Unveiling Student Understanding: The Role of Questioning in Instruction

2003 ◽  
Vol 96 (8) ◽  
pp. 562-566
Author(s):  
Azita Manouchehri ◽  
Douglas A. Lapp
Keyword(s):  
Student Understanding

The nature of question posing and categorization of types of questions in relation to the desired purpose. Suggestions for obtaining richer information of what students understand are discussed.

Rubrics as play

2010 ◽  
Vol 15 (6) ◽  
pp. 328-336
Author(s):  
Maggie B. McGatha ◽  
Peg Darcy
Keyword(s):  
Student Understanding

Consider the role of rubrics in how students present their ideas. Viewed as more than an assessment, rubrics can also provide feedback to teachers, further student understanding, and encourage articulation of ideas.

Investigation of the role of writing-to-learn in promoting student understanding of light–matter interactions

2018 ◽  
Vol 19 (3) ◽  
pp. 807-818 ◽  
Author(s):  
Alena Moon ◽  
Eleni Zotos ◽  
Solaire Finkenstaedt-Quinn ◽  
Anne Ruggles Gere ◽  
Ginger Shultz
Keyword(s):  
Electronic Structure ◽  
Student Understanding ◽  
Writing To Learn ◽  
Orion Nebula ◽  
Matter Interaction ◽  
Quasi Experimental ◽  
Light Matter Interaction ◽  
Post Assessment

Fundamental quantum chemistry concepts—quantization of energy, electronic structure, and light–matter interaction—are essential for understanding chemistry and spectroscopy, an important tool for studying molecules. However, very few studies have investigated how students learn and understand these concepts or how their learning can be supported. Drawing on the capacity of writing to support learning of difficult concepts, we designed an intervention that targeted quantum concepts in the context of the use of spectroscopy for identifying chemical composition of the Orion Nebula. A quasi-experimental design with a pre-post assessment on a control and treatment group was used to identify the gains associated with completing the WTL activity. Results from a three-tiered assessment show that WTL students significantly improved in their explanations of the concept of spectroscopic transitions and their overall confidence in their understanding. Analysis of their writing, follow-up interviews, and feedback served to explain the changes observed on the pre-post assessment.

scholarly journals Determining the impact of lecture videos on student outcomes

2020 ◽  
Vol 13 (2) ◽  
pp. 25-40
Author(s):  
Barbara Robertson ◽  
Mark J. Flowers
Keyword(s):  
Student Retention ◽  
Student Outcomes ◽  
Online Courses ◽  
Student Understanding ◽  
Electoral College ◽  
Course Materials ◽  
Video Lecture ◽  
Lecture Videos ◽  
The Impact

The course materials students are expected to utilise in online instruction vary. Studies have shown that students tend to enjoy online courses with lecture videos more than those without, but few studies have measured the impact of lecture videos on student outcomes. Do lecture videos increase student understanding and retention, thus improving student outcomes? Students were provided with one or more study aids, video lecture, PowerPoint or instructor-created notes for learning about the role of the Electoral College in US presidential elections. We assessed student retention and understanding of the Electoral College with a quiz as an indicator of student outcomes. We found that the video lecture in combination with a PowerPoint was the most effective study aid.

Case study analysis and the remediation of misconceptions about respiratory physiology

2006 ◽  
Vol 30 (4) ◽  
pp. 215-223 ◽  
Author(s):  
William H. Cliff
Keyword(s):  
Diagnostic Test ◽  
Learning Strategy ◽  
Case Analysis ◽  
Student Understanding ◽  
Respiratory Physiology ◽  
Case Review ◽  
Case Study Analysis ◽  
Hemoglobin Saturation

Most students enter the physiology classroom with one or more fundamental misconceptions about respiratory physiology. This study examined the prevalence of four respiratory misconceptions and determined the role of case analysis in the remediation of one of them. A case study was used to help students learn about oxygen transport in the blood and a conceptual diagnostic test was used to assess student understanding of the relation between Po2 and hemoglobin saturation by probing for the corresponding (Sa/Po2) misconception. A 36% remediation of the Sa/Po2 misconception was found to be associated with case analysis. This repair was selective since the frequency of three other respiratory misconceptions was found to be unchanged after classroom instruction about respiratory physiology in lectures and laboratories. Remediation of the Sa/Po2 misconception before an instructor-led, in-class case review was superficial and temporary. Explanations provided by students who correctly answered the Sa/Po2 conceptual diagnostic test showed improved conceptual understanding following case analysis. These results suggest that a learning strategy where students actively confront their faulty notions about respiratory physiology is useful in helping them overcome their misconceptions.

scholarly journals Peran Guru PPKn dan Masyarakat Sekolah dalam Meningkatkan Pemahaman Siswa Terhadap Hak Asasi Manusia di Dalam Lingkungan Sekolah SMPN 1 Sanggar

2019 ◽  
pp. 70
Author(s):  
Muhammad Yunan ◽  
Hardiansyah Hardiansyah
Keyword(s):  
Human Rights ◽  
School Environment ◽  
Secondary Data ◽  
Student Understanding ◽  
School Principal ◽  
Analysis Technique ◽  
The Face ◽  
Data Source ◽  
The Subject

Dewasa ini, pemahaman siswa terhadap hak asasi manusia mengalami penurunan terkait perilaku-perilaku siswa yang tidak baik yang akan merugikan orang lain dan diri siswa. Penelitian ini bertujuan untuk mengetahui bagaimana peran dan kendala guru PPKn dan masyarakat sekolah dalam meningkatkan pemahaman siswa terhadap hak asasi manusia di dalam lingkungan sekolah SMPN 1 Sanggar. Penelitian ini menggunakan penelitian kualitatif dengan pendekatan deskriptif.Subjek dan informasinya adalah guru PPKn, Kepala Sekolah, Guru BK, dan Siswa.Teknik pengambilan sampel menggunakan purposif sampling.Metode pengumpulan data yang digunanakan adalah metode observasi, wawancara, dan dokumentasi.Jenis data berupa data kualitatif. Sumber data yaitu data primer dan sekunder. Tehnik analisis data yang dipakai adalah reduksi data, penyajian data, dan verivikasi. Hasil penelitian ini dapat disimpulkan bahwa peran guru PPKn dan masyarakat sekolah dalam meningkatkan pemahaman siswa terhadap hak asasi manusia di dalam lingkungan sekolah sudah terlaksana dengan baik berdasarkan hasil observasi dan wawancara yang peneliti lakukan.Adapun penghambat yang dihadapi adalah karna siswa yang kurang fokus terhadap pembelajaran yang disampaikan, faktor pergaulan, lingkungan hidup, masih berperilaku kekanak-kanakan dan sangat nakal. Nowadays, understanding students against human rights decline related behavior-the behavior of students who are not good that will harm others and ourselves, students. This research aims to find out how roles and constraints of the PPKn teachers and school community in improving student understanding against human rights in the school environment SMP 1 Workshops. This research uses qualitative research with a descriptive approach. The subject and the information PPKn is a teacher, school principal, teacher and student, BK. sampling Techniques using purposive sampling. The data collection method used is the method of observation, interviews, and documentation. The type of data in the form of qualitative data. Data source i.e. primary and secondary data. Data analysis technique used is the reduction of the data, the presentation of data, and verify. The results of this research it can be concluded that the role of the teacher PPKn schools and communities in improving student understanding against human rights in the school environment is already done well based on the results of observation and interviewing the researchers did. As for the barrier, the face is because students who are less focus on learning that is delivered, by Association, environment factors, still behaves childishly and very naughty.

scholarly journals ROLE OF DICTION ON THE PRACTICALITY OF THE EDUCATION MODULE ISLAMIC RELIGION WITH ANTI-RADICALISM AND TERRORISM NUANCES

2021 ◽  
Vol 2 (3) ◽  
pp. 83-92
Author(s):  
Febrina Riska Putri ◽  
Syahrizal Syahrizal ◽  
Weni Yulastri
Keyword(s):  
Higher Education ◽  
High School Students ◽  
Religious Education ◽  
Real Life ◽  
Student Understanding ◽  
School Students ◽  
West Sumatra ◽  
Islamic Religion ◽  
Education Courses

Modules can be used independently in learning by students. The Antiradicalism and Terrorism Islamic Religious Education Module is a module intended for PGRI West Sumatra teacher and tertiary high school students, specifically and specifically for students throughout Indonesia who need learning resources in Islamic Religious Education lectures at General Higher Education. This module is expected to assist students in studying Islamic Religious Education courses, according to the material needed in the module so that it can be used in real life in the midst of society. The module is a module that is easily made by students because the module is a learning tool that students can use independently in learning. This module is well equipped to meet Indonesian grammar, in this case the choice of words or diction used is important to support the practicality of student understanding. Based on the results of using the usage module, this module has been approved practically. This is inseparable from the important role of grammar and data choices or diction used.

scholarly journals Sustain resource teachers in the appropriation of the graphic organizer to facilitate the understanding of disciplinary texts among at risk students at the secondary level

2018 ◽  
Author(s):  
Nancy Granger ◽  
France Dubé
Keyword(s):  
At Risk ◽  
Secondary Teachers ◽  
At Risk Students ◽  
Secondary Level ◽  
Student Understanding ◽  
Graphic Organizer ◽  
Writing Strategies ◽  
Low Literacy ◽  
Resource Teachers

In Québec, the resource teacher role is assumed by secondary teachers without experience with at risk students or HDAA (MELS, 2006). Many of them say they have few ideas to sustain students or their teachers of different disciplines who deal with students with low literacy (Granger & Dubé, 2014; Granger, 2012). Our research shows that support for resource teachers for reading and writing strategies can develop a metacognitive dialog by using the graphic organizer, a high cognitive recognized strategy to improve student understanding in all disciplines (Schoenbach, Greenleaf & Murphy, 2012). This appropriation seems to better define the role of resource teachers both pedagogically than didactic

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