Research Based Learning: Added Value in Students' Science Critical Thinking Skills

Many new learning models in the 21st century have emerged in improving students' academic skills, one of which is research-based learning (RBL). This pedagogic and constructivist model connects research and learning in improving students' critical thinking skills (CTS). The results of the study show that studies in empowering students' CTS using RBL are still limited. Therefore, exploration and deeper measurement of CTS with the RBL model were carried out through this study. The purpose of this study was to improve students' CTS using the RBL learning model. The results of the ANCOVA test showed that there was an effect of the RBL model in improving students' CTS. Descriptive data also shows that the average value of CTS is 72.70 using RBL, while students who take part in learning using conventional models show an average value of critical thinking skills of 58.30. Thus, RBL can be recommended in increasing the CTS of elementary school students in science learning.

Constructivist approach in pedagogical science

The article examines the problems of constructivist understanding of education, the innovations, opportunities and limitations that the constructivist model of the pedagogical process offers. The aim of the work was to analyze the constructivist model of education and those innovations and prospects for understanding the modern educational process that the constructivist approach brings. Constructivism changes the view of teachers and other scientists and practitioners in their view of what is happening in the relations of people in education. Due to its controversial nature, the development of the ideas of constructivism in the context of the development of educational ideologies and technologies leads to the reconceptualization of the traditional model of education, and the constructionist model of education itself can and should become the object of systematic methodological, theoretical, empirical and applied research. Any of the educational approaches available now can be disclosed as an example of a constructivist model of education, the leading features of which are the dialogic nature of education, the focus on understanding the inner and outer world in dialogue with significant other people, the consideration of such a dialogue as a process of building a person's own life world and himself, as a creative "rediscovery" of the basic truths of human existence, as the adoption of socially and personally significant decisions in a situation of educational, professional, life choice.

PSYCHOLOGICAL FEATURES OF TV-DEPENDENT PERSONALITY. PROBLEM STATEMENT

The article deals with the analysis of the personality in the modern informational world problem. The author based the theoretical analysis of this problem on the specifics of the current stage in psychological studies of mass communication. The author assumes that social constructivism, as a postmodernist approach and the theoretical basis of modern studies in mass communication, considers the way mass communication participants construct their idea of the world and its peculiarities. The concept of the “mosaic-resonance effect” is interpreted as the main feature of the nowadays mass media’s messages. The author analyzes the discourse as an instrument used to examine the construction of one's idea of the world during mass communication. The main characteristics of the two models of mass communication: the discourse model by J.Fiske and the constructivist model by W.Gamson, are reviewed in detail. The empirical study outcomes have shown the perspectives of further studies of the mass media's psychological influence on the peculiarities of the person’s way to construct the image of the world and one’s means of interpreting communicative signals to be prospective. Our empirical study demonstrated that subjects referred to as TV-dependent (those who tend to spend a lot of time watching the TV content) are characterized by non-stable emotions, less considerate in linking and analyzing the details of the given information, its’ non-critical perception. TV-dependent respondents mostly perceive the TV data non-adequately, paying attention to emotionally meaningful pieces of information, and tending to reconstruct their image of the event, so that it might be an illustration or general background of the TV content piece, or the information of the lower levels of semantic structure in terms of A.A.Bodalyov.

“It didn’t Happen that Way”: The Role of Narrative Inconsistencies in Margaret Atwood’s Dystopia the Handmaid’s Tale

This article analyzes the role of narrative inconsistencies in Margaret Atwood’s dystopian novel The Handmaid’s Tale (1985) applying the constructivist model proposed by Meir Sternberg and Tamar Yacobi (2015) in their discussion about narrative (un)reliability. The analysis suggests that the inconsistencies which arise when Offred’s narration and the novel’s epilogue—a transcript of an academic symposium taking place in 2195—are juxtaposed have a specific purpose in the novel. This purpose can be identified through the application of two mechanisms of sense-making proposed by Sternberg and Yacobi: the one concerned with the specific perspective adopted in a narrative and the one related to the thematic goals of the text— its function. Thinking of the novel as a communicative act, we explore the ways in which it engages with the notions of both despair and hope which are imbricated in dystopian writing.

5E INSTRUCTIONAL MODEL: A CONSTRUCTIVIST MODEL FOR TEACHING CHEMISTRY AT HIGHER SECONDARY LEVEL

Concepts of Chemistry are complex in nature and are hard to comprehend. To teach these complex concepts effectively, a modern constructivist instructional model can be a more appropriate choice. This study aimed to compare the academic achievement of students on posttest and retention test, taught through the 5E instructional model at the higher secondary level. The research design was pretest-posttest equivalent groups design. The sample consisted of 60 randomly selected students from the accessible population and was divided into two equivalent groups based on their pre-test score. The experimental group’s students were instructed through the 5E instructional model and the control group students were taught through the traditional lecture method for five weeks. Data was analyzed applying t-test at .05 level of significance. Data analysis showed that the experimental group outscored significantly than control groups on post-test as well as on retention test exhibiting the effectiveness of the 5E instructional model. It was concluded that although the 5E model requires more resources and time especially at the higher secondary level, however, it is recommended that this model must be used to teach Chemistry at the higher secondary level for improving academic achievement and better retention of knowledge.

ANAK UNDERACHIEVER: ANALISIS FAKTOR-FAKTOR PENYEBABNYA

This study aims to determine the factors that cause high IQ students who experience learning difficulties so that learning outcomes are low (underachiever). This study uses a qualitative descriptive approach to the interpretive-constructivist model. The research subjects were 2 elementary school students who had high IQ but had low learning outcomes under the Minimum Completeness Standard (MCS). Data collection techniques through interviews, observation and documentation. The results showed that the factors causing the underachiever were: burdening with the characteristics of not caring about learning and the inability to do learning assignments and a family environment with caring but possessive parents 'attitudes and parents who were more concerned with learning than facilitating students' potential.

ANAK UNDERACHIEVER: ANALISIS FAKTOR-FAKTOR PENYEBABNYA

This study aims to determine the factors that cause high IQ students who experience learning difficulties so that learning outcomes are low (underachiever). This study uses a qualitative descriptive approach to the interpretive-constructivist model. The research subjects were 2 elementary school students who had high IQ but had low learning outcomes under the Minimum Completeness Standard (MCS). Data collection techniques through interviews, observation and documentation. The results showed that the factors causing the underachiever were: burdening with the characteristics of not caring about learning and the inability to do learning assignments and a family environment with caring but possessive parents 'attitudes and parents who were more concerned with learning than facilitating students' potential.

Działanowo-zadaniowe nauczanie języków obcych w ujęciu neuropedagogicznym: Zaangażowanie uczących się a efektywność kształcenia

The action-task approach is a modern approach to language learning and teaching, offering more opportunities for active participation in the class and greater engagement in the learning process than traditional approaches, which include for example the communicative approach. The aim of this publication is to show the action-task approach from multiple perspectives: pedagogical, glottodidactic and neurobiological. In the pedagogical dimension, it refers to the issues of the new culture of learning and teaching and to the constructivist model of learning. In practice, this means that learners acquire knowledge and skills actively through their own actions. This method implies that classes are oriented towards shaping learners‘ independence and their gradual acquisition of autonomy. In the modern school, the learner acquires, apart from knowledge, which is no longer the priority of teaching, the competences needed for future work. In the modern knowledge society, these competences are becoming increasingly important, as they are more difficult to acquire than generally available knowledge. Therefore, during the modern learning process the student is provided with conditions for the development of social, methodological as well as personal competences, which play a very important role in achieving individual well-being. The action-task approach is not only a constructivist way of learning and teaching languages, but also a philosophy, referring to considerations of learning, teaching, perception of reality, communication and interaction with fellow learners, and formation of attitudes and values needed in human life.

Inspiring Inquiry With the i2Flex Model in the World Language Classroom

This chapter introduces different methods for how to incorporate inquiry-based learning (IBL) practices with i2Flex methodology, both virtually as well as in the traditional world language classroom model using updated and relevant 21st century skills. Using the teacher as a constructivist model, the question formulation technique, design thinking, content and project based learning, learning among others are all explored in depth so the WL teacher can apply theory through practical examples that support a global understanding and context. World languages can be ESL, Spanish, Greek, Nahuatl, or any other WL(s) taught and spoken across cultures.

THEORETICAL JUSTIFICATION PROBLEMS OF ORBITAL MASS MEDIA

Modern media not only (such as radio, newspapers, television or online journalism), but also the full range of media (e.g. theater, music, exhibitions, cinema, drama, opera, visual arts etc.) promote narrative – interpretive both the journalist and the audience the contexts of the realities referred to in the journalistic presentation. But with the introduction of holistic systems of ideologically united mass media, the narrative is no longer characterized by the temporality or length of interpretations. Contexts and narratives of mass media content no longer mask under assumptions or hypotheses a specific ideological, party, worldview position, which is far from thinking about the cognition of life, journalism, the work of a journalist. The once dualistic use of the context of the interpretive environment has turned into a non-constructivist model of pressure on the audience not through plots, but from fundamental ideological and ideological, and often direct, party proposals. It is proposed to consider the context as a basis for interaction and different media, which are not only united by common ideological narratives, but which have a certain center around which all the content is not loaded on the target audience. We have the effect of orbital mass media – within their content proposals there is an interaction of authors and audiences in order to distribute such content, which in the framework of informing about something or someone not so much improves media and audience interaction as an element of severe content pressure on the audience. Those journalistic broadcasts that are broadcast by these groups of media.