scholarly journals IDAINILAIPPALLI TAMILAASIRIYARKALIN KADRAL KARPITTHALIL NUNNAAIVU CHINTHANAITHIRAN [CRITICAL THINKING IN TEACHING AND LEARNING SESSION AMONG SECONDARY SCHOOL TAMIL TEACHERS]

2020 ◽  
pp. 113-125
Author(s):  
RATHNESWARY RAJENDRAN
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Qualitative Analysis ◽  
Teaching And Learning ◽  
Research Paper ◽  
Research Area ◽  
Learning Session ◽  
Analysis Methods ◽  
Interview Questionnaire ◽  
Urban Secondary School

The research paper is entitled as “Critical Thinking in Teaching and Learning session among Secondary school Tamil Teachers”. This research consists of two objectives. First, to identify the use of critical thinking in teaching and learning session among Tamil teachers. Second, to identify the techniques to implement critical thinking in teaching and learning among Tamil teachers. Therefore, I have chosen an urban secondary school at Kuala Langat, Selangor as my research area for this research. Researcher also chooses 5 Tamil teachers consists of one senior assistant dan 2 form 2 teachers and 2 form 4 teachers as research's sample. The types of methods used to collect data in this research are Interview, Questionnaire and also Observation. Besides that, Quantitative and Qualitative analysis methods were used to analysis the data obtained in this research. As a Researcher I have used Bloom’s Theory for better results in this research. By using Interview and Questionnaire instruments, researcher had collected data for the first objective while done observation for second objective. Most of the teachers used Question & Answer (Q&A) and I-Think maps methods to improve critical thinking among the students.

scholarly journals Exploring the Interactions on an Online Narrative Writing Platform

2015 ◽  
Author(s):  
Nagaletchimee Annamalai ◽  
Tan Kok Eng ◽  
Amelia Abdullah ◽  
Sorojini Sivagurunathan
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Northern Region ◽  
Narrative Writing ◽  
Writing Teachers ◽  
Online Teaching And Learning ◽  
Writing Ability ◽  
Cognitive Teaching

Purpose – This paper reports a study that investigated the interactions of six students learning to write narrative essays on an online narrative writing platform (ONWP). Participants were six students and a teacher from an urban Chinese Secondary School in the northern region of Malaysia.   Methodology –The qualitative data used in this study were online interaction archives and narrative essays collected from an ONWP used by the teacher to teach narrative writing. The student-teacher interactions were coded based on the categories related to cognitive, teaching and social presences as suggested by the Community of Inquiry Model (Garrison, Archer & Anderson, 2000).   Findings – Findings indicated that the cognitive, teaching and social presences suggested by the CoI model were present in the interactions while students were engaged in the ONWP. However, certain descriptors of the CoI were not found in the study. The major contribution of this study is the single, dual and triple phases which emerged from this study. The essays’ scores revealed that the students improved in their narrative writing ability after engaging in the ONWP.   Significance – The fi ndings have placed the model in a new environment involving the application of CoI model in a Chinese Secondary School. Being online to fulfil wide-ranging tasks does not only involve critical thinking but also creative writing. Teachers involved in online teaching and learning activities need to encourage students to be involved in critical thinking. Students should also realise that there is more to learn in writing than just making corrections based on the comments.

scholarly journals The Development of Physics Teaching Materials Based On Local Wisdom To Improve Students’ Critical Thinking Ability

2020 ◽  
Vol 5 (2) ◽  
pp. 107
Author(s):  
Landiana Etni Laos ◽  
Meti Tefu
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Teaching Material ◽  
Field Validation ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Physics Teaching ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Interview Questionnaire

A research and development study had been conducted to evaluate the appropriateness of local wisdom based physics teaching material in order to increase students’ critical thinking skill. This study was based on 4-D development model including Define, Design, Develop, and Disseminate. Data was gathered from 30 research participantsin SMK Kristen Fautmolo. Observation, interview, questionnaire and test were data collection techniques. Before applying the instruments in data field, validation was garnered from 4 physics experts with 3.75 total score in very good category which indicated the developed material’s applicability in teaching and learning process. The result revealed that the local wisdom-based physics teaching material was effective to improve students’ critical thinking skill with 0.80 of N-gain score (high) and 89.91% of students’ responses toward learning using the material. Therefore, it could be concluded that the developed local wisdom-based physics material was appropriate to be used in physics learning and could improve student’s critical thinking skill.

scholarly journals Teaching English Compound Noun Stress

2019 ◽  
Vol 12 (3) ◽  
pp. 46
Author(s):  
Yvon-Pierre Ndongo Ibara ◽  
Roland Giscard Ondze Otouba ◽  
Jules Bianchiny Ossere Mounguellet
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Research Paper ◽  
Teaching English ◽  
Teaching Of Reading ◽  
Teaching And Learning Strategies ◽  
English Pronunciation

The aim of this research paper is to scrutinize the teaching of English pronunciation based on English compound noun stress at secondary school. In fact, the teaching of compound noun stress has not been highlighted by previous scholars. In addition, teaching strategies based on this item have not been taken into account by INRAP and E.N.S in the course of phonetics and phonology. As a result, no teacher is able to teach compound noun stress and no learner is able to practice this language item. Therefore, our practical suggestions are made of teaching and learning strategies, a set of exercises and a sample of a teaching card to encourage teachers to deal with compound noun stress. This study is an attempt to show the parallel between the techniques of teaching of reading and that of compound noun stress.

scholarly journals Towards a pedagogical framework for global citizenship education

2016 ◽  
Vol 8 (1) ◽  
pp. 39-56 ◽  
Author(s):  
Chloe Blackmore
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Analytical Approach ◽  
Global Citizenship ◽  
Future Research ◽  
Global Citizenship Education ◽  
Doctoral Research ◽  
Pedagogical Framework

Amidst growing recognition of the importance of the learning process within global citizenship education, this paper develops a pedagogical framework including dimensions of critical thinking, dialogue, reflection, and responsible being/action. It draws on a variety of critical literatures to identify characteristics of each of these dimensions. The second part of this paper begins to demonstrate how this framework might be used as an analytical approach in research and evaluation. It draws on observational examples from doctoral research in one English secondary school to identify aspects of critical thinking, dialogue, and reflection in practice, the strategies teachers use to foster these, and the challenges they may face. With development, the framework has potential for application in future research and evaluation into the complex teaching and learning processes involved in global citizenship education.

EL PENSAMIENTO CRÍTICO EN LA EDUCACIÓN DE POSGRADO: PROPUESTA DE UN MODELO PARA SU INTEGRACIÓN AL PROCESO EDUCATIVO

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Carlos Manosalvas Vaca ◽  
Luis Manosalvas Vaca ◽  
Ruth Barba
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Detailed Analysis ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educación Superior ◽  
Educacion Superior ◽  
Educational Processes ◽  
Palabras Clave

La presente investigación, analiza los conceptos más importantes del pensamiento Crítico, así como su importancia y utilidad en los procesos de formación profesional a nivel de Posgrado. Se hace un análisis detallado de los conceptos más ampliamente aceptado y de los factores inmersos en el desarrollo y aplicación de este tipo de pensamiento. Finalmente se propone un modelo que engloba los conceptos y factores analizados y como se interrelacionan entre ellos; el objetivo final es brindar a los docentes y directivos de Instituciones de Educación Superior, una herramienta que posibilite la inclusión de este tipo de pensamiento en sus procesos enseñanza-aprendizaje con el fin último de mejorar la calidad de los procesos de formación. Palabras Clave: Pensamiento Crítico, Educación Superior, Educación ABSTRACT This research analyzes the most important concepts of critical thinking as well as their importance and usefulness for the educational processes at graduate level. A detailed analysis of the most widely accepted concepts and factors involved in the development and application of this kind of thinking has been made. Finally, a model that includes the concepts and analyzed factors and their interrelations is proposed; the ultimate goal is to provide teachers and directors of Institutions in Higher Education, a tool that enables the inclusion of this type of thinking in their teaching and learning processes with the ultimate intention of improving the quality of the training processes. Keywords: Critical thinking, Higher Education, Education Recibido: mayo de 2016Aprobado: septiembre de 2016

Analyse The Impact Of Moocs To Improve The Performance Of Faculty Members In Delhi Ncr

2019 ◽  
Vol 118 (9) ◽  
pp. 304-312
Author(s):  
Dr.Deepa Gupta ◽  
Dr.Mukul Gupta
Keyword(s):  
Teaching And Learning ◽  
Research Paper ◽  
Faculty Members ◽  
Traditional Teaching ◽  
Learning Method ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
The Impact

In this research paper, the researcher has attempted to analyse the impact of MOOCs to improve the performance of faculty members concerning Delhi NCR. Massive Online Open Courses (MOOCs) are evolving rapidly, and many kinds of research have been conducted to explore the structure, effectiveness and issues arise in MOOCs. The free accessibility of MOOCs has believed in soon replace the traditional teaching and learning method.

MODELING USING PHET SIMULATIONS IN TEACHING PHYSICS AT SECONDARY SCHOOL

2020 ◽  
Vol 11 (1) ◽  
pp. 199-203
Author(s):  
Hristina Petrova ◽  
Keyword(s):  
Secondary School ◽  
Group Work ◽  
Physics Education ◽  
Teaching And Learning ◽  
Education Technology ◽  
Cognitive Activity ◽  
Student Group ◽  
Knowledge And Skills ◽  
Demonstration Experiment ◽  
Teaching Physics

A particularly important aspect of learning physics is using models of physical objects, processes and phenomena. Modeling is an important component of learning and cognitive activity. This determines its importance for the formation and development of students’ knowledge and skills. The Physics Education Technology (PhET) project creates useful simulations for teaching and learning physics and makes them freely available on the PhET web site: http://phet.colorado.edu The simulations are interactive, animated and visual. Some ideas for their using in physics education are presented. They can be used in various of ways, including demonstration experiment as part of lecture, student group work or individual worksheets, homework assignments or labs. The possibility for using simulations in remote education is considered. Students are given interactive assignments. They include interactive problems in the form of computer simulation and questions related to it. The students work with data which they analyze and present tabular and graphically. This approach suggest activities based on enquiry. In result their motivation and interest in physics increases.

A Compass During the Storm: Offering Students Critical Rigor for Polarizing Times

2021 ◽  
pp. 1-5
Author(s):  
Andrew M. Wender ◽  
Valerie J. D’Erman
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Civic Engagement ◽  
Political Science ◽  
Cognitive Processes ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objective ◽  
First Year

ABSTRACT Teaching and learning in higher education is occurring, unavoidably, within the broader civic context of today’s extraordinarily polarizing political times. We seek to help students situate themselves with respect to and, above all, thoughtfully assess others’ as well as their own perspectives on issues of profound contention, without contributing to exacerbated polarization ourselves. Specifically, we offer students in our first-year exploratory political science course a vital tool—critical rigor—for navigating but not being inundated by the storm. This article discusses our experiences in teaching the course titled, “The Worlds of Politics,” as we attempt to help students deeply engage in cognitive processes of critical thinking and analysis, without undue infringement from their own—and least of all our own—personal political biases. Our focal learning objective is the cultivation of critical-thinking skills that promote students’ drawing of distinctions between advocacy and analysis, as well as their discerning civic engagement.

Pressures of Managerialism and its Implications: Perspectives from the Centre and the Secondary School

1997 ◽  
Vol 41 (3) ◽  
pp. 276-288 ◽  
Author(s):  
Bridget M. Leggett
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
Teaching And Learning ◽  
School Administration ◽  
Central Office ◽  
School Personnel ◽  
Key Concepts ◽  
Approach To Teaching ◽  
Secondary School Administration ◽  
Western Australian

CENTRALLY prescribed managerialist practices have become part of the assumed processes of secondary school administration. But the logic which linked the new practices for central office bureaucrats was absent in the understandings of teachers in Western Australian secondary schools in 1992. There were substantial differences in the meanings attributed to key concepts and the value ascribed to the required procedures. The implications of these differences are established in this paper, using insights from central office and school personnel. Particular attention is given to the three agendas of school improvement, accountability and participative decision making. The pressure to re-norm the management of schooling has been applied through a range of discursive practices including the use of language, the presumption of meaning and the enforcement of policy. Although claims have been made that these changes have resulted in a more professional approach to teaching and learning, questions remain as to their real impact.

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