Penerapan Metode Rapid Application Development (RAD) Dalam Perancangan Media Pembelajaran Multimedia

Multimedia learning media is one of the learning media used in the teaching-learning process. Based on the results of observations made on simulation subjects and digital communication shows several obstacles in the learning process such as the level of student understanding of subject matter is still low, the level of student activity and the media used are still less varied because the learning process is still fixated with books and not available media multimedia learning in simulation subjects and digital communication. The method used is the RAD (Rapid Application Development) method with object oriented approach and uses UML as a tool for media development. Based on the results of the trial, the media designed can attract the attention of students when studying, and in hrapakan can increase student grades in simdig subjects.

Students Expectation on Studying the Plants Identification in Outdoor Learning Environment

In recent years, there have been growing bodies of research in an outdoor education setting. In the context of landscape architecture studies, the need to encourage the students to explore the nature is undeniably important. By exploring the landscapes, a better perspective and understanding of subject matter can be achieved. While there is a new approach of learning called as online learning, however, the actual experiential learning is still valuable and authentic to be studied. Through the literature findings and data analysis, the student learning expectations in this study are influenced by the physical outdoor setting and learning activities.Keywords: outdoor learning; plant identification, student expectation, learning activities

Lærerstudenters kommentatorkompetanse om flerkultur og undervisning av flerspråklige elever drøftet i lys av kritisk multikulturalisme

Grunnskolelærerutdanningen har som mål å utdanne studenter med både aktør- og kommentatorkompetanse. Kommentatorkompetanse innebærer evnen til kritisk refleksjon. Planer, forskrifter og retningslinjer for grunnskolelærer-utdanningene fastslår at studentene skal ha kunnskaper om flerkultur og undervisning av minoritetsspråklige elever. Slik kompetanse er fortsatt etterspurt, også blant nyutdannede lærere.I denne undersøkelsen er “kritisk multikulturalisme” brukt som teoretisk tilnærming for å analysere gruppeintervjuer med lærerstudenter. Drøftingen inkluderer også hvordan begreper fra denne teoretiske tilnærmingen fungerer for å forstå lærerstudentenes kommentatorkompetanse. Kritisk multikulturalisme er opptatt av å gi en analyse av undertrykking og institusjonalisering av ulike maktrelasjoner innen utdanning. Begreper som er særlig framtredende, er systemmakt, definisjonsmakt og avmakt. Empirien er en del av et større forskningsprosjekt ved UiS, som studerer praksis i grunnskolelærerutdanningen.Undersøkelsen viser at lærerstudentene viser oppmerksomhet og grad av kritisk kommentatorkompetanse når det gjelder systemnivå og pedagogiske praksiser, men ikke har nødvendigvis tilstrekkelig kunnskap om lover og regler for opplæringen. De savner mer oppmerksomhet på temaet innen lærerutdanningen, særlig konkret didaktikk. Funn i materialet indikerer at det ville være av betydning med en dypere forståelse og mer faglige begreper som grunnlag for refleksjon.Analysebegrepene fra kritisk multikulturalisme kan bidra til å sette studentenes utsagn inn i en større sammenheng og peke på potensielt diskriminerende diskurser, men fanger ikke alt studentene er opptatt av. Dette er et område som det ikke er mye forskning på i Norge, artikkelen er et bidrag til økt kunnskap om flerkultur i grunnskolelærerutdanningene.Nøkkelord: lærerstudenter, flerkultur, flerspråklige elever, kritisk multikulturalisme AbstractIncluded in the Norwegian government’s mandated Initial Teacher Education in Norway (ITE) curriculum and regulations is the aim that students should be able to both engage in teaching as a profession and to be able to reflect critically on their teaching practices. Moreover, students are expected to build knowledge about Norway as a multicultural country and to know how best to teach minority language pupils. There is still demand for these competencies, also amongst newly educated teachers.In this study, “Critical Multiculturalism” is used as a theoretical approach to analyze group interviews with student teachers. Critical Multiculturalism is concerned with analyzing suppression and institutionalization of different power relations in the education system. Central concepts are institutional power, systemic power, power of definition and not having power. Within the discussion, this approach will also be evaluated from a conceptual standpoint.The data is part of a larger research project at UiS, studying field practice in ITE. The study shows that student teachers pay attention to and critically reflect on multiculturalism and the education of minority language pupils within the framework of the school and pedagogic practice, but do not have sufficient knowledge about the rules and regulations which guide the ways the school at an institutional level organize these children’s learning opportunities. In addition, students report that they lack opportunities during their teacher education to focus on this topic, especially in didactics. Findings from the data indicate that in order for critical reflection to occur, students need to build a deeper understanding of subject matter concepts.Although concepts from “Critical Multiculturalism” may contribute to being able to place the students’ statements into a wider context, and to focus on potential discriminatory modes of discussion, they do not encapsulate some of the students’ concerns.There is not much research on this topic in Norway, and this article contributes to new knowledge about multiculture in teacher education.Keywords: Student teachers, multiculture, multilingual pupils, critical multiculturalism

Beginning Science Teachers’ Use of Tools to Learn Ambitious Instruction

A lack of coherence about norms for instruction between preparation contexts often results in tensions for beginners about learning to teach. I wondered if planning tools created in a university setting, designed to support ambitious instruction, could act as boundary objects to help novices bring ambitious teaching into classrooms. As such, I examined how three participants used the tools to plan for ambitious instruction in ways that changed their own understanding of subject matter and pedagogy. Their mentor teachers, however, prompted the novices to use the tools and teach in ways that were inconsistent with the participants’ planning. I found that the tools prompted the novices to try out pieces of ambitious instruction, yet the tools alone do not encourage coherence or communication between beginning and mentor teachers.

MASTERING PECULIARITIES OF STUDENTS' KNOWLEDGE IN OPTICS: AN ANALYSIS OF SOLUTIONS OF PHYSICS PROBLEMS IN GRADE 10

Following the renewed general programs of Lithuanian secondary education i.e., by adjusting the content and teaching/learning goals of each subject, not only knowledge, but also their applications, real problems solving and reasoning have emphasized in the teaching process. Therefore, not only the conveyance of subject matter knowledge, but also teaching students to think and understand is particularly important. In order to assess the student's level of uptake of knowledge and its application, it is necessary to identify the process of thinking and understanding of subject matter, to capture errors and incorrect thinking. When the causes of errors are known, it is possible to define what knowledge or skills are missing. This article deals with the typical errors that have made when solving problems from the light phenomena. These are subject errors caused by a lack of knowledge or wrong under-standing of material, errors caused by gaps of application abilities and inattention errors. Mastering peculiarities of students' knowledge of light phenomena was studied by analysis of problems solutions. For this purpose, the 1747 problems solving of students' of young physi-cists school “Foton” of Siauliai University were analyzed. The quantitative and qualitative analysis of problems solutions showed that the prob-lems of light phenomena for students of young physicists school “Foton” were moderately difficult (0.65). It can be argued that students are well mastered this physics course and are able to apply their knowledge in specific situations. The study revealed a typical subject, skills and inattention errors that were done not only in the "Photon" problems solving, but also dur-ing the lesson or the control work, doing homework, participation in the Olympiad and so on. There are some tips on how to avoid those mistakes. Key words: light phenomena, problem solution, typical error.

Teachers' Observed Behaviors and Students' Appraisals of Instruction in Twenty-Four Fourth and Fifth Grade Classrooms

Observations of behavior of 24 teachers of 683 children in Grades 4 and 5 and of students' perceptions of instruction yielded significant correlations between teachers' systematic organized behavior with students' positive motivation, understanding of subject matter, and attitude about grading but no correlations were found between teachers' warm, friendly behavior and students' attitude about instruction or teachers' creative behavior and such attitudes.