scholarly journals Active Learning in Language Study and Science: Transforming Teacher Practice in North Sumatra’s Elementary Schools

2011 ◽  
Vol 2 (2) ◽  
pp. 90-96 ◽  
Author(s):  
Ely Djulia ◽  
Tita Juwitaningsih ◽  
Abdul Hamid ◽  
Roslin Siallagan ◽  
Parapat Gultom ◽  
...  
Keyword(s):  
Elementary Schools ◽  
Active Learning ◽  
Learning Strategies ◽  
Science Teachers ◽  
Basic Education ◽  
Participant Observation ◽  
Intervention Strategy ◽  
Action Research Project ◽  
Active Learning Strategies

AbstractAn action research project to investigate the implementation of active learning strategies to improve the quality of teaching and learning was conducted in three government elementary schools (Sekolah Dasar) in North Sumatra that had received training in teaching for active learning under the auspices of the USAID-sponsored project, Decentralized Basic Education 2. Three cycles of data collection utilizing classroom observations, focus group discussions, and participant observation were conducted in each school. Data were analyzed both holistically and categorily to develop a better understanding of teachers’ successes and challenges in teaching for active learning. Finally, an intervention strategy involving modeling of teaching for active learning strategies was designed and implemented by members of the research team in each school. Our results suggest that language and science teachers developed more confidence in utilizing active learning strategies in their classrooms as a result of the intervention. Students also appeared to respond positively to the new active learning teaching strategies employed by their teachers. We conclude that the DBE-2 training provided to these schools can be considered successful; however, more attention needs to be paid to concrete factors that facilitate or impede teaching for active learning in Indonesian elementary schools in order to continue improving the quality of instruction for Indonesian children. Key Words: Islamic Education, Active Learning, Religious Studies, Indonesia

scholarly journals Active Learning to Improve Fifth Grade Mathematics Achievement in Banten

2011 ◽  
Vol 2 (2) ◽  
pp. 103-108
Author(s):  
Andri Suherman ◽  
Soesaptri Oediyani ◽  
Ika Handayani ◽  
Lia Uzliawati ◽  
Ina Indriana ◽  
...  
Keyword(s):  
Active Learning ◽  
International Development ◽  
Learning Strategies ◽  
Basic Education ◽  
Action Research Project ◽  
Grade 5 ◽  
Training Evaluations ◽  
Active Learning Strategies ◽  
Funded Project ◽  
The University

Teaching for active learning is a pedagogical technique that has been actively promoted in Indonesian education through government reform efforts and international development assistance projects for decades. Recently, elementary schools in Banten province received training in active learning instructional strategies from the USAID-funded project, Decentralized Basic Education 2. Post-training evaluations conducted by lecturers from the University of Sultan Ageng Tirtayasa (UNTIRTA: Universitas Sultan Ageng Tirtayasa) suggested that teachers were successfully employing active learning strategies in some subjects, but not mathematics. In order to understand the difficulties teachers were having in teaching for active learning in mathematics, and to assist them in using active learning strategies, a team of lecturers from UNTIRTA designed and carried out an action research project to train teachers in an elementary school in the city of Cilegon to use a technique called Magic Fingers in teaching Grade 5 multiplication. During the course of the project the research team discovered that teachers were having problems transferring knowledge gained from training in one context and subject to other school subjects and contexts. Key Words: Mathematics, Teaching for Active Learning, Indonesia, Banten

scholarly journals Employment of Active Learning at HEIs in Bangladesh to Improve Education Quality

2016 ◽  
Vol 9 (10) ◽  
pp. 47 ◽  
Author(s):  
Faieza Chowdhury
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Resource Constraints ◽  
Implementation Process ◽  
Cost Effective ◽  
Education Quality ◽  
Quality Of Education ◽  
Multiple Sources ◽  
Active Learning Strategies

<p class="apa">In recent years, education quality and quality assessment have received a great deal of attention at Higher Education Institutions (HEIs) in Bangladesh. Most of the HEIs in Bangladesh face severe resource constraints and find it difficult to improve education quality by improving inputs, such as better infrastructure and modernized classroom facilities. Thus, in response to the present government’s demand to improve the quality of education at HEIs in Bangladesh, it is imperative to formulate plans that are more cost-effective. According to some previous studies, the quality of education depends largely on the teaching-learning process. These studies affirm that, with limited resources at hand, the employment of active learning in the classroom is one of the most effective ways to improve education quality. To conduct this qualitative research, we utilized multiple sources of data, including semi-structured and in-depth interviews, descriptive observations and self-administered questionnaires. This paper aims to explore three related issues: What are the various active learning strategies that can be employed by the instructors at HEIs in Bangladesh? What are the potential factors that can hinder the implementation process? Finally, what recommendations can be provided on how to successfully implement active learning strategies in the classroom? The findings suggest that a lack of teacher training and student prior experience in an active learning environment, large class sizes, excessive curriculum loads and students’ academic backgrounds are some common factors that can hinder the implementation of active learning in Bangladesh. The findings of this study can be instrumental for HEIs in Bangladesh as they aspire to improve their education quality.</p>

scholarly journals Active Learning and Student Engagement in Mathematics at Madrasah Ibtidâ’iyah Al-Jauharotunnaqiyah

2011 ◽  
Vol 2 (2) ◽  
pp. 109-113 ◽  
Author(s):  
Ir. Kartina ◽  
Udi Samanhudi ◽  
Siti Aisyah ◽  
Lukman Nulhakim ◽  
Sutrisno Sadji Evendi ◽  
...  
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Mathematics Classroom ◽  
Research Literature ◽  
Teaching Methodology ◽  
Action Research Project ◽  
Models Of Teaching ◽  
Collaborative Intervention ◽  
Active Learning Strategies ◽  
The University

Teaching for active learning has been widely recognized as a more effective teaching methodology than traditional transmission models of teaching. However, numerous studies have documented the persistence of traditional teaching methods despite the extensive research literature on the effectiveness of teaching for active learning and frequent efforts to train teachers to use this approach in their classrooms. In this article a team of lecturers from the University of Sultan Ageng Tirtayasa (UNTIRTA: Universitas Sultan Ageng Tirtayasa) in Indonesia report on an action research project carried out at an elementary-level madrasah in the city of Cilegon. Members of the team gathered qualitative data through interviews, focus groups, and classroom observations in order to better understand the challenges teachers faced in teaching for active learning before designing and carrying out a collaborative intervention designed to help teachers use active learning strategies in a mathematics classroom. Key Words: Active Learning, Madrasah, Mathematics, Indonesia

Contributions of Neuroscience Knowledge to Teachers and Their Practice

2019 ◽  
Vol 25 (5) ◽  
pp. 394-407 ◽  
Author(s):  
Janet M. Dubinsky ◽  
S. Selcen Guzey ◽  
Marc S. Schwartz ◽  
Gillian Roehrig ◽  
Carrie MacNabb ◽  
...  
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Science Teachers ◽  
Brain Function ◽  
Teacher Educators ◽  
Higher Order Thinking ◽  
Learner Centered ◽  
Analysis And Synthesis ◽  
Active Learning Strategies ◽  
Teacher Professional

While neuroscience has elucidated the mechanisms underpinning learning and memory, accurate dissemination of this knowledge to teachers and educators has been limited. This review focuses on teacher professional development in neuroscience that harnessed the power of active-learning strategies and best educational practices resulting in increased teacher and student understanding of cognition and brain function. For teachers, the experience of learning a novel subject in an active manner enabled them to subsequently teach using similar strategies. Most important, participants viewed neuroscience as a frame for understanding why active-learning pedagogies work to engage and motivate students. Teachers themselves made connections applying neuroscience concepts to understand why learner-centered pedagogies are effective in promoting higher order thinking and deep learning in their students. Teachers planned and embraced pedagogies involving modeling, experimentation, discussion, analysis, and synthesis, increasing classroom cognitive engagement. Comprehending that everyone is in charge of changing their own brains is a tremendously powerful idea that may motivate science and non-science teachers to provide students opportunities to actively engage with content. Neuroscience courses for preservice and in-service teachers, provided as collaborations between scientists and teacher educators, can result in improved science education, pedagogy, and understanding of neuroscience.

scholarly journals The effectiveness of a training program based on active learning strategies among students of the College of Basic Education and their logical thinking

2021 ◽  
Vol 58 (1) ◽  
pp. 4319-4326
Author(s):  
Wafa Abd Al-Razzaq Abbas Al-Anabi, Dr.Saeed Hussain Ali Al-Thallab
Keyword(s):  
Active Learning ◽  
Training Program ◽  
Learning Strategies ◽  
Basic Education ◽  
Logical Thinking ◽  
Partial Control ◽  
First Semester ◽  
College Of Basic Education ◽  
Active Learning Strategies ◽  
Experimental Group

The aim of the current research is to identify (the effectiveness of the training program based on active learning strategies among students of the College of Basic Education and their logical thinking, and to achieve the goal of the research, the experimental design with partial control was used for two equivalent groups, one experimental and the other a control. The research sample was chosen randomly from the research community and the number of the sample was selected) 80) male and female students, where the training program was applied to the members of the experimental group after the researcher built and prepared it by reviewing the studies and special resources in building programs as well as the literature on active learning and its strategies, as well as building and preparing the test for logical thinking, Where it was applied to all the research sample after the completion of the training program on the experimental group, which was for a period of (12) weeks in the first semester of the year (2019-2020), and the researcher reached a set of results through which conclusions, recommendations and proposals that feed the field were drawn Educational information that helps the development of the educational progress process.

Faculty Adoption of Active Learning Strategies via Paired Teaching: Conclusions From Two Science Departments

2019 ◽  
Vol 049 (01) ◽  
Author(s):  
Linda Strubbe ◽  
Jared Stang ◽  
Tara Holland ◽  
Sarah Bean Sherman ◽  
Warren Code
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Active Learning Strategies ◽  
Science Departments
Sign in / Sign up

Export Citation Format

Share Document