The documents discuss strategies for improving students' conceptual understanding and higher-order thinking skills in chemistry. Four key findings emerge:
1) Authentic learning approaches that use real-world problems, collaboration, reflection and technology can develop students' process skills and engagement with chemistry concepts.
2) Explicit teaching of symbolic and particulate representations, along with visualization tools like simulations, can help students learn at the macro, symbolic and particulate levels.
3) Problem-based learning and the use of games/puzzles in teaching formulas and symbols showed improvements in students' abilities and conceptual understanding.
4) Teachers' pedagogical content knowledge develops over time but variations exist, and assessments could better evaluate students' conceptual understanding
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIESijejournal
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIESijejournal
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
Slide deck from the presentation for the workshop delivered at the Distance Teaching & Learning Conference in August 2016 at the University of Wisconsin-Madison. Facilitators representing Quality Matters were Kay Shattuck and Bethany Simunich.
Slide deck from the presentation for the workshop delivered at the Distance Teaching & Learning Conference in August 2016 at the University of Wisconsin-Madison. Facilitators representing Quality Matters were Kay Shattuck and Bethany Simunich.
This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'.
This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
Track 3. Evaluation in education and guidance
Authors: Ana Belen Lopez Camara, María-Dolores Eslava-Suanes, Ignacio González López and De León Huertas Carlota
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2015.
Research Informed Teaching Conference.Researching Teaching Practice to enhanc...Rajesh Dhimar
Research Informed Teaching Conference Presentation. Researching Teaching Practice to enhance the Student Experience – a Criminology Subject Perspective.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. Topikkimiayangbermasalah
Bil Pengarang/Tahun/Tajuk/Penerbit Kaedahkajian/instrument/
pensampelan
Dapatan kajian/kesimpulan/cadangan Catatan
1 ChienLee Shing
2016
Form FourChemistryTeachers
Conceptualization Of Pedagogical
ContentKnowledge
FP,UM
Pensampelan:konsepsi pengetahuan
pedagogi kandungandanproses
pengajaranempatorangguru kimia
tingkatan4 ketikamengajarBab3
‘formulakimiadanpersamaankimia’
dalamkurikulumkimiatingkatan4.
Instrumen:pemerhatianpengajaran
di bilikdarjah,temubual,nota
lapangandan dokumentasi
Dapatan:
i. Keempat-empatoranggurukimia
mempunyai persepsi bahawailmu
pengetahuan,kemahiranpedagogi
dan pelajarsebagai komponenyang
pentingbagi pengajaranmereka
ii. AtributPCKkeempat-empatguru
kimiaberkembangdanbertambah
denganpengalamanmengajartetapi
pada kadar yangberbeza
iii. Kebanyakanproses-proses
pengajaranguruadalahsama
denganyangterdapatdalam model
PRA
iv. Masih terdapatkekurangandari segi
penilaiankefahamankonseptual
pelajar,penilaianterhadap
pengajarandiri sendiri dan
kefahamanpelajardankefahaman
baru di kalanganguru
Kesimpulan:
Pengajarangurusecara keseluruhannyaadalah
berpusatkanguru,algoritmatik,chalkandtalk
dan tidakmenggalakkanpembelajaranfitrahdan
bermaknadanpembelajaranoptimaldi kalangan
pelajar
Cadangan:
-Kerangkakolaborasi untukmembantuguru
kimiamengembangkanPCKdengansekatadan
menyeluruh
The concept in
topic3 were
difficulttolearn
and difficultto
teachas well
3. Bil Pengarang/Tahun/Tajuk/Penerbit Kaedahkajian/instrument/
pensampelan
Dapatan kajian/ kesimpulan/cadangan Catatan
4 LeelaDevi A/PPalanyKumar
2015
Kesanpenggunaan jigsawpuzzle
dalammenulisformula
kimiasebatianionterhadap
kefahamanpelajarsains
tingkatan4
Fakulti SainsDanMatematik
Universiti PendidikanSultanIdris
Kaedah:rekabentukkuasi-
eksperimen,ujiandansoal selidik
Instrument:menilai kesan
penggunaanjigsawpuzzlesebagai
alat visualisasi bagi membantu
pelajarmenulisformulakimia
sebatianion
menggunakanstatistikdeskriptif
(skormindan sisihanpiawai) dan
statistikinferensi(ujian-t)
pensampelan:115 pelajaraliran
sainstingkatanempatdari
dua buahsekolahmenengahdi
daerahLarut, Matang danSelama
telahdipilihsecararawak
berkelompok.
Dapatan:
i. Aktiviti jigsawpuzzleyang
diperkenalkanberjayamemberi
kefahamankepadapelajardalam
menulisformula
kimiasebatianion
ii. Mempunyai persepsiyangpositif
terhadapaktiviti jigsawpuzzle
Kesimpulan:aktiviti pengajaran
dan pembelajaranmenggunakanjigsawpuzzle
adalahberkesanmeningkatkan
pencapaianpelajardalammenulisformulakimia
sebatianionsertamendapatpersepi
yang positif daripadamereka.Kajianini memberi
implikasi bahawaelemen
permainanperludiselitkansemasamerancang
aktiviti pengajarandanpembelajaran
bagi memastikanpembelajaranadalahlebih
heuristik.
4. Bil Pengarang/Tahun/Tajuk/Penerbit Kaedahkajian/instrument/
pensampelan
Dapatan kajian/kesimpulan/cadangan Catatan
1 RomitaB. Lucua
, ElenaMarina*
2014
Authenticlearninginadult Education
Facultyof Psychology andEducational
Science,Universityof Bucharest
Procedia– Social and Behavioral
Sciences142 (2014) 410-415
To explore the nature of teaching
practicesfor developingauthentic
learningthroughthe processof initial
teachereducation
Thisstudypresentsfive ways
universityteacherscansupport
authenticlearning
Dapatan:
i. The five waysauthentic
learningcanbe implementedare related
to howto provide studentswiththe
opportunitytoreflectorhowto provide
studentswithcoachingandscaffolding
at critical times
ii. promotingarticulationtoencourage
studentstoverbalize theirknowledge
and thinking
iii. teachershave to enable studentstouse
technologyandto provide the
opportunitytocollaborate inorderto
have an authenticlearningenvironment.
Kesimpulan:
The Five Ways:
a. Providingstudentswithcoachingand
scaffoldingatcritical times
b. Provide studentswiththe opportunityto
reflect
c. Provide the opportunitytocollaborate
d. Promote articulationtoencourage students
to verbalize theirknowledgeandthinking
e. Enable studentstouse technology
Students
mustbecome
comfortable
withthe real-
world
problemsand
inorder to do
that theyhave
to be engaged
in
activities
where
studentstake
part in
activities
directly
relevanttothe
applicationof
learningand
that takes
place
withina
culture similar
to the applied
setting
5. Bil Pengarang/Tahun/Tajuk/Penerbit Kaedahkajian/instrument/
pensampelan
Dapatan kajian/kesimpulan/cadangan Catatan
2 MarilynMay Lombardi
2007
AuthenticLearningforthe 21st
Century:AnOverview
Duke University
https://www.researchgate.net/public
ation/220040581
exploreswhatconstitutesauthentic
learning,howtechnologysupportsit,
whatmakesit effective,andwhyitis
important.
Dapatan:
i. Authenticactivitycanbe realized
throughcareful designof Web-based
learning
environments.
ii. technologiesallowstudentstocohabit
the same persistentsimulation(or
“metaverse”),engagingincollaborative
role-playing,grapplingwith multiple
perspectiveson
the same set of issues,andresponding
to a dynamicallychangingsituation.
Elemenpembelajaranautentik
-berkaitanduniasebenar
-apanilaterdapatmasalahyangtidakjelasatau
terbuka
-penyiasatanyangberterusan
-melihatdari pelbagaisumberdanperspektif
-kolaboratif
-menggalakkanrefleksi
-Perspektif merentasdisiplinsubjek
-penilaianbersepadu
-produkyangdiperhalus
Tafsirandan hasil yangpelnagai
Aktiviti2pembekajaranautentik:Eksperimen,
perbincangan,aktiviti berkumpulan,handson,
simulasi,projek,lawatan,pemggunaansumberluar,
penggunaanteknologi.
6. Bil Pengarang/Tahun/Tajuk/Penerbit Kaedahkajian/instrument/
pensampelan
Dapatan kajian/kesimpulan/cadangan Catatan
3 Wolff‐MichaelRoth, Anita
Roychoudhury
1993
The developmentof science process
skillsinauthenticcontexts
Journal of ResearchinScience
TeachingVolume 30,Issue 2
https://onlinelibrary.wiley.com/doi/a
bs/10.1002/tea.3660300203
Instrument:data‐collectionapproach
was qualitativeandincluded
videotapesof laboratorysessions,
laboratoryreportsof students,and
the reflective journalskeptbythe
twoteachersinvolvedinthe study
Pensampelan:Forty‐eightstudents
fromthe Grade 11 introductory
physicscourse,29 studentsfromthe
Grade 12 physicscourse,and60
studentsfromthe Grade 8 general
science course froman all‐boys
private school participatedinthe
study
Kaedah:
-interpretive researchmethodology
was adoptedforconstruction of
meaningfromthe data
-Studentsworkedincollaborative
groupsduringall of the open‐inquiry
laboratorysessions
Dapatan:
i. studentsdevelophigher‐orderprocess
skillsthroughnontraditionallaboratory
experiencesthatprovidedthe students
withfreedomtoperformexperimentsof
personal relevance inauthenticcontexts
ii. Studentslearnedto(a) identifyand
define pertinentvariables,(b) interpret,
transform,andanalyze data,(c) planand
designanexperiment,and(d) formulate
hypotheses
Cadangan:
i. processskillsneednotbe taught
separately.Integratedprocessskills
developgraduallyandreacha highlevel
of sophisticationwhenexperimentsare
performedinmeaningful context.
7. Bil Pengarang/Tahun/Tajuk/Penerbit Kaedahkajian/instrument/
pensampelan
Dapatan kajian/kesimpulan/cadangan Catatan
4 Herrington,J.,Parker,J.& Boase-
Jelinek,D.(2014).
Connectedauthenticlearning:
Reflectionandintentional learning.
AustralianJournal of Education,58(1),
pp.23–35.
Herrington’s9Principlesof AuthenticLearning
Provide anauthenticcontextthatreflects
the way the knowledgewillbe usedinreal
life
Provide authentictasksandactivities
Provide accesstoexpertperformances
Provide multiple rolesandperspectives
Supportcollaborative constructionof
knowledge
Promote reflectiontoenable abstractionsto
be formed
Promote articulationtoenable tacit
knowledge tobe made explicit
Provide coachingandscaffolding
Provide forauthenticassessmentof
learning.
8. KBKKKIMIA
Bil Pengarang/Tahun/Tajuk/Penerbit Kaedahkajian/instrument/
pensampelan
Dapatan kajian/kesimpulan/cadangan Catatan
1 SITI ZULIANA BINTIHAJIABDUL
HAMID
2006
TAHAPPENGUASAAN KEMAHIRAN
BERFIKIRSECARA KRITISDAN KREATIF
(KBKK) DIKALANGAN PELAJAR
TINGKATAN LIMA DALAMMATA
PELAJARAN KIMIA TINGKATAN EMPAT
DI SEKOLAHMENENGAH DI DAERAH
JOHOR BAHRU
Fakulti PendidikanUniversiti
Teknologi Malaysia
MengesantahappenguasaanKBKK
pelajardalammata pelajaranKimia
tingkatanempat.
Pensampelan:270 orang pelajar
tingkatanlimadari 6 buahsekolahdi
daerahJohor Bahru
Instrument:setsoal selidikyang
mengandungi 50itemberbentuk
soalanobjektif.Nilai
kebolehpercayaanalatkajianini ialah
α=0.9019
Kaedah:
-menggunakanujian-tuntukmelihat
perbezaantahappenguasaanKBKKdi
kalanganpelajarlelaki danpelajar
perempuan
-UjianANOVA digunakanuntuk
melihatperbezaantahappenguasaan
KBKKdi kalanganpelajarmerentasi
bangsa
Dapatan:
-tahappenguasaanKBKKpelajardalammata
pelajaranKimiatingkatanempatberadapadatahap
yang sederhana.
-tidakwujudperbezaanminyangsignifikan
merentasi jantinadanmerentasibangsa,kedua-
duanyaberadapada tahap yangsederhana
Kesimpulan:
The Five Ways:
f. Providingstudentswithcoachingand
scaffoldingatcritical times
g. Provide studentswiththe opportunityto
reflect
h. Provide the opportunitytocollaborate
i. Promote articulationtoencourage students
to verbalize theirknowledgeandthinking
j. Enable studentstouse technology
Students
mustbecome
comfortable
withthe real-
world
problemsand
inorder to do
that theyhave
to be engaged
in
activities
where
studentstake
part in
activities
directly
relevanttothe
applicationof
learningand
that takes
place
withina
culture similar
to the applied
setting
9. Bil Pengarang/Tahun/Tajuk/Penerbit Kaedahkajian/instrument/
pensampelan
Dapatan kajian/kesimpulan/cadangan Catatan
2 ZURIAWAHIDA BINTIZULKIFLI
2016
KEBERKESANAN KAEDAH
PEMBELAJARAN BERASASKAN
MASALAHDALAMMENINGKATKAN
KEMAHIRAN BERFIKIRARASTINGGI
DAN MENYELESAIKAN MASALAH
DALAMKALANGAN PELAJAR
Fakulti PendidikanTeknikal dan
Vokasional UniversitiTunHussein
OnnMalaysia
Mengkaji keberkesanankaedah
PembelajaranBerasaskanMasalah
(PBM) dalammeningkatkan
KemahiranBerfikirArasTinggi (KBAT)
dan kemahiranmenyelesaikan
masalahpelajar.
Pensampelan:71 orangresponden
dari SekolahMenengahKebangsaan
Tun Ismail yangterbahagi kepadadua
kumpulan:
i. kumpulanrawatan
ii. kumpulankawalan.
Kesemuarespondenmengambil
mata pelajaransainstingkatanempat
Instrument:ialahsoalanujianpra-
pasca, senarai semakdansoal selidik
Kaedah:
dianalisissecaradeskriptif dan
inferensimenggunakanperisian
Statistical packagesforSocial Science
Version21.0 (SPSS)
Dapatan:
-kaedahPBMberjayameningkatkanKemahiran
BerfikirArasTinggi (KBAT) dankemahiran
menyelesaikanmasalahpelajar
-Pelajarmenunjukkanpersepsi positifterhadap
kaedahPBMini.
-teknikpengajarandanpembelajaranyang berbeza,
menariksertaberkesandari kaedahtradisional
mampumeningkatkankemahiranpelajar
10. Bil Pengarang/Tahun/Tajuk/Penerbit Kaedahkajian/instrument/
pensampelan
Dapatan kajian/kesimpulan/cadangan Catatan
3 CHUZAIRY BIN HANRI
2013
MODUL PENGAJARAN KIMIA
BERDASARKAN MODEL INKUIRI-
KREATIVITIFakulti Pendidikan
UNIVERSITITEKNOLOGIMALAYSIA
Mengkaji pengamalanpengajaran
guru dalammenggalakkankreativiti
dan membinamodul bagi membantu
guru dalammenggalakkan kreativiti
pelajar
Fasa 1: mengkaji amalanpengajaran
guru dalammenggalakkankreativiti
dan masalahpengajaranguruyang
bolehmenghalangpenggalakan
kreativiti pelajar
Pensampelan:limaorangguru
daripadadaerahKota Tinggi dicerap
Kaedah:
Cerapankelasdirekod,ditranskrip,
dikoddandianalisissecarakualitatif
dan kuantitatif melaluistatistik
deskriptif
Fasa 2: Modul KimiaKreatif dibina
berdasarkankepadadapatankajian
Fasa I dan digunakandi dalam
pengajaranuntukdiuji
keberkesanannya
Dapatan: gurukurang menggalakkankreativiti
pelajar.Gurulebihbanyakmengawal pembelajaran
pelajar,aktiviti sumbangsaranideakurang
dijalankandanguruhanyamemfokuskankepada
ideayangbetul sahaja,pembelajaranpelajarlebih
banyakmelalui penerangandanaktivitipengajaran
adalahlebihberpusatkanguru.
Dapatan: pengajarangurusemakinbaik.Gurulebih
cenderungmemberikankebebasankepadapelajar
untukmenerokadanmengawal sendiri
pembelajaranmereka.Aktiviti sumbang saranidea
dijalankandenganlebihbaikdandijalankandengan
lebihkerap.Pembelajaranpelajarmelalui
pengalamanmeningkatdanaktiviti pengajaranguru
lebihbanyakberpusatkanpelajar.Respondaripada
pelajarmenunjukkanpelajarsemakinkreatif dengan
merangkasendiri eksperimendanmembinasendiri
pengetahuanmereka
Cadangan:diharapkandapatmemberikanimplikasi
untukmempertingkatkankeberkesananproses
Modul Kimia
Kreatif dibina
berdasarkan
kepadaModel
Inkuiri-
Kreativiti