scholarly journals Teaching Methods in Biology Promoting Biodiversity Education

2018 ◽  
Vol 10 (10) ◽  
pp. 3812 ◽  
Author(s):  
Eija Yli-Panula ◽  
Eila Jeronen ◽  
Piia Lemmetty ◽  
Anna Pauna
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Teaching Methods ◽  
Thinking Skills ◽  
Self Evaluation ◽  
Core Curricula ◽  
Qualitative Survey ◽  
Revised Bloom's Taxonomy ◽  
Biodiversity Education ◽  
Level Of Thinking

The aim of this qualitative survey was to investigate what kind of teaching methods have been used in biology to promote biodiversity education (BDE) and how the methods support biodiversity (BD) learning. We found, in total, 317 international scientific articles published since 2000 which described the teaching methods regarding BDE and the teaching, and/or the learning. From these ones 12 articles specifically addressed the teaching methods of BD. The content of these articles was analysed in detail. The detailed analysis was based on (a) the categories of the teaching methods used, (b) the conception of learning in the Finnish National Core Curricula for Secondary schools and (c) the revised Bloom’s taxonomy and Stanny’s verbs concerning the levels of taxonomy. The most used teaching methods were hands-on instruction, experiential learning, and teacher presentation. The least used ones were games, roleplay, debates, service learning, study trips, and visits. In all the articles, various teaching methods used during the lessons were described. The items concerning the teaching methods, which supported students learning were active participation and interaction—mentioned in all the articles—followed by observation, experimental work, experiential learning, and techniques for increasing environmental awareness. The understanding of the different perspectives of BD and the development of self-evaluation were addressed in only four and two of the articles, respectively. The four types of knowledge were supported by the used teaching methods in nine articles jointly. The lower levels of thinking skills were well-supported by the used teaching methods. The highest level of thinking skills, such as synthesis and evaluation, received the least amount of attention.

scholarly journals Evaluating Cognitive Level of Final Semester Examination Questions Based on Bloom’s Revised Taxonomy

2021 ◽  
Vol 13 (1) ◽  
pp. 186-195
Author(s):  
Pirman Ginting ◽  
Yenni Hasnah ◽  
Selamat Husni Hasibuan ◽  
Ismail Hanif Batubara
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Writing System ◽  
Cognitive Level ◽  
Higher Order Thinking Skills ◽  
Revised Bloom's Taxonomy ◽  
Cognitive Levels ◽  
Taxonomic Framework ◽  
Level Of Thinking

This paper addresses the question of how cognitive levels covering high, middle, and low order thinking skills are delineated in the questions seen from Bloom’s revised taxonomic framework and stimulus. To answer this question, the final-term examination questions from five faculty courses were analyzed through document analysis. The documented examination questions are categorized and reviewed based on cognitive levels referring to revised Bloom’s taxonomy. The questions are also construed based on the stimulus in each question. The results report that the cognitive level of tests is not wholly based on higher-order thinking skills. Of the five courses, only one follows the higher-order thinking skills-based question-writing system, and none of the items refers to middle-order thinking skills. Thus, the cognitive level on the test instruments has not led to an increase in thinking skills or is still at a low level of thinking.

scholarly journals Biologian ja maantieteen opetuksessa käytettävät ilmastonmuutoksen opetusmenetelmät

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Eija Yli-Panula ◽  
Eila Jeronen ◽  
Salla Koskinen ◽  
Sofia Vesterkvist
Keyword(s):  
Climate Change ◽  
Content Analysis ◽  
Teaching Methods ◽  
Teaching Method ◽  
Thinking Skills ◽  
Climate Change Education ◽  
Scientific Databases ◽  
Learning Group ◽  
Level Of Knowledge ◽  
Level Of Thinking

Tässä kvalitatiivisessa tutkimuksessa selvitettiin biologian ja maantieteen opetuksessa käytettyjä ilmastonmuutosta koskevia opetusmenetelmiä ja niiden tukemista tiedon ja ajattelun tasoista. Tutkimuskysymyksiksi muodostuivat: 1) Mitä ilmastonmuutoksen oppimista edistäviä opetusmenetelmiä biologiassa ja maantieteessä käytetään? 2) Millaisia oppilaiden tiedon ja ajattelun tasoja ilmastonmuutoksen opetuksessa käytetyt opetusmenetelmät tukevat? Tutkimukseen valikoitui 14 kansainvälistä tieteellistä artikkelia (N=159). Valinnan kriteereinä olivat: oppisisältö, julkaisuvuodet 2000–2019 sekä kohderyhminä peruskoululaiset ja lukiolaiset. Lisäksi artikkelissa tuli olla ainakin yksi opetusmenetelmä. Opetusmenetelmät tutkittiin aineistolähtöisellä sisällönanalyysillä. Opetusmenetelmien tukemia tiedon ja ajattelun tasoja analysoitiin teoriaohjaavalla sisällönanalyysillä. Sekä biologiassa että maantieteessä yleisimpiä opetusmenetelmiä olivat tutkiva oppiminen, ongelmanratkaisu, ryhmätyöt ja opettajakeskeiset opetusmenetelmät. Maantieteessä käytettiin biologiaa monipuolisemmin erilaisia ilmastonmuutoksen opiskelua edistäviä opetusmenetelmiä. Opetusmenetelmät tukivat korkeampia tiedon ja ajattelun tasoja harvemmin kuin alempia. Osa käytetyistä opetusmenetelmistä mahdollistaa omien kokemusten jakamisen ja päättelyn ryhmässä, mikä tukee opiskelijoiden oman ajattelun ymmärtämistä ja kriittistä ajattelua.   Teaching methods used in biology and geography concerning climate change education Abstract The aim of this study was to investigate the teaching methods used in biology and geography concerning climate change education (CCE) and about their level of knowledge and thinking skills. The research questions were: (1) What kind of teaching methods were used in biology and geography to enhance CCE and (2) How do teaching methods support the levels of knowledge and thinking skills of students. This qualitative study focused on articles of biology and geography teaching and CC. Articles for the analyses were sourced from scientific databases using search terms e.g. CC, and teaching methods. All searches were based on the following criteria: international peer reviewed articles published 2000–2019; articles concerning teaching methods regarding CC; and the target group being 12-18-year-old students. 14 articles (N=159) filled the criteria. Teaching methods were analyzed by material-based content analysis and the levels of knowledge and thinking supported by the teaching methods by theory-guided content analysis. The levels of knowledge and thinking supported by these teaching methods were analyzed using theory-guided content analysis. Results show that both in biology and geography, enquiry-based learning, problem-based learning, group work and teacher-centred methods were used most often. In geography, the methods supporting CCE varied more than in biology teaching. The higher levels of the knowledge and thinking skills were supported more seldom than the lower ones. The results of this study are meant to be implicated in supporting teaching of the CC. Some of the teaching methods used allow for the sharing of individual’s own experiences and reasoning in the group, which in turn support students’ understanding of their own thinking and critical thinking and which are the key features in discussing problems such as climate change. Keywords: climate change, level of knowledge, level of thinking skills, teaching method

Impacting and Influencing the System to Support Student Career Readiness, Voice, and Efficacy

2021 ◽  
pp. 90-105
Author(s):  
Jennifer Schneider
Keyword(s):  
Critical Thinking ◽  
Career Development ◽  
Service Learning ◽  
Experiential Learning ◽  
Collective Efficacy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Career Readiness ◽  
Development Communication ◽  
Capstone Course

This chapter provides context for the design of an experiential, service-learning-based capstone course that provides students with meaningful service-based learning experiences. Through experiential learning and publication opportunities, students develop transferable career development, communication, writing, and critical thinking skills. It is a related goal that students leave this course with improved self and collective efficacy and a fundamentally heightened awareness of their own potential to create positive change in their community.

scholarly journals Czy protreptyk wart jest przywrócenia w edukacji szkolnej?

2021 ◽  
Vol 19 ◽  
pp. 11-17
Author(s):  
Jakub Z. Lichański
Keyword(s):  
Student Engagement ◽  
Civic Engagement ◽  
Intrinsic Motivation ◽  
Teaching Methods ◽  
Thinking Skills ◽  
Practical Approach ◽  
Traditional Teaching ◽  
Self Evaluation ◽  
Modern School ◽  
Traditional Teaching Methods

This article is based on a study by Mason Marshall Reading Plato’s Dialogues to Enhance Learning and Inquiry. Exploring Socrates’ Use of Protreptic for Student Engagement. The author makes, inter alia, analyses of the Plato’s dialogue Euthyphro and emphasizes the ways of promoting and encouraging Socrates used for self-evaluation and conscious reflection in the interlocutor. By focusing his work on Socrates’ use of protreptic, Marshall proposes a practical approach to reading Plato, illustrating how his writings can be used to enhance intrinsic motivation amongst students and help them develop the thinking skills required for democratic and civic engagement. The article shows how to practically apply a protreptic in didactics; it also points to the work of Ole Fogh Kirkeby who writes about similar matters and justifies the use of traditional teaching methods in a modern school.

scholarly journals SERVICE-LEARNING CONNOTATION, MODE AND CURRICULUM DESIGN

2020 ◽  
Vol 3 (1) ◽  
pp. 17-19
Author(s):  
Gu Jianqiang ◽  
Xue Qinggen ◽  
Yu Yongmei
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Teaching Methods ◽  
Curriculum Design ◽  
Traditional Teaching ◽  
Open Education ◽  
Foreign Countries ◽  
Traditional Teaching Methods ◽  
Amount Of Knowledge ◽  
School Curricula

The cultural differences between China and foreign countries have made schools show great differences in the cultivation of students’ learning methods. In China, flooding teaching is common, which has achieved a large amount of knowledge output, but it has not been able to guarantee the effect of knowledge instillation. In American colleges and universities, it is more open education, combining conscious education and learning with task-based education to meet the real needs of people in society, while service learning comes from traditional teaching methods, such as experiential learning. It became popular at the end of the 9th century and the beginning of the 20th century. Nevertheless, the combination of service learning and school curricula is still a fairly new concept, which only began to appear in the 1870s. At present, China is also introducing advanced foreign teaching methods to improve some of the domestic teaching drawbacks.

Community Involvement and Benefits From an International Service Learning Program

2017 ◽  
Vol 2 (7) ◽  
pp. 5-12 ◽  
Author(s):  
Lata A. Krishnan ◽  
Christi Masters ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Involvement ◽  
Learning Program ◽  
Short Term ◽  
International Service Learning ◽  
International Service ◽  
Short Term Study ◽  
Service Activities ◽  
Study Abroad Program

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

திருக்குறள் கற்றலின் வழி படிவம் 2 மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்துதல் [THIRUKKURAL KADRALIN VALI PADIVAM 2 MAANAVARKALIN UYARNILAIC SINTANAIT THIRANAI MEEMPADUTTUYAL] (IMPROVING THE LEVEL OF HOTS (HIGHER ORDER THINKING SKILLS) OF FORM 2 STUDENTS BY LEARNING THIRUKKURAL)

2019 ◽  
pp. 96-110
Author(s):  
Renita Prera Winsen
Keyword(s):  
Quantitative Data ◽  
Higher Order Thinking ◽  
Literary Work ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Qualitative And Quantitative ◽  
Revised Bloom's Taxonomy ◽  
Post Test ◽  
Data Collections

பேராக் மாநிலத்தில் தைப்பிங் மாவட்டத்தில் அமைந்துள்ள ஓர் இடைநிலைப்பள்ளியில் திருக்குறள் கற்றலின் வழி படிவம் 2 மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்தும் முயற்சியில் ஆய்வு மேற்கொள்ளப்பட்டது. தேர்ந்தெடுக்கப்பட்ட 10 மாணவர்கள் இந்த ஆய்வில் உட்படுத்தப்பட்டனர். திருக்குறளில் மாணவர்களின் ஆளுமையைக் கண்டறிய அந்த இடைநிலைப்பள்ளியின் தமிழாசிரியரிடம் நேர்காணல் நடத்தப்பட்டது. மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்த படிவம் 1 மற்றும் படிவம் 2-இல் வரையறுக்கப்பட்ட ஆறு திருக்குறள்கள் தேர்தெடுக்கப்பட்டன. தேர்ந்தெடுக்கப்பட்ட திருக்குறள்கள் யாவும் சீரமைக்கப்பட்ட புளூமின் அறிவுசார் முறைப்பாட்டியலின் துணைக்கொண்டு பலதரப்பட கேள்விகள் தயாரிக்கப்பட்டது. ஆறு வாரத் திருக்குறள் வகுப்பிற்குப் பின் இக்கேள்விகள் யாவும் மாணவர்களுக்கு வழங்கப்பட்டன. கேள்விக்கான பதில்களிலிருந்து மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனில் ஏற்பட்ட மாற்றங்கள் கண்டறியப்பட்டது. ஆய்வின் முடிவாக, முறையான திருக்குறள் கற்றலின் வழி மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்த முடியும் என்பது உறுதிச் செய்யப்பட்டது. (This study has been conducted with the purpose of improving the level of HOTS (Higher order thinking skills) of Form 2 students through learning Thirukkural. For this study, the Thirukkural, a well-known literary work of Tamil Language was taken. Thus, this research was carried out in a secondary school which is located at Taiping, Perak. The research was carried out under the design of action research. The sample of this study consisted of ten Form 2 students. Besides that, a teacher also interviewed in order to know the students' personality in learning Thirukkural. In this research, the learning process of Thirukkural approach was implemented for 6 weeks. There are 6 couplets of Thirukkural selected according to the syllabus of Form 1 and Form 2. This six couplets of Thirukkural used to test the level of HOTS. The questions were created based on Thirukkural, according to Revised Bloom's Taxonomy. The data of the study was collected through pre-test, the questions asked in Thirukkural classes and post-test via qualitative and quantitative data collection tools. The findings obtained through qualitative and quantitative data collections showed that the level of HOTS through learning Thirukkural among Form 2 students has improved.)

scholarly journals Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

2021 ◽  
Vol 11 (2) ◽  
pp. 46
Author(s):  
Maki K. Habib ◽  
Fusaomi Nagata ◽  
Keigo Watanabe
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Learning Process ◽  
Laboratory Experiments ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Learning Approaches ◽  
Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

The integration of a community service learning water project in a post-secondary chemistry lab

2021 ◽  
Author(s):  
Karen Ho ◽  
Boris S. Svidinskiy ◽  
Sahara R. Smith ◽  
Christopher C. Lovallo ◽  
Douglas B. Clark
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Secondary Students ◽  
Community Service ◽  
Positive Impact ◽  
Methodological Approach ◽  
Community Service Learning ◽  
Secondary Chemistry ◽  
Post Secondary ◽  
K 12

Community Service Learning (CSL) is an experiential learning approach that integrates community service into student projects and provides diverse learning opportunities to reduce interdisciplinary barriers. A semester-long chemistry curriculum with an integrated CSL intervention was implemented in a Canadian university to analyze the potential for engagement and positive attitudes toward chemistry as a meaningful undertaking for 14 post-secondary students in the laboratory as well as for their 400 K-12 student partners in the community. Traditionally, introductory science experiments typically involve repeating a cookbook recipe from a lab book, but this CSL project allowed the post-secondary and K-12 students to work collaboratively to determine the physical and chemical properties and total dissolved solids in the water fountains from the K-12 students' schools. Post-instructional surveys were completed by all learners and were analyzed using a mixed methodological approach with both quantitative and qualitative methods. The expected audience that may be interested in this study are those involved in teaching chemistry in higher education and at the K-12 level as well as those interested in service learning, community and civic engagement, experiential learning, and development of transferable skills in chemistry. The results demonstrate that both groups of students report favorable engagement and attitudes towards learning chemistry and higher self-confidence levels on performing lab skills after the activity. Furthermore, both groups of students expressed interest in exploring future projects, which is indicative of the positive impact of CSL and the mutual benefits of the partnership.

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