science process skills of elementary school students. This research is a development research, with ADDIE model. The research trial design uses one group pretest-posttest design with quantitative descriptive analysis techniques and qualitative descriptions. The subject of this study is a learning device consisting of a syllabus, learning implementation plan, student worksheets, student teaching materials, tests on learning outcomes of science process skills. The trial was carried out on 40 students of grade five in elementary school. Data collection methods use validation, observation, tests, and filling out the questionnaire. The results of the analysis of the research data show: (1) the device developed is valid; (2) legibility of Student Book and Student Work Sheet at the independent level; (3) learning takes place in either category; (4) students become active in learning; (5) students give positive responses in the excellent category to learning; (6) science process skills show a high category. Based on the results of the study, it can be concluded that the guided inquiry-based learning device that has been developed is feasible to improve students' science process skills.
Index Terms- learning tools, guided inquiry, science process skills.
The learning teaching process has undergone a paradigm shift in recent years. It has shifted from teacher centred to student centred. Hence, the challenge of a teacher has become as to how to cater to the needs of all types of learners in the classroom when their learning styles vary according to their individual needs. Heutagogy is a technique of self-determined learning with practices and principles rooted from andragogy that could be responsible for the developments in higher education. This technique coupled with e-content is an innovative strategy that provides multi-sensory experience to the learners. The learners can visualize the entire content and attain mastery over the topics. In the present study, the e-content on osmosis was developed and given to the tertiary learners for learning. Pre-test and post-test were administered to the samples to ascertain the effectiveness of heutagogy integration into e-content. The results of the study revealed that e-content with heutagogical approach for learners of higher education were effective.
Inquiry Based Teaching and Learning in Science It’s Extent of Implementation,...ijtsrd
It has been observed that implementing Inquiry based learning in the classroom shows a positive effect on the learning outcomes of the high school students. This mixed method of research was conducted to assess the use of inquiry based teaching and learning in Science Its extent of implementation, challenges encountered by the teachers and learning outcomes of the students among the secondary schools in the Division of Aklan. For quantitative data collection, the survey correlational was used. On the other hand, a Focus Group Discussion FGD was utilized to gather qualitative data. A total of 502 respondents 102 were the secondary science teachers and 400 were the secondary students. The frequency, percentage, mean, and Standard deviation were used for descriptive statistics. ANOVA, Pearson r and Linear Regression were used for inferential statistics. All inferential tests were set at 0.05 level of significance. The secondary science teachers in the Division of Aklan are “highly implementing” the Inquiry Based Teaching in their science classroom discussion. Most of the science teachers are good in posting Higher Order Thinking Skills questions. Mikko Jan D. Lopez "Inquiry- Based Teaching and Learning in Science: It’s Extent of Implementation, Challenges Encountered and Learning Outcomes among the Secondary Schools in the Division of Aklan, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38605.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38605/inquiry-based-teaching-and-learning-in-science-it’s-extent-of-implementation-challenges-encountered-and-learning-outcomes-among-the-secondary-schools-in-the-division-of-aklan-philippines/mikko-jan-d-lopez
Team Teaching Strategy and Students' Interest in Basic Science in Anambra Stateijtsrd
The study investigated the effect of team teaching strategy on students' interest in Basic Science and Technology in Junior Secondary Schools in Anambra State. The quasi experimental design was adopted. The sample consisted of 150 JSS II students from four co educational Schools in Aguata Education Zone of Anambra State Nigeria. The experimental group comprised 76 students made up of 39 boys and 37 girls, while 74 students were used as control comprising 36 boys and 38 girls. The instruments for data collection was Basic Science and Technology interest Scale BSTIS with reliability coefficient of 0.98. Data obtained were analyzed using mean and standard deviation for research questions and analysis of covariance ANCOVA for the hypotheses. The results from the study showed a significant difference in interest scores of students exposed to Basic Science and Technology using team teaching strategy and their counterparts exposed to Basic Science and Technology using conventional teaching strategy. It also revealed gender has significant difference in interest of students exposed to Basic Science and Technology using team teaching strategy in favour of boys. The combined effect of exposing students to team teaching strategy and their gender significantly affected their interest in Basic Science and technology. On the premise of the findings, the study posit that team teaching Strategy has been very effective in teaching and learning of Basic Science and Technology in the classrooms. Thus, teachers are enjoined to use of team teaching strategy to enhance students' interest in the classrooms as well as improve teachers' classroom productivity. Okechukwu, Obiebere Rita | Prof. (Rev Sr) Felicia Opara "Team Teaching Strategy and Students' Interest in Basic Science in Anambra State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47542.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/47542/team-teaching-strategy-and-students'-interest-in-basic-science-in-anambra-state/okechukwu-obiebere-rita
EFFECT OF TEACHING APPROACHES IN STEM CAREER ORIENTATION FOR STUDENTS THROUGH...ijejournal
This study investigated the association between teaching approaches in Biology and STEM careeraspiration of upper secondary school students and how to apply in learning and teaching. In this research, we analyzed some teaching approaches in Biology which would actively improve students’ subject interest as well as their STEM career aspiration in upper secondary schools in Hanoi and some Northern provinces
of Vietnam and supposed suggestions for teachers use in their teaching approaches and teaching methods to promote the effectiveness of science-oriented teaching in their lectures. Analysis of science learning in Vietnam in this study highlighted that teaching the ‘applications of science’ and teaching ‘the relevance of study and career’ were measured teaching approaches to consistently and positively associated with upper
secondary school students’ STEM career aspiration, accounting for other teaching approaches. Additionally, in this study, the ‘student-led investigations’ indirectly associated with students’ STEM career aspiration by affecting on affected student’s career awareness and student’s science self-efficacy. However,
the project-based approach had no obvious effect on students’ STEM career aspiration.
Project Based Learning Tools Development on Salt Hydrolysis Materials through...iosrjce
The application of the Project Based Learning in order to compromise the student's centered
learning, because the students are fully engaged in the learning process, from planning to investigative
reporting. The main purpose of this research is to produce the valid and effective Project Based Learning,
included: syllabus, lesson plans, module, project worksheets, evaluation instruments, and research instruments.
The subject of the research is two classes of the eleventh year student of science program in SMA N 1
Pemalang. The research applied 4-D models of Thiagarajan, Semmel and Semmel. The 4-D models. Researcher
has tested the validity and the effectiveness. Developed a learning device called valid if it has been through a
process of expert validation. The device developed effective learning, average scores and the pretest results
posttest then to determine the level of significance of the increase is in the pretest results - posttest t test with
results of 69.07. Observations attitude Data showed an average student with a good attitude to have. The results
of the questionnaire showed no positive response from students so that it can be concluded that the development
of project-based learning through a scientific approach is valid and effective.
Influence of Pre-Service Teachers’ Subject Specialization on their Skills of ...BabayemiJohnOlakunle1
This study examined the influence of pre-service teachers’ subject specialization on their skills for improvisation and management of resources using survey research of expost-facto type. The sample comprised 150 N.C.E pre-service teachers randomly selected from 50 secondary schools in Oyo State. The instruments used were Questionnaire on Assessing Pre-service Teachers’: Skills of Improvisation (r = 0.73); Management of Resources (r = 0.70). Two research questions were raised. The data collected were analyzed using mean, ANOVA and t-test. The result showed that subject specialization had no influence on pre-service teachers’ skills for improvisation and management of resources (F=0.953; P>.05; F=2.536; P>.05).These findings have significant implications for Science teachers and curriculum planners.
Utilization of Instructional Materials and Academic Performance of Senior Sec...ijtsrd
The study assesses the level of the availability and utilization of instructional materials for teaching chemistry in Oji River Local Government Area of Enugu State. A survey research approach was used in this study. The target population was 114 pupils from three selected senior secondary schools in Oji River Local Government Area of Enugu State. The study employed one sample t test to test the hypotheses. This study found that instructional materials affect academic performance of chemistry students in senior secondary schools. Another finding was that teachers utilized the available instructional materials in teaching chemistry in senior secondary schools. Based on the findings, the researcher recommended among others that chemistry teacher training should be revised to provide a greater emphasis on knowledge and abilities linked to emerging technologies, such as the use of visual and audio visual instructional resources in chemistry classrooms. Chikendu, Rebecca E. "Utilization of Instructional Materials and Academic Performance of Senior Secondary School Students in Chemistry in Enugu State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49840.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49840/utilization-of-instructional-materials-and-academic-performance-of-senior-secondary-school-students-in-chemistry-in-enugu-state/chikendu-rebecca-e
5E Instructional Model: Enhancing Students Academic Achievement in the Subjec...Dr.Nasir Ahmad
There are different instructional models that teachers adopted for the teaching of students different subjects. Among all those a student centered model is 5Es instructional model. This model concentrates on the engaging students, made exploration through students, explains and elaborate the learning concepts by students and then to evaluate students learning. All these 5Es provide ample space for students’ hands-on practices of the learning contents. This experimental study was conducted at primary level in the subject of General Sciences following pretest posttest equivalent group design. Two groups (control and experimental) were formed from 52 students of 5ht grade where both the groups were given same number students. The data were collected through the pretest and posttest and was analyzed through mean score, standard deviation and paired sample t test.The major findings of the study were that the overall academic achievements of experimental group taught with 5E instructional model enhanced significantly as compare to control group. The study also found significant increase indifferent aspects of cognitive domain of students’ learning; knowledge, application, comprehension and skill development abilities of experimental group taught with 5E instructional model.
Key words: 5Es instructional model, academic Achievements, Constructivist approach
Educational research is a type of systematic investigation that applies empirical methods to solving challenges in
education. It adopts rigorous and well-defined scientific processes to gather and analyze data for problem-solving
and knowledge advancement.
Why educational research is conducted?
The purpose of educational research is to develop new knowledge about the teaching-learning situation to
improve educational practice. Research in education has enabled significant progress to be made in curriculum
development and reform, educating learners with difficulties, understanding the individual differences and
preferences and in adapting methods of instruction to the needs of individual learners.
According to “Assistant Professor of Project Management, Harrisburg University of Science
and Technology Wisdom is knowledge rightly applied. Conducting research is all about gaining
wisdom. It can be an exciting part of a college student’s educational journey — be it a simple
research paper, thesis, or dissertation”
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. 475Ana-Maria Suduc et al. / Procedia - Social and Behavioral Sciences 205 (2015) 474 – 479
According to (Spencer & Walker, 2011) (Bybee, et al., 2006), inquiry is the basic building block for science
education for elementary schools and helps students evaluate their responses and allows them to clearly
communicate and support their answers with evidence.
In the following section there are presented the findings of a study which aimed to empirical evaluate if
educational activities which implement inquiry based strategies are more successful than the actual science lessons
and also if these IBSE activities are more close to the students science class ideal than the actual ones.
2. Method and results
2.1. Background
In the frame of the FP7 Project entitled: “PROFILES - Professional Reflection Oriented Focus on Inquiry-based
Learning and Education through Science”, in Romania, it was developed and organized an in-service teacher
training program for science teachers, called: “PROFILES - Education through Science”. At the end of the training
program, each teacher developed an educational module that integrates inquiry-based strategies. The modules were
published in the Romanian PROFILES website (http://www.profiles.ssai.valahia.ro). Science teachers, primary and
even preschool teachers were invited to use those IBSE modules in their classroom activities.
Although primary and pre-school teachers are not part of the PROFILES project target group, since inquiry is the
preferred instructional method for elementary science classes (Allen, 2006), primary and even preschool teachers
were invited by the PROFILES Romanian team to use those modules in their classroom activities, after their
adaptations imposed by the students’ age and knowledge background.
To this invitation, in spring 2014, 6 pre-school teachers and 12 primary education teachers have responded. The
teachers have selected as basis PROFILES modules, which are focused on problems appropriate to children age,
proposed by the science teachers for secondary education science classes, and adapted the activities according to the
target group profile (Suduc, Bizoi, & Gorghiu, 2014). In the implementation process, there have been involved 18
teachers (6 pre-school and 12 primary education teachers) and 244 children (50 pre-school and 194 primary students)
at all class levels, except the small group at preschool level.
2.2. Method
In order to evaluate the success of the IBSE activities, feedback questionnaires have been used and applied both
to teachers and students.
Since the pre-school students, preparatory and a part of the first grade students didn’t have enough reading and
writing knowledge, so that their teachers tried to express a collective students’ feedback. Do to the inherent
subjectivism of the teachers who expressed the collective students’ feedback, in this paper there have been presented
only the findings and results obtained by the analysis of the feedback questionnaires filled in by the students
themselves. Therefore, 136 primary students (Fig. 1) from 8 classes, 2 at each grade level (1st
to 4th
grade), filled in
three feedback questionnaires.
Fig. 1. Distribution of students per grade.
18%
23%
29%
30%
Grade I Grade II Grade III Grade IV
3. 476 Ana-Maria Suduc et al. / Procedia - Social and Behavioral Sciences 205 (2015) 474 – 479
In terms of PROFILES modules selected as basis for the IBSE activities implementation, taking into
consideration the students’ age, it is not surprising that the teachers have chosen modules about water and food. The
module entitled “Are we what we eat? The daily menu choice” was implemented by a class at each grade level.
“Let’s eat healthy!” was implemented at 1st
and 2nd
grade and “Water and life” at 3rd
and 4th
grade.
The students’ feedback was collected using three questionnaires (Bolte, 2006):
- questionnaire A was applied before the IBSE module class implementation and meant to find out the students
perspective on actual science classes;
- questionnaire B was applied also before the implementation and collected the students perspective on an ideal
science class to which they would like to attend;
- questionnaire A was applied again, after the IBSE module class implementation, being focused on students
opinions about the activities which included IBSE strategies.
Both Questionnaires, A and B, contain questions/statements about Science lessons related to: attractiveness (Q1.),
satisfaction (Q2.), topic understating (Q3.), time for thinking (Q4.), content - about signs and symbols (Q5.), content
- about studying facts and figures (Q6.), importance to everyday life (Q7.), importance to society in general (Q8.),
opportunity to make suggestions (Q9.), opportunity to ask questions (Q10.), level of class co-operation (Q11.), level
of class effort (Q12.), level of individual effort (Q13.) and participation degree (Q14.)
2.3. Findings and results
The aim of collecting the students’ feedback was to determine if activities which implement IBSE strategies are
more successful than the actual science lessons and also if these IBSE activities are more close to the students
science class ideal than the actual ones.
Comparing the students’ feedback about actual science lessons and IBSE lessons, it was find out that, on the
average, 45% of the students considered that from different aspects the two type of lessons are the same. For
example, 51% of students gave the same answer before (about actual science lessons) and after (about IBSE science
lessons) the implementation to the question related to topic understanding. Thus, for 51% the IBSE activities didn’t
change anything in terms of topic understanding. Other 50% of students considered they have the same opportunity
to ask questions in both lessons - actual and IBSE. The same percentage, 50% of students gave identical answers to
the questions about level of individual effort and content - about studying facts and figures. At the other extreme,
only 32% of students considered that two types of lessons are identical in terms of importance to society in general.
For 86% of the students it is important (27%), very important (24%) or extremely important (35%) to participate
to enjoyable science lessons. The results show that for 95% of students, the IBSE activities were at least enjoyable,
compared to 83% who find actual science lessons enjoyable to extremely enjoyable (Fig. 2). Thus, although the
actual science lessons are not far from ideal, in terms of enjoyability, the IBSE activities exceed the ideal.
In (Dumitrescu, Olteanu, Gorghiu, & Gorghiu, 2014) it is presented the feedback of 189 students at lower and
upper secondary school level who participated to Chemistry lessons which implemented IBSE strategies. If for 86%
of the primary students it is important, very or extremely important to participate to enjoyable science lessons, for
the secondary school students the expectations for Chemistry lessons are higher: for 91% of the students is, at least,
important to participate to enjoyable lessons. Those expectations are met in actual lessons for 69% of the secondary
school students and for 83% of the primary students. IBSE activities met the expectation in terms of enjoyability for
80% of the secondary school students and for 95% of the primary students.
For 58% of the participant primary students it is extremely important or very important to feel contented in their
science lessons. 69% of the students felt very or extremely contented in the science lessons which implemented
IBSE activities compared to only 47% which feel the same in their actual science lessons.
Comparing once again with the results from (Dumitrescu, Olteanu, Gorghiu, & Gorghiu, 2014) we find out that it
is very or extremely important to feel contented in their Chemistry lessons for only 49.7% of the secondary school
level students, compared to 58% of the primary students who feel the same for the science lessons. A very low
percentage of secondary school level students, 29,1%, feel very or extremely contented in their Chemistry lessons,
compared to 47% of the primary students in Science lessons. The IBSE activities gave a similar level of contentment
for 30,8% of the secondary school students and for 69% of the primary students. It can be noticed that the results of
4. 477Ana-Maria Suduc et al. / Procedia - Social and Behavioral Sciences 205 (2015) 474 – 479
this comparison, primary vs. secondary school levels, is one more proof of decreasing, in time, of students’ interest
in studying Sciences.
Fig. 2. The level of enjoyability of science lessons. Comparison: IBSE science lessons - Actual science lessons - Ideal Science lessons.
79% of the participating primary students understand always, very often or often the subject matter during the
actual science lessons. In science lessons which implemented IBSE activities this percentage raised to 92% of the
students. This result may conduct to the conclusion that letting and guiding the students to find the answers /
solution to questions / problems by themselves may lead to a higher level of students understanding.
In terms of time to think about the question asked, in IBSE activities with 10% more students had always or very
often time to think than in actual science lessons.
An interesting result was obtained to the question related to the level of importance to their everyday life of the
topics (Fig. 3). Although for 37% of the students it is extremely important the science lessons to be useful in their
everyday life, neither the actual (17%) nor the IBSE activities (19%) are close to the ideal. If we consider the last
upper three levels of importance, important, very important and extremely important, the results are similar to ones
from the previous questions: the IBSE activities (90%) are above the ideal (88%) and the actual science lessons
(78%) are below.
For only 45% it is very or extremely important the science lessons to be relevant to society in general. Despite
this low expectation, 60%, respectively 68%, of the students consider the topics they study in actual Science lessons,
respectively in IBSE lessons, are very important or extremely important to society.
Although, the results show that during IBSE activities the students had more opportunities to make suggestions to
the teachers (77% have often, very often or always this opportunity) compared to usual Science lessons (62%), the
students have fewer opportunities, in both types of lessons, than they would like (for 91% is important, very
important or extremely important to have this opportunity).
A very interesting result was obtained at the last question related to the degree to which the students
participate/would participate in Science/ideal Science lessons. Only 80% of the students would participate to ideal
Science lessons always (40%), very often (16%) or often (24%). 71% participate in actual Science lessons always
Extremely enjoyable/ Extremely
important
Very enjoyable/Very important
Enjoyable/Important
Fairly enjoyable/Fairly important
Somewhat unenjoyable/Somewhat
unimportant
Very unenjoyable/Very unimportant
Extremely unenjoyable/Extremely
unimportant
35 %
24 %
27 %
13 %
1 %
0 %
0 %
21 %
36 %
26 %
10 %
5 %
2 %
0 %
49 %
29 %
17 %
6 %
0 %
0 %
0 %
Q1. For me the Science lessons are /Q1. For me, Science lessons
should be enjoyable
IBSE lessons Actual Science lessons Ideal Science lessons
5. 478 Ana-Maria Suduc et al. / Procedia - Social and Behavioral Sciences 205 (2015) 474 – 479
(21%), very often (25%) or often (25%) and 78% have participated in IBSE activities always (34%), very often
(26%) or often (18%).
Fig. 3. Level of importance to students’ everyday life of the topics they study in their Science lessons
3. Conclusions
The fact that 20% of the students would participate in their ideal Science lesson only fairly often, sometimes or
rarely, proves once again that it’s a necessity to change the approach in Science lessons in order to increase
students’ interest.
The findings of this study show that for primary school level students it is important to participate to enjoyable
Science lessons, to understand the subject matter, to participate to Science lessons that are useful in their everyday
life, etc. Overall, the IBSE Science lessons proved to be more enjoyable and relevant, from different aspects, for
young students than usual Science lessons.
Acknowledgements
This work was funded through the Seventh Framework Programmed “PROFILES - Professional Reflection
Oriented Focus on Inquiry-based Learning and Education through Science” No. 5.2.2.1 - SiS-2010-2.2.1, Grant
Agreement No. 266589, Supporting and coordinating actions on innovative methods in Science education: teacher
training on inquiry based teaching methods on a large scale in Europe. The support offered by the European
Commission as well as the Community Research and Development Information Service as responsible for the
management of EU’s programmed in the fields of research and innovation, through the project mentioned above, is
gratefully acknowledged.
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