The role of ideational networks in laboratory inquiry learning and knowledge of evolution among seventh grade students

2001 ◽  
Vol 85 (4) ◽  
pp. 410-425 ◽  
Author(s):  
O. Roger Anderson ◽  
David Randle ◽  
Tom Covotsos
Keyword(s):  
Inquiry Learning ◽  
Seventh Grade ◽  
Knowledge Of Evolution

scholarly journals Association between spectator and other roles in school bullying

2016 ◽  
Vol 26 (3) ◽  
pp. 352
Author(s):  
Marcela Almeida Zequinão ◽  
Pâmella De Medeiros ◽  
Beatriz Pereira ◽  
Fernando Luiz Cardoso
Keyword(s):  
Public Schools ◽  
Negative Reinforcement ◽  
Strong Association ◽  
School Bullying ◽  
The Other ◽  
Seventh Grade ◽  
Santa Catarina ◽  
The Third ◽  
Aggressive Behaviours

Introduction: The school bullying is characterized by repetitiveness of aggression and the intentionality to injure or cause suffering to others. The bystanders to this phenomenon tend to be mainly responsible for the course that bullying will take and its results. Objective: To analyse the association between the role of bystander with the other possible roles played in bullying. Method: A total of 409 children from the third to seventh grade participated in this study, with an average age of 11 years (SD = 1.61), enrolled in two municipal public schools in Florianópolis, Santa Catarina, Brazil. The instruments used were: one of the scales of the Questionnaire for the Study of Violence Among Peers, to identify bystanders, and the Olweus Questionnaire, to describe the possible roles played in school bullying. Results: It was found that most of the participants assumed the role of bystander in school bullying. However, an association was found with regard to gender and being a bystander. Also, strong association was found between being a bystander and the other roles played in bullying, primarily in relation to the bullies. Conclusion: These results reinforce the importance of bystanders in these aggressions, not only because they represent most of the participants, but mainly because of the positive or negative reinforcement they can offer in these aggressive behaviours. Therefore, the incentive and the encouragement of these students to denounce the aggressors, as well as defending the victims is essential to reduce school bullying.

A MUVEing Success

2013 ◽  
pp. 614-638
Author(s):  
Shannon Kennedy-Clark ◽  
Kate Thompson
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Virtual Environments ◽  
Case Studies ◽  
Educational Games ◽  
Inquiry Learning ◽  
Science Inquiry ◽  
Development Programs ◽  
Classroom Activities

The chapter will explain the role of scenario-based MUVES and educational games in science education and will present both the benefits for students and the challenges of using these forms of technology in a classroom setting. This chapter presents the findings of two case studies on the use of a scenario-based Multi-User Virtual Environments (MUVE) in science education. The chapter will consider strategies for designing professional development programs for teachers and pre-service teachers to enhance both the teachers’ skills and their confidence in using and designing classroom activities suitable for MUVEs and educational games in science inquiry learning.

scholarly journals Developing Inquiry Learning-Based English Instructional Materials for the Seventh Grade of Junior High School

2020 ◽  
Vol 2 (1) ◽  
pp. 69
Author(s):  
Devi Safitri
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Inquiry Learning ◽  
Instructional Materials ◽  
Design Development ◽  
Seventh Grade ◽  
Basic Competencies ◽  
Basic Competency ◽  
Addie Model

This  research is aimed  to developing instructional English materials for the students of the seventh grade especially in basic competencies 3.5, 4.5, 3.6, and 4.6 at  MTs  Madani  Pao-pao  based  on  2013  curriculum  supported  by  using  inquiry  learning  model  and  using  the concept of HOTS in indicators achieved. The research design used in this study was Research and Development (R&D).  The   development   model   used   was   ADDIE   model. It consists of need analysis, design, development, implementation, and evaluation. The  procedures  included  analyzing  materials   needed   by spreading  questionnaire  to  the  students  and  analyzing  the  basic   competencies used, designing a  blueprint  of  materials and the instructional materials, and validating the material by the expert. There were 146 students as the respondents of 26 questionnaire questions. The instruments used in this research were the documents, questionnaire, and validation checklist. In this research, the expert was involved in order to validate the product. There were three systematic  aspects  that  they  validated  of  the product:  Materials  Systematic  Organization,  Systematic  English   Teaching  and  Systematic  Content  of  English.  Therefore,  the  result  indicated  that  based on experts judgment as well as  product  development  result,  the  developed basic competency  3.5  &  4.5  and  basic  competency  3.6  &  4.6  were applicable to be taught at the seventh grade students  of  Junior  High  School as topic in English for them.

scholarly journals PERAN GUIDED INQUIRY DALAM PEMAHAMAN KONSEP SISWA KELAS VIII PADA PEMBELAJARAN TEOREMA PYTHAGORAS

2020 ◽  
Vol 3 (2) ◽  
pp. 111-122
Author(s):  
Hanifah Oktinasari ◽  
Rully Charitas Indra Prahmana
Keyword(s):  
Learning Outcomes ◽  
Inquiry Learning ◽  
Student Learning Outcomes ◽  
Pythagorean Theorem ◽  
Guided Inquiry ◽  
Average Value ◽  
Class Viii ◽  
Using Data ◽  
Mastery Criteria

This study aims to determine the role of Guided Inquiry in understanding students' concepts in learning the Pythagorean theorem, through student worksheet-based guided inquiry learning models. This study uses descriptive qualitative research methods, which were carried out in class VIII D at SMP Muhammadiyah 1 Gamping. Data collection techniques used were documentation, observation, and written tests. Data obtained in this study were analyzed using data triangulation techniques. The results showed that the Guided Inquiry had a role in helping students to understand the concept of the Pythagorean theorem formula, through several stages of learning. In learning that uses guided inquiry, students can understand the Pythagorean theorem formula by finding it on their own and being facilitated by the teacher. Also, student learning outcomes indicate that the average value obtained by students is above the Minimum Mastery Criteria score for mathematics subjects of 65.

scholarly journals THE ROLE OF GENERAL INQUIRY KNOWLEDGE IN ENHANCING STUDENTS’ TRANSFORMATIVE INQUIRY PROCESSES IN A WEB-BASED LEARNING ENVIRONMENT

2014 ◽  
Vol 13 (1) ◽  
pp. 19-31
Author(s):  
Mario Mäeots ◽  
Margus Pedaste
Keyword(s):  
Learning Environment ◽  
Science Learning ◽  
Inquiry Learning ◽  
Learning Approach ◽  
Web Based ◽  
Inquiry Skills ◽  
Open Inquiry ◽  
Effective Learning ◽  
Web Based Learning

Inquiry has been regarded internationally as an effective learning approach for science learning; however, it is still not actively used in many schools. The current study argues that one of the reasons is incompleteness of the model for inquiry. This study seeks to open inquiry from a new angle by bringing in general inquiry knowledge, which could be regarded as an important limitation in enhancing inquiry. Next, it is empirically tested if general inquiry knowledge is related to the level of students’ transformative inquiry skills. General inquiry knowledge pertains to the nature of a coherent inquiry process as a whole, comprehending knowledge about transformative and regulative inquiry processes. In this study, students’ general inquiry knowledge and transformative inquiry skills were evaluated in a web-based learning environment Young Researcher. The analysis of the results demonstrated that the learning environment was suitable for improving students’ general inquiry knowledge, and these are related with the level of transformative inquiry skills. Key words: computer-supported inquiry learning, general inquiry knowledge, inquiry learning, inquiry meta-processes, transformative and regulative inquiry processes.

scholarly journals PENGARUH PENGGUNAAN STRATEGI INKUIRI BERBANTUAN MEDIA AUDIOVISUAL TERHADAP KETERAMPILAN MENULIS TEKS FABEL SISWA KELAS VII SMP NEGERI 7 PADANG

2020 ◽  
Vol 8 (5) ◽  
pp. 317
Author(s):  
Rahma Yatul Azmi ◽  
Syahrul R.,
Keyword(s):  
Middle School ◽  
Learning Strategies ◽  
Alternative Hypothesis ◽  
Inquiry Learning ◽  
Writing Skills ◽  
Seventh Grade ◽  
Audiovisual Media ◽  
Before And After ◽  
Public Middle School ◽  
Text Writing

ABSTRACT The purpose of this study is three. First, describe the writing skills of fable texts of grade 7 students at SMP Negeri 7 Padang before using inquiry strategies assisted by audiovisual media. Second, describing the skill of writing fable texts in grade VII students of SMP Negeri 7 Padang after using inquiry strategies assisted by audiovisual media. Third, describe the influence of the use of inquiry strategies assisted by audiovisual media on fable text writing skills of seventh grade students of Padang 7 Public Middle School. This type of research is quantitative research with experimental methods. The design of this study was one group pretest and posttest design. The population in this study were seventh grade students of Padang 7 Public Middle School who were enrolled in 2018/2019 school year as many as 251 people. The sample in this study were 31 students who were determined using purposive sampling technique. The variables of this study were fable text writing skills before and after using inquiry learning strategies assisted by audiovisual media in seventh grade students of SMP Negeri 7 Padang. The instrument of this study was performance tests, namely tests of writing fable texts before and after using inquiry learning strategies assisted by audiovisual media. The results of this study are three, namely as follows. First, writing fable text skills before using the incuri strategy assisted by audiovisual media in grade VII students of Padang Public Middle School 7 were in a sufficient qualification (C) with an average of 62.37. Second, fable text writing skills after using inquiry strategies assisted by audiovisual media in class VII Padang 7 SMP Negeri are in Good qualification (B) with an average of 81.45. Third, based on the t-test, the alternative hypothesis (H1) is received at a significant level of 95% and the degree of freedom (dk) = n-1 because of t count> t table, which is 6.17> 1.70.  Kata Kunci: pengaruh, strategi inkuiri, keterampilan menulis teks fabel

scholarly journals Improving seventh grade students’ learning of ratio and proportion: The role of schema-based instruction

2009 ◽  
Vol 34 (3) ◽  
pp. 250-264 ◽  
Author(s):  
Asha K. Jitendra ◽  
Jon R. Star ◽  
Kristin Starosta ◽  
Jayne M. Leh ◽  
Sheetal Sood ◽  
...  
Keyword(s):  
Seventh Grade ◽  
Ratio And Proportion ◽  
Based Instruction

Phylogenetic Analysis and its Application in Evolutionary Paleobiology

1991 ◽  
Vol 4 ◽  
pp. 103-122 ◽  
Author(s):  
Daniel C. Fisher
Keyword(s):  
Phylogenetic Analysis ◽  
Fossil Record ◽  
Phylogenetic Inference ◽  
Short Course ◽  
Unique Constraint ◽  
Service Role ◽  
History Of ◽  
Knowledge Of Evolution ◽  
Final Synthesis

Each of the perspectives on the fossil record represented by contributions to this short course (and many that are not) can claim a legitimate share of the mantle of “Analytical Paleontology,” earned by combining rigor and insight to provide some unique constraint on our understanding of the history of life. Dare I claim more for phylogeny? Certainly not, if “more” suggests that phylogeny is some final synthesis, complete unto itself, sought by all, and needing no further justification. Such a posture would make phylogenetic inference an end in itself, and, although it may sometimes appear that phylogeneticists have this in mind, I will argue here that it is the service role of phylogenetic analysis that makes it important in shaping our knowledge of evolution. Interpretation of the phylogenetic relationships of the organisms we study has profound implications for virtually all of our other ways of handling data from the fossil (or Recent) record.

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