The Art of Teaching: An Experiment in the Teaching of Geometry

1947 ◽  
Vol 40 (2) ◽  
pp. 84-88
Author(s):  
Wynette Fowler
Keyword(s):  
Original Work ◽  
First Year ◽  
Not Given ◽  
School Year ◽  
Considerable Research ◽  
The Subject ◽  
Art Of Teaching

For the school year of 1944-45, 1 was to have only geometry classes. I felt the need of some decided change in the methods of approach to the subject as well as in the results I had obtained before. The exasperation I had felt when students, who were perfectly capable of doing some original work, were satisfied to copy from the book or memorize what was given there led me to try a plan where the text was not given to each student, but used only as a classroom workbook. Thus, during the summer of 1944, after considerable research and study, I decided to combine some ideas from my study with those from my own experience into an outline for the course in geometry which I was to teach. In view of the results of the first year, the same plan was followed in 1945-46.

scholarly journals LEARNING SITUATIONS AND ICT SKILLS IN MATHEMATICS IN THE FIRST YEAR OF THE SECONDARY SCHOOL FOR ECONOMICS

2021 ◽  
Vol 18 (1) ◽  
pp. 55-62
Author(s):  
Darinka Žižek
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Everyday Life ◽  
Subject Matter ◽  
Mathematical Knowledge ◽  
First Year ◽  
Learning Methods ◽  
School Year ◽  
Learning Mathematics ◽  
The Subject

This research presents one of many possibilities of how to check and repeat knowledge at the end of the school year and at the same time provide an answer to questions often asked by students who are disinterested in learning mathematics: "Where will we need it?" or "Why do we learn this?" To provide them with an answer and motivate them at the same time, this research focused on actively encouraging students to find the answers themselves and thus find the importance of learning mathematics. With a changed way of repeating and consolidating the material at the end of the school year, the aim of this research is to reduce the fear of mathematics and increase the motivation of students in the following year. Students, divided into groups, choose the topic or examples of the use of mathematical knowledge of the first year of secondary technical and professional education in everyday life, and thus shape the learning situation (LS). The goal of preparing the LS is for students to make sense of the subject matter with examples from everyday life. For the selected LS, they prepare a short story with tasks that they solve by calculation, prepare presentations and also, present the LS to the classmates. During the formation of the LS and the preparation of presentations, students are active (active learning methods: task search, knowledge of the subject matter, interviews, problem solving, use of mathematical applications, teamwork, problem solving…) and cooperate with each other. They are constantly developing more 21st century competencies (self-regulation, collaboration, problem solving) and digital competencies. With the formation of the LS, the world of mathematical knowledge gets a little closer to students, they lose their fear of mathematics and become more motivated. Keywords: learning situations, collaborative work, active learning methods, mathematics in everyday life, deviation from the established

THE APPLICATION OF PREVIEW, READ, WRITE, AND RECITE (PRWR) METHOD TO IMPROVE STUDENT’S ACHIEVEMENT IN READING RECOUNT TEXT

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Rahmat Nasution And Rahmah
Keyword(s):  
Secondary Data ◽  
Analysis Data ◽  
Primary Data ◽  
Average Score ◽  
First Year ◽  
Generic Structure ◽  
The Subject ◽  
Minimum Criteria ◽  
Main Ideas ◽  
Orientation Test

The objective of this research is to find out whether the application Preview, Read,Write, and Recite (PRWR) method improve student’s achievement in readingrecount text. This research applied classroom action research model. This studywas done in six meetings. The subject of this study was first year of SMAN 1Delitua. Primary data were collected by giving 20 questions of multiple-choicetest, the aspects contained in the tests focused on generic structure, main ideas,factual information, and Secondary data were collected by (interview, observationsheet, and questionnaire sheet. Based on analysis data, it was found that thestudent’s achievement improved. It could be seen from the comparison of result inthe orientation test and the cycle test I and II. There were only 9 students who hadpassed minimum criteria KKM in orientation test (75). The improvement showedthat in cycle I and II, based on the total average score it was 16 (42,4%) up to 26(78,7%) in cycle II, The secondary data gathered from interview, observationsheet, and questionnaire sheet, showed that students’ expression and enthusiasticalso improved. Thus, it was found that the applications of Preview, Read, Write,and Recite (PRWR) method in process of teaching improved students’achievement in reading recount text. It is suggested that English teachers applyPRWR method in teaching reading recount text.

PENINGKATAN PRESTASIBELAJAR MATEMATIKATENTANGPENJUMLAHAN DAN PENGURANGAN BILANGAN BULATMELALUI PERMAINAN MISTAR BILANGAN DI SEKOLAH DASAR

2018 ◽  
Vol 2 (2) ◽  
pp. 225
Author(s):  
Titik Umiyati
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Class Action ◽  
Learning Activity ◽  
Average Score ◽  
Learning Achievement ◽  
School Year ◽  
The Subject ◽  
Numbers Game

Abstrak:Tujuan penelitian ini adalah untuk mengkaji proses pembelajaran matematika danmenganalisis peningkatan prestasi belajar melalui permainan mistar bilangan. Metodepenelitian yang digunakanadalah penelitian tindakan kelas yang dilaksanakan sebanyak 2siklus. Subjek penelitian ini adalah siswa kelas IV SD Negeri 2 Temengeng Kabupaten Blorapada semester 2 tahun pelajaran 2014/2015. Teknikanalisis yang digunakandeskriptifkomparatif, yaitu membandingkan data hasil antara prasiklus, siklus I, dan siklus II. Hasilpenelitian yang dilaksanakan 2 siklus menunjukkan bahwa proses pembelajaran matematikadengan menggunakan permainan mistar bilangan sangat menyenangkan siswa, sehinggaaktivitas pembelajaran meningkat dari 62,5 menjadi 84,5. Hasil belajar siswa juga meningkatditandai hasil siklus I nilai rata-rata kelas 60,48 dan ketuntasan mencapai 57,10%. Siklus IInilai rata-rata kelas 75,24 dan ketuntasan 85,70%. Simpulan penelitian ini adalah pembelajaranmatematika tentang penjumlahan dan pengurangan bilangan bulat melalui permainan mistarbilangan dapat meningkatkan aktivitas pembelajaran dan hasil belajar menunjukkan semuasiswa berminat dalam melaksanakan tugas dan memperoleh pengalaman yang menyenangkandalam permainan mistar bilangan. Abstract:The purpose of this research is to study the learningprocess ofmath and analyseincreasing of learning achievement through rulernumbers game. The method usedin thisresearch is class action which is done in2 cycles. The subject of the research are fourth gradestudents of Number 2 PublicElementary Schoolat Temengeng, Blora district in second semesterof the school year 2014/2015. The analysetechnicusedby comparingthe data from precycle,first cycle and second cycle. The results of the research that is done two cycles indicate thatmath learning process by using ruler numbers game can make the students feel pleased sothatlearning activities increase from 62.5 to 84.5. The results of student learning alsoincrease,it can be showed from the average score of the first cycle is 60.48 and the completeness scorereaches57.1%. The average score of thesecond cycle is 75.24 and the completeness scorereaches 85.7%. The conclusion of the research ismath learning about addition and deductionof integer through ruler numbers game can improve learning activity and the results of studentlearning show that all students are interested to obtain the task and get moreenjoyableexperience in using rulernumbers game.

scholarly journals Hubert Maitland Turnbull, 1875-1955

1957 ◽  
Vol 3 ◽  
pp. 289-304 ◽  
Keyword(s):  
Original Work ◽  
Medical Schools ◽  
Medical College ◽  
Hospital Medical ◽  
London Hospital ◽  
The Subject ◽  
Morbid Anatomy ◽  
High Degree ◽  
Attention To Detail

Hubert Maitland Turnbull, who died on 29 September 1955 some eight years after retirement from the Chair of Morbid Anatomy at the London Hospital Medical College, occupied a position of eminence in British pathology. Not only was he greatly esteemed by his colleagues at the London but his influence extended widely throughout the medical schools of this and other countries of the Commonwealth. This was due not so much to his ability as an initiator and director of research, even though he was responsible for a considerable amount of valuable original work during his forty years at the London Hospital, but to a particular genius for accuracy of observation and meticulous attention to detail which he possessed in high degree and applied with almost religious fervour to everything that he did. Entering pathology at a time when many in this country held that morbid anatomy was a dead subject, Virchow, in their opinion, having left little new territory to be explored, Turnbull set himself to revolutionize morbid anatomical practice and to raise the subject to the level of a science. And so well did he succeed that he proved a source of inspiration not only to his fellow pathologists and those young graduates who chose to emulate him, but also to the much wider circle of clinicians who sought the privilege of working for a time in his department as a prelude to specialization in some other branch of medicine.

Traditional knowledge and satellite tracking as complementary approaches to ecological understanding

2004 ◽  
Vol 31 (3) ◽  
pp. 177-180 ◽  
Author(s):  
HENRY P. HUNTINGTON ◽  
ROBERT S. SUYDAM ◽  
DANIEL H. ROSENBERG
Keyword(s):  
Environmental Management ◽  
Traditional Knowledge ◽  
Scientific Knowledge ◽  
Spatial Scales ◽  
Satellite Tracking ◽  
Migratory Species ◽  
Ecological Understanding ◽  
Considerable Research ◽  
The Subject ◽  
Management And Conservation

The integration or co-application of traditional knowledge and scientific knowledge has been the subject of considerable research and discussion (see Johannes 1981; Johnson 1992; Stevenson 1996; McDonald et al. 1997; Huntington et al. 1999, 2002), with emphasis on various specific topics including environmental management and conservation (see Freeman & Carbyn 1988; Ferguson & Messier 1997; Ford & Martinez 2000; Usher 2000; Albert 2001). In most cases, examples of successful integration compare traditional and scientific observations at similar spatial scales to increase confidence in understanding or to fill gaps that appear from either perspective. We present a different approach to integration, emphasizing complementarity rather than concordance in spatial perspective, using two migratory species as examples.

Peer instruction improves performance on quizzes.

2000 ◽  
Vol 24 (1) ◽  
pp. 51-55 ◽  
Author(s):  
S P Rao ◽  
S E DiCarlo
Keyword(s):  
Decision Making ◽  
Peer Instruction ◽  
First Year ◽  
First Response ◽  
Learning Technique ◽  
Testing Complex ◽  
The Subject ◽  
Level Of Understanding ◽  
First Year Medical Students ◽  
Intellectual Activities

Peer instruction is a cooperative-learning technique that promotes critical thinking, problem solving, and decision-making skills. Benson's think-pair-share and Mazur's peer-instruction techniques are simple cooperative exercises that promote student's participation in class and increase student's interaction with each other and with the instructor in a large classroom. We borrowed concepts from Benson and Mazur and applied these concepts to enhance student involvement during the respiratory component of the medical physiology class. The medical physiology class consisted of 256 first-year medical students. The peer-instruction technique was used for 10 classes. Each class of 50 min was divided into three or four short presentations of 12-20 min. Each presentation was followed by a one-question, multiple-choice quiz on the subject discussed. Questions ranged from simple recall to those testing complex intellectual activities. Students were given 1 min to think and to record their first answer. Subsequently, students were allowed 1 min to discuss their answers with their classmates and possibly correct their first response. The percentage of correct answers increased significantly (P < 0.05) after discussion for both recall and intellectual questions. These data demonstrate that pausing three to four times during a 50-min class to allow discussion of concepts enhanced the students level of understanding and ability to synthesize and integrate material.

scholarly journals Multimodal Study of Adult-Infant Interaction: A Review of Its Origins and Its Current Status

2016 ◽  
Vol 26 (65) ◽  
pp. 377-385 ◽  
Author(s):  
Soledad Carretero Pérez ◽  
Silvia Ana Español
Keyword(s):  
Conceptual Framework ◽  
Research Methods ◽  
Current Status ◽  
First Year ◽  
Central Topic ◽  
Interaction Studies ◽  
The Subject ◽  
First Year Of Life ◽  
Early Interaction

Abstract An interpretative review of research on adult-infant interactions involving the analysis of movement behaviors is presented, systematically linking previous studies to current research on the subject. Forty-two articles analyzing the dyad's interactive movement in the period 1970-2015 were found. Twelve papers were excluded, including only those that studied the phenomenon in the baby's first year of life. The results revealed that movement was a central topic in early interaction studies in the 70s. In the 1980's and 1990's, its study was marginal and it is currently resurging under the embodiment perspective. The conceptual framework and research methods used in the pioneering work are presented, and the thematic foci shared with current research are highlighted. Thus, essential keys are provided for the updated study of early interactions from a multimodal perspective.

scholarly journals Improved The Learning Achievement of Elementary School Students Through The

2021 ◽  
Vol 2 (1) ◽  
pp. 36-45
Author(s):  
Rahayu Winingsih
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Class Action ◽  
Class I ◽  
Average Score ◽  
School Students ◽  
Learning Achievement ◽  
School Year ◽  
The Subject ◽  
Research Action

The purpose of this study is to find out the improvement of elementary school students' learning achievement through the medium of picture word cards. The problem in this study is still the low learning achievement of students seen from the initial test of learning achievement. This research took place in class I SDN Babatan IV/459 Surabaya. The school is located at Jalan Raya Menganti Babatan Wiyung District of Surabaya City. The research time was carried out in semester 1 (odd) in October of the 2020/2021 School Year. The subject of this study was a student of class I SDN Babatan IV /459 Surabaya which amounted to 28 students. This research design is class action research (PTK) through stage flow (planning, research action, data collection and data analysis) carried out with two cycles. The result of this study is an increase in student learning achievement in each lesson cycle with a minimum completion criteria (KKM) of 70, cycle I completed learning of 15 students or 60% of students who have achieved the minimum completion criteria with an average score of 72.95. While cycle II has increased, 28 students completed their studies or 100% of students have achieved the minimum completion criteria with an average score of 85.4.

scholarly journals Evaluating Students’ Achievement Test in Reading for Interpretation

2018 ◽  
Vol 2 (2) ◽  
pp. 269
Author(s):  
Aisyah Aisyah
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Achievement Test ◽  
First Year ◽  
English Department ◽  
First Year Students ◽  
The Subject

Reading is one of the important subjects in learning foreign language. Based on the curriculum 2014 in English Department, reading has some series. In order to get satisfying result of students in reading comprehension, the lecturer should know about the students’ achievement in comprehending the text. By knowing students’ achievement in reading for interpretation, the lecturer will know what they will do for the next and what should the lecturer give more attention to. This research is aimed to know the students’ achievement in comprehending the text. The subject of this research is the first year students of English department.This research is expected to give contribution for some aspects. For the students, it is expected to give information and feedback to the students about their competence in reading. For the teacher, this research is expected to give information for the lecturer about the students’ error in comprehending the text.

scholarly journals Peningkatan Hasil Belajar Tarikh Islam Melalui Strategi Pembelajaran Everyone is a Teacher Here pada Siswi Kelas 2 KMI Pondok Modern Darussalam Gontor Putri

2020 ◽  
Vol 17 (2) ◽  
pp. 171-186
Author(s):  
Ihwan Mahmudi ◽  
Martha Laily Shofro
Keyword(s):  
Student Achievement ◽  
Action Research ◽  
Student Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Action Observation ◽  
Female Students ◽  
School Year ◽  
The Subject ◽  
Planning Action

Abstrak Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar Tarikh Islam Siswa KMI Pondok Modern Darussalam Gontor Putri 1 menggunakan strategi pembelajaran every one is teacher here. Subjek penelitian adalah siswi KMI Gontor Putri kelas 2 H. Penelitian menggunakan jenis penelitian tindakan kelas (PTK) dengan model Kemmis dan McTaggart. Penelitian dilakukan dalam dua siklus, dan setiap siklus terdiri dari empat tahapan yaitu: perencanaan, tindakan, observasi dan refleksi. Hasil penelitian menunjukkan bahwa strategi pembelajaran Everyone Is A Teacher Here efektif meningkatkan hasil belajar Tarikh Islam siswa Kulliyyatu-l-Muallimat Al-Islamiyyah Pondok Modern Darussalam Gontor Putri Kampus 1 tahun ajaran 1440-1441 H. Ketuntasan belajar siswi pada siklus pertama sebesar 46,2%, meningkat pada siklus kedua menjadi 96,2%.     Abstract This study aims to determine the increase in student achievement of Tarikh Islam, students of KMI Pondok Modern Darussalam Gontor Putri 1 using learning strategies every one is teacher here. The subject of the study was KMI Gontor for female students of Class 2 H. The study used a type of classroom action research (CAR) with the Kemmis and McTaggart models. The study was conducted in two cycles, and each cycle consisted of four stages: planning, action, observation and reflection. The results showed that Everyone Is A Teacher Here learning strategy was effective in improving the student achievement of students Kulliyyatu-l-Muallimat Al-Islamiyyah Pondok Modern Darussalam Gontor Putri Campus 1 school year 1440-1441 H. Completion of student learning in the first cycle by 46.2 %, increased in the second cycle to 96.2%.

Sign in / Sign up

Export Citation Format

Share Document