Enhancing Student Learning of Global Warming Through Reflective Writing

2021 ◽  
Vol 59 (9) ◽  
pp. 706-708
Author(s):  
Liang Zeng ◽  
Guang Zeng
Keyword(s):  
Global Warming ◽  
Student Learning ◽  
Reflective Writing

scholarly journals Embracing Age-Inclusivity Through Multimodal, Active Student Learning in a Health and Aging Policy Course

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 353-353
Author(s):  
Skye Leedahl
Keyword(s):  
Best Practices ◽  
Student Learning ◽  
Deep Understanding ◽  
Reflective Writing ◽  
Assessment Methods ◽  
Older Individuals ◽  
Similar Model ◽  
Family Experiences ◽  
Aging Policy ◽  
Upper Level

Abstract One of the goals for an upper-level undergraduate seminar course is for students to identify and discuss existing policies, programs, and resources for meeting the needs of the aging population. To encourage active student learning, the course provides a mix of readings and assignments, six intergenerational discussions, and reflective writing. The idea is that these varying experiences help foster a deep understanding of how these policies and related issues pertain and matter to everyone, not only older individuals, and how their future career and family experiences will benefit from the knowledge gained in the course regardless of their next career steps. This course model has been effective for challenging ageism, and has been taught four times, each time with modifications based on student numbers, current issues, and the pandemic. The presenter will discuss assessment methods, identify best practices, and offer suggestions for others interested in utilizing a similar model.

scholarly journals Using a PRISM for Reflecting: Providing Tools for Study Abroad Students to Increase their Intercultural Competency

2017 ◽  
Vol 29 (2) ◽  
pp. 18-34 ◽  
Author(s):  
Tracy Rundstrom Williams
Keyword(s):  
Study Abroad ◽  
Student Learning ◽  
Intercultural Competence ◽  
Reflective Writing ◽  
Know How ◽  
Intercultural Competency ◽  
Study Abroad Students

Numerous studies have shown that simply being in another culture does not guarantee the development of intercultural competence. Students need guidance to seek out opportunities to engage and to make sense of those experiences. Reflection has become a popular methodology to assist students with this. Unfortunately, students often do not know how to do reflective writing or do not have cultural incidents to write about. This research examines one approach to guiding reflection: the use of prompt questions to elicit thoughtful responses and the integration of readings to provide context and grounding. This study demonstrates that reflective writing can be an effective tool for intervening in student learning abroad if done with structure and intentionality.

scholarly journals Investigating Contemplative Practice in Creative Writing and Education Classes: A Play (of Practice and Theory) in Three Acts

2019 ◽  
Author(s):  
Maureen Hall ◽  
Olivia Archibald
Keyword(s):  
Creative Writing ◽  
Student Learning ◽  
Reflective Writing ◽  
Contemplative Practice ◽  
Class Session ◽  
Contemplative Practices

This article documents the partnership and collaborative SoTL research investigating the intersectionsbetween and among contemplative practices and reflective writing for deepened learning. This SoTL investigation interrogated the problem involving students (both undergraduate and graduate) not valuing themselves as writers. In addressing this problem, a series of assignments were designed where contemplative practice was done via reflective writing at the beginning of each class session. Data were collected on how these new practices and assignments in these two courses affected student learning.

Art as Disruption in Global Health Humanities

2019 ◽  
pp. 319-337
Author(s):  
Kearsley A. Stewart ◽  
Rachel Ingold ◽  
Maria de Bruyn ◽  
Kelley K. Swain
Keyword(s):  
Reproductive Health ◽  
Global Health ◽  
Student Learning ◽  
Sexual And Reproductive Health ◽  
Interdisciplinary Collaboration ◽  
Reflective Writing ◽  
Lessons Learned ◽  
Health Humanities ◽  
Illness Experiences ◽  
Pedagogical Goals

Narrative learning and reflective writing have been shown to enhance physicians’ empathy, improve clinical interview skills, and help practitioners understand patients’ illness experiences. This chapter describes a global health humanities workshop that taught students to use an art technique (A Humument by Tom Phillips) to process materials from a sexual and reproductive health archive, culminating in reflective writing and public presentations. The workshop was developed through an interdisciplinary collaboration among a global health educator, a library archival curator, and a poet. The chapter describes the archival context, pedagogical goals, student learning, lessons learned, and future plans for using this approach.

scholarly journals Pengaruh Media Virtual Reality Pada Materi Pemanasan Global Terhadap Hasil Belajar Peserta Didik Kelas VII SMP Negeri 3 Palangka Raya

2020 ◽  
Vol 1 (1) ◽  
pp. 30-36
Author(s):  
Miftahul Qori’ah ◽  
Agus Haryono ◽  
Nuriman Wijaya
Keyword(s):  
Virtual Reality ◽  
Global Warming ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Choice Test ◽  
Purposive Sampling ◽  
Whitney Test ◽  
Mann Whitney Test ◽  
Quasi Experiment

Materi pemanasan global memiliki karakteristik yang sangat erat hubungannya dengan kondisi di lingkungan sekitar, memerlukan pengamatan yang lama dan proses-prosesnya tidak dapat dilihat secara langsung. Mempelajari materi pemanasan global meggunakan media virtual reality akan mempermudah proses pembelajaran karena dengan virtual reality akan menampilkan gambaran proses terjadinya pemanasan global dalam bentuk video animasi yang telah divisualkan. Penelitian ini dilakukan untuk mengetahui pengaruh media virtual reality terhadap hasil belajar peserta didik. Penelitian ini merupakan penelitian eksperimen dengan rancangan eksperimen semu (quasi experiment). Sampel diambil dengan teknik purposive sampling pada kelas VII-8 dan VII-9 SMP Negeri 3 Palangka Raya  yang masing-masing kelas berjumlah 32 orang peserta didik.  Instrumen yang digunakan dalam penelitian ini yaitu soal tes pilihan ganda yang berjumlah 25 soal dan angket respon peserta didik terhadap media virtual reality. Data hasil belajar diambil dengan menggunakan soal tes  yang diberikan  pada saat awal pembelajaran (pretest) dan akhir pembelajaran (posttest). Data hasil belajar peserta didik kemudian dianalisis secara kuantitatif menggunakan uji Mann-Whitney. Hasil penelitian menunjukkan bahwa perhitungan uji Mann-Whitney memperoleh hasil nilai Asymp. Sig. (2-tailed) (0,040) < ? (0,05), maka Ho ditolak dan Ha diterima, dengan kata lain terdapat pengaruh media virtual reality terhadap hasil belajar peserta didik pada materi pemanasan global kelas VII SMP Negeri 3 Palangka Raya. Rata-rata hasil belajar peserta didik pada ranah kognitif C3, C4 dan C5 kelas eksperimen yang diajarkan menggunakan media virtual reality lebih unggul dibandingkan kelas kontrol. Hasil ini didukung juga oleh angket respon peserta didik yang menunjukkan media virtual reality berada pada kategori sangat baik. Oleh karena itu, media virtual reality pada materi pemanasan global dipandang berhasil dan berpengaruh nyata hasil belajar peserta didik. The material of global warming has characteristics that are very closely related to conditions in the surrounding environment, requiring long observations and processes that cannot be seen directly. Studying the material of global warming using virtual reality media will simplify the learning process because virtual reality will display a picture of the process of global warming in the form of visual videos that have been visualized. This research was conducted to determine the effect of virtual reality media on student learning outcomes. This research is an experimental research with a quasi experiment. Samples were taken by purposive sampling technique in class VII-8 and VII-9 SMPN 3Palangka Raya, each of which consisted of 32 students. The instruments used in this study were multiple choice test questions totaling 25 questions and student responses to virtual reality media. Data on learning outcomes are taken using the test questions given at the beginning of learning (pretest) and the end of learning (posttest). Data on student learning outcomes were then analyzed quantitatively using the Mann-Whitney test. he results showed that the Mann-Whitney test calculation obtained the Asymp. Sig. (2-tailed) (0.040) <? (0.05), then Ho is rejected and Ha is accepted, in other words there is a significant effect of virtual reality media on the learning outcomes of students in class VII of the global warming material at SMP Negeri 3 Palangka Raya. The average learning outcomes of students in the cognitive realm of C3, C4 and C5 in the experimental class taught using virtual reality media were superior to the control class. This result is also supported by the questionnaire responses of students who show that virtual reality media is in a very good category. Therefore, virtual reality media on the subject of global warming is seen as successful and significantly influences student learning outcomes.

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