Development of Mathematical Module-Problem Solving Approach to Train Student’s Reflective Thinking
Rezki Ramdani, Agustan Syamsuddin, Sirajuddin Sirajuddin
PEDAGOGICAL RES, Volume 4, Issue 4, Article No: em0040
https://doi.org/10.29333/pr/5861
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
This research paper aims to produce a mathematical module with a problem-solving approach to train student’s reflective thinking. To find out how to develop modules, there are three criteria must be fulfilled, namely validity, practicality, and effectiveness. Development of module used four stages, namely the initial situation analysis, design development, preparation of the initial product and evaluation. The module developed was assessed by 4 validators, namely 2 lecturers and 2 junior high school teachers. After that, the module was tested twice, the first one is tested on 5 students and then tested on 7 students for testing empirical validity toward the developed modules. Based on the results of the validation of the expert validator on the aspects of subject matter, performance, language and concept evaluation in the module, it can be concluded that the module developed were practical and valid with the average of assessment results validator of 3.31. While the results of the first and second stages of the trial of module, it can be concluded that the module display was interesting for students. In addition, the results of the evaluation of the trial subjects met the minimal completeness criteria so that it could be said that each of the subjects could understand the content presented in the module. From these results it was known that the module was effective. It can be seen in the results of the subject’s assessment of the modules were valid and effective with the average of subject’s assessment was 3.342.
Keywords: module, reflective thinking, problem-solving approach
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Teaching Physics within a Next Generation Science Standards Perspective
Joseph Malcolm Calmer
PEDAGOGICAL RES, Volume 4, Issue 4, Article No: em0041
https://doi.org/10.29333/pr/5868
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
The Next Generation Science Standards (NGSS) are an explicit document that articulates our pedagogical practices in K-12 science instruction for the United States. The document is an excellent work that describes pedagogy and road maps for building coherence of science principles and student understanding of the Nature of Science. The prescient thing about the current NGSS is that physics teachers have practiced the ideas and tenets prescribed in the NGSS decades ago. Also, the ideas espoused in the NGSS Framework can easily be transferred to other disciplines, especially Math, through specific, articulated lesson building.
Keywords: NGSS, standards, science, pedagogy, physics, math
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The Contribution of the Literary Works of François Fénelon ‘The Adventures of Telemachus, Son of Ulysses’ and of Voltaire ‘Candide’, to the Cultivation of Humanitarian Awareness
Aikaterini X. Ioannou, Konstantinos D. Malafantis
PEDAGOGICAL RES, Volume 4, Issue 4, Article No: em0042
https://doi.org/10.29333/pr/5879
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
Fénelon and Voltaire, the two French philosophers and pedagogues, influenced a wide range of people in the 17th and 18th centuries in Europe. The philosophers who followed were inspired by their work which contained ideological hints and promoted humanitarian awareness. We followed the historical analysis method, we intend to present through Fénelon’s ‘The Adventures of Telemachus, Son of Ulysses’ and Voltaire’s ‘Candide’ how these literary works act as a dynamic change agent in order to promote peaceful attitude, develop empathy, foster tolerance for diversity, cultivate morality, but also motivate young people. Fénelon promotes his views on political wisdom and denounces the greed for wealth and the expansionist wars. Voltaire parodies optimism and criticizes war. The ideological background of the two men is completely opposite; Fénelon is religious and his work is based on his faith, whereas Voltaire struggles against Church. Nevertheless, they both denounce the atrocities committed during war, the vanity of wealth, whilst they both use a utopia to describe the ideal society. In this paper, we will discuss similarities and differences between these two books, the way their writers approach the factors that lead to human suffering, their proposals on anthropocentric policy which should be followed by “kings” for the avoidance of war and the support for peace and justice, the way they encourage their readers to behave and live their lives, because they are themes which strike the modern reader too. The study of these books helps people cultivate critical thinking, get knowledge which leads to wisdom and derive from them social, philosophical, religious, political and pedagogical elements in order to foster solidarity.
Keywords: François Fénelon, Voltaire, utopia, humanitarian awareness, philosophy, critical thinking
REFERENCES
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A Study of Finding the Reasons of not Choosing Mathematics at Senior Secondary Level by Girls in Nawada District of Bihar
Marufa Gulnaz, Roohi Fatima
PEDAGOGICAL RES, Volume 4, Issue 4, Article No: em0043
https://doi.org/10.29333/pr/5899
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
Mathematics has an essential part of our life. In any environment, we are using it without any consideration. Mathematics teaches the equity and equality principle of democracy, in which all human being are equal for perceiving mathematics. The participation of female students in mathematics related field is least, as we say that female are backward in mathematics. So the researcher planned to finding out the reason behind the less interested and less participation of girls in math and its related field. She used self questionnaire for conducting the research among 80 girls of private and government students of Nawada district of Bihar state, India. And finds out that Most of the students started disliking mathematics when they were in their junior secondary classes and making responsible herself and teaching and learning method.hey also wants to learn mathematics again under the condition of good teaching and starts from basic. Students also suggest that subjects are dividing between the sexes no particular field is separated for particular sex. Girls who have interest in any field can choose and go and make their career.
Keywords: mathematics, senior secondary school interest in mathematics, mathematics chapter
REFERENCES
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Demystifying Science Teachers’ Epistemic Belief on Chemical Concepts: Students’ Engagement in the School Garden
Kamal Prasad Acharya
PEDAGOGICAL RES, Volume 4, Issue 4, Article No: em0044
https://doi.org/10.29333/pr/5943
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
The purpose of the study was to transforming chemistry learning from the textbooks in the silent classrooms to the school garden through activity-based learning with students’ meaningful engagement in collaboration with the science teachers in the community schools in Nepal. This research also aims to clarifying the epistemological gridlocks (banking concept of education) of school science teachers through measuring pH of garden soil samples by the basic level students’ activities. The concern of this study was facilitating school science teachers to impart the practical knowledge of chemical concept (pH of soil) by simple experiments whose backup is based on the epistemologically Vedic education system in Nepal. In-depth interviews and participant observations were taken with the students and teachers about their epistemic beliefs of teaching and learning the basic chemical concepts of chemistry based on the basic level science curriculum. It is found that the science teachers’ positivist congestions were rooted in the dogmatic approach in chemistry teaching and hinders the eloquent engagement of students in the school gardening activities. Science teachers’ belief system enabled me to understand the positivist epistemology mindset and transform into play way chemistry learning in the school garden. This broader sphere of teachers’ beliefs enabled me to recognize why positivist epistemology and connected traditions linking activity-based chemistry learning superficially forceful in the community schools. It is recommended that the suggestions for the school teacher professional improvement are needed to supervise and facilitate them to clarify the reflections on their situated personal experiences.
Keywords: chemical concept, epistemic belief, meaningful engagement, pH, school garden
REFERENCES
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- Acharya, K. P. (2019). Inquiry-Based Science Learning Through School Gardening Activities: Wonderful Experience through Participatory Action Research. International Journal of Elementary Education, 7(3), 40-45. https://doi.org/10.11648/j.ijeedu.20180703.11
- Acharya, K. P., Devkota, B., Budhathoki, C. B. and Bjonness, B. (2018). Relevance Of Learning Science Through Inquiry Based Participatory Action Research In Basic Public Schools Of Nepal: A Proposal. The Online Journal of New Horizons in Education, 8(4), 87-97.
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- Hand, B., Park, S. and Suh, J. K. (2018). Examining teachers’ shifting epistemic orientations in improving students’ scientific literacy through adoption of the Science Writing Heuristic approach. In Global developments in literacy research for science education (pp. 339-355). Springer, Cham. https://doi.org/10.1007/978-3-319-69197-8_20
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Anatomical Education Using Marine Products for Elementary School Students
Ayano Omura
PEDAGOGICAL RES, Volume 4, Issue 4, Article No: em0045
https://doi.org/10.29333/pr/5944
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
Anatomical education is very important in understanding the internal structure of the body and the mechanism of life, especially for the medical profession, including nursing. However, in Japan, students have a few opportunities of getting anatomical education using animals before they enter university. The different step-by-step anatomical curriculum needs to be created for elementary school, junior high school, high school, and university students. However, it is difficult to perform anatomical education widely, particularly with bioethics problems and students who often have an aversion to dissected animals. Therefore, it is considered very useful to introduce anatomical education using marine products, which are more familiar. In particular, fish have the same basic structure as vertebrates, so they are useful for understanding the bodies of vertebrate animals, including the human body. Also, the use of marine products other than fish can deepen students’ understanding of the structure of organisms of various systems. Therefore, in this study, we conducted anatomical lectures from functional morphology and ecological point of view, using marine products as teaching materials for elementary school children. To prevent students’ aversion, the marine products were wrapped, which also reduced the smell. Students actively learned the internal structure of fishes, cephalopods, and shellfish, without aversion. According to our questionnaire survey, most participants reported that their impression and comprehension of the course was excellent or good. The use of “seafood” as teaching material for young learners was found to be very useful for anatomical education.
Keywords: anatomy, cephalopods, fish, marine products, scallop, science education
REFERENCES
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Teaching Water Quality Analysis using a constructed wetlands microcosm in a Non-Science Majors Environmental Science Laboratory
Aelin Shea, Christy R. Violin, Christina Wallace, Brian Michael Forster
PEDAGOGICAL RES, Volume 4, Issue 4, Article No: em0046
https://doi.org/10.29333/pr/5945
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
Wetlands are defined as areas of soil saturated with standing water. These areas are rich in biodiversity, containing numerous plants, animals and microorganisms. Wetlands act as natural filtering systems for runoff and can improve the water quality in an area. To demonstrate the importance of wetlands to a non-science major introductory environmental science class, we designed a small freshwater wetland filter. This filter is able to reduce the amount of ammonia present in water entering the system. Sequencing the bacteria present in the soil of the filter identified bacteria capable of performing anaerobic ammonium oxidation (anammox). In this paper, we describe how to construct the filter and use it during class. It is our goal that this filter gives students a better appreciation of the role wetland ecosystems play in maintaining water quality.
Keywords: laboratory demonstration, nature of science, water quality, non-science majors, wetlands, microcosm, filtration, anammox bacteria
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The Effects of Brain-Based Learning and Project-Based Learning Strategies on Student Group Mathematics Learning Outcomes Student Visual Learning Styles
La Ode Ahmad Jazuli, Etin Solihatin, Zulfiati Syahrial
PEDAGOGICAL RES, Volume 4, Issue 4, Article No: em0047
https://doi.org/10.29333/pr/5949
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
The purpose of this study was to study the effect of Brain-Based Learning and Project Based Learning strategies on the results of mathematics learning in students of visual learning styles in the Basic Mathematics Introduction course at the Teaching and Education Faculty at Halu Oleo University, Republic of Indonesia. This study uses an experimental research method designed with a post-test design. Student learning outcomes data were collected through tests and learning style data collected through questionnaires. Data were analyzed by ANOVA with Dunnet’s further test. The results showed that the learning outcomes of students from the visual learning style group were taught the strategy of Brain-Based Learning higher than Project-Based Learning. The conclusion of the study shows that the student learning outcomes of the visual learning style group taught by the Brain-Based Learning strategy are higher than the Project Based Learning; Student groups with visual learning style preferences are more suitable to be applied with the Brain-Based Learning strategy.
Keywords: learning outcomes, brain-based learning, project-based learning, visual learning styles
REFERENCES
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The Role of Mass Media as a Socialisation Agent in Shaping Behaviour of Primary School Pupils in Thika Sub-County, Kenya
Esther W. Mwangi, Michael W. Gachahi, Catherine W. Ndung’u
PEDAGOGICAL RES, Volume 4, Issue 4, Article No: em0048
https://doi.org/10.29333/pr/5950
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
Children learn better when they socialise with items, tools and people in their environment. Provision of creative fun-filled environment boosts children’s learning. Lack of a good socialising environment may affect a child’s growth and development. The main goal of this study was to assess the role of mass media as a socialisation agent in shaping pupils’ behaviour in primary schools in Thika Sub-County, Kenya. The study was guided by Albert Bandura’s Imitative Observation Theory. This theory indicates that behaviour depicted by others is easily imitated by young children. The study adopted the descriptive survey research design. The target population comprised of 69 head teachers, 570 teachers, 3256 pupils and one Sub County Education officer. The study applied Gay Principle to determine the sample size of 7 head teachers, 57 teachers and 35 primary school pupils. Simple random sampling was applied to select the respondents who participated in the study. The main research instrument was the questionnaire. Data was analysed descriptively using Statistical Package for Social Sciences (SPSS) version 20. The study found that majority (88.0%) of the teachers agreed that their pupils had access to mass media in form of television and Internet based media. The study noted only a very small proportion of children did not have access to mass media at home. The study concluded that at home, most children spend most of their time listening to radio, watching television programmes, or playing video games. The study recommends that parents must exercise control on the choice and exposure of their children to mass media.
Keywords: socialisation agents, mass media, behaviour development, child’s behaviour
REFERENCES
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