scholarly journals Representations Of Student Model Development In Virtual Laboratories Based On A Cognitive Apprenticeship Instructional Design

2020 ◽  
Author(s):  
Kendra Seniow ◽  
Eric Nefcy ◽  
Christine Kelly ◽  
Milo Koretsky
Keyword(s):  
Instructional Design ◽  
Model Development ◽  
Cognitive Apprenticeship ◽  
Student Model ◽  
Virtual Laboratories

Activity Theory and Context

2011 ◽  
pp. 164-181
Author(s):  
Laura G. Farres ◽  
Colla J. MacDonald
Keyword(s):  
Instructional Design ◽  
Activity Theory ◽  
Teaching And Learning ◽  
Model Development ◽  
Naturalistic Inquiry ◽  
Approaches To Teaching ◽  
E Learning ◽  
Unique Approach ◽  
Frame Work ◽  
Complex Settings

Constructivist instructional design (ID) models have emerged with more frequencywithin e-learning. These models offer guiding principles congruent with construc-tivist approaches to teaching and learning. Although constructivist ID modelsshare common principles, each model also offers a unique approach to e-learningbased on its context of development. Consequently, certain models will also bemore authentic and meaningful for a particular situation depending on their com-patibility to that particular context. If that context can be understood, then direc-tion can be given as to the best application for the model. This chapter introducesactivity theory (AT) as a lens from which to understand the context of constructivistID model development in e-learning. It argues that ATprovides a suitable frame-work for naturalistic inquiry within complex settings and establishes a languagefrom which a better comparison of context can occur.

scholarly journals Pengembangan Desain Instruksional Model Project Based Learning Terintegrasi Keterampilan Proses Sains Untuk Meningkatkan Literasi Sains

2021 ◽  
Vol 5 (1) ◽  
pp. 101-111
Author(s):  
Nuraini Nuraini ◽  
Edy Waluyo*
Keyword(s):  
Instructional Design ◽  
Learning Strategies ◽  
Science Literacy ◽  
Descriptive Analysis ◽  
Model Development ◽  
Potential Effect ◽  
Literacy Skills ◽  
Project Based Learning ◽  
Process Skills ◽  
Science Process Skills

Facing today's 21st century learning, teachers need to foster science literacy and consider learning strategies that suit the conditions and potential of students whose learning processes focus on providing firsthand experience and applying science knowledge. Literacy skills are fundamental things that students must do in facing the global era to be able to meet the needs of life in various situations. This research aims to develop instructional design through project learning based on science process skills to improve valid, practical and effective literacy skills. This research uses a type of research on Borg and Gall model development which is a systemic process that starts from the analysis of needs, product design, product development, implementation and evaluation of products. The subjects in the research were students in grade VII SMPN 1 Selong and Madrasah Tsanawiyah Muallimat NW Pancor numbered 64 people. Data collection uses validation sheets, practicality guidelines, and tests to measure students' science literacy skills. Data is analyzed with descriptive analysis techniques. The results of the analysis showed that the instructional design of the project based learning model based on science process skills fall into the category of valid, practical and effective and feasible to use. The products developed also have a potential effect in improving students' science literacy skills indicated by an N-Gain score of 0.77 with a high category

scholarly journals DESAIN PEMBELAJARAN UNTUK GURU TK INKLUSIF

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
Suparno .
Keyword(s):  
Instructional Design ◽  
Research And Development ◽  
Inclusive Education ◽  
Model Development ◽  
Sampling Technique ◽  
Kindergarten Teachers ◽  
Design Model ◽  
Professional Competencies ◽  
Development Study ◽  
Purposive Sampling

Abstract: Developing an Instructional Design to Improve Kindergarten Teachers’ Competencies in the Perspective of Inclusive Education. This study aims to develop an instructional design set to improve kindergarten teachers’ competencies in inclusive education in terms of pedagogic, personal, social, and professional aspects. It was a research and development study involving the stages of predevelopment, model development, product validation. The sample comprised 34 kindergarten teachers selected by the purposive sampling technique. The results show that: (1) the majority of kindergarten teachers do not understand the concept of inclusive education, (2) a set of indicators of kindergarten teachers’ competencies in inclusive education and a set of competency instruments and instructional design can be produced; (3) the implementation of the instructional design model is capable of increasing kindergarten teachers’ competencies in inclusive education. The instructional design significantly improves kindergarten teachers’ pedagogic, social, and professional competencies, but it does not significantly increase the personal competency. Keywords: inclusive education, kindergarten teachers

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