Integrating Teaching, Learning, and Action Research: Enhancing Instruction in the K–12 Classroom
Abstract
Integrating Teaching, Learning, and Action Research: Enhancing Instruction in the K–12 Classroom: Helping teachers engage K–12 students as participatory researchers to accomplish highly effective learning outcomes Integrating Teaching, Learning, and Action Research: Enhancing Instruction in the K–12 Classroom demonstrates how teachers can use action research as an integral component of teaching and learning. The text uses examples and lesson plans to demonstrate how student research processes can be incorporated into classroom lessons that are linked to standards. Key Features Guides teachers through systematic steps of planning, instruction, assessment, and evaluation, taking into account the diverse abilities and characteristics of their students, the complex body of knowledge and skills they must acquire, and the wide array of learning activities that can be engaged in the process; Demonstrates how teacher action research and student action learning—working in tandem—create a dynamic, engaging learning community that enables students to achieve desired learning outcomes; Provides clear directions and examples of how to apply action research to core classroom activities: lesson planning, instructional processes, student learning activities, assessment, and evaluation.
... In the same vein, Brause and Mayher (1991) suggest that the teacher-inquirer can identify researchable questions by studying the contexts of curricular decisions (students, subject, teaching/learning of the subject, school community, teacher's self-conception) in relationship with the instruction goals, plans, activities, feedback, and learning evaluation. Similarly, Stringer et al. (2010) emphasize the need of gathering relevant information for comprehending the wider picture and, subsequently, the teacher-inquirer can define and describe the situation at hand. ...
... Reflection is also suggested as a way of searching for potential topics, either by acquiring a better self-understanding of oneself as a teacher (Hendricks, 2017) and examining one's own teaching practice (Brause & Mayher, 1991) or by analyzing the collected information (Stringer et al., 2010). Other tactics for searching for potential issues for inquiry include following one's own hunches or feelings about potential issues for inquiry (Blaxter et al., 2008;Pelton, 2010), starting from a general idea of what might be improved (Hopkins, 2008), extracting from the literature a quote that engages one's attention (Blaxter et al., 2008), looking at previous research work (Blaxter et al., 2008), and asking other people (academics, colleagues, family, friends, etc.) for ideas (Blaxter et al., 2008;Pelton, 2010). ...
... What is more crucial during this stage, nonetheless, is the refinement of the topic and formulation of research questions. The reflective and critical thinking skills of the teacherinquirer are essential for clarifying thoughts, ideas, and questions and identifying the purpose of the inquiry (Bell & Waters, 2014;Elliott, 1991;Stringer et al., 2010). In order to clarify the nature of the problem and to frame research questions highly focused information regarding the selected topic should be identified and collected (Brause & Mayher, 1991;Elliott, 1991;Timperley et al., 2014). ...
The expansion of globalized capitalism accompanied by rapid technological advancements have had profound impact on the educational landscape and vastly increased the challenges that teachers address nowadays. While there is no simple antidote to the complex problems that our world faces, teachers who engage with inquiry can alleviate the practical problems of daily teaching and reach their goals, improve students’ learning, and establish possibilities for professional development within their working context. However, despite the inherent potentiality of inquiry for teacher professional growth, the literature on the identity of the teacher-inquirer and related concepts is scarce.
This thesis aims to contribute to the literature regarding the teacher-inquirer identity on several fronts. On a theoretical level, the thesis aims to define the concept of the teacher-inquirer, elaborate a theoretical model of the inquiry skills practiced by teachers when they are conducting an inquiry, and identify other components related to the teacher-inquirer identity. On a practical level, the thesis aims to construct two self-report quantitative questionnaires to measure teachers’ inquiry skills and other related components when teachers are engaged in an inquiry in two different settings, examine relationships between the inquiry skills and other components, and categorise clusters of teachers in terms of their inquiry skills.
The thesis recognizes the problems regarding the definition of the teacher identity and begins by reviewing the concept of identity and its characteristics before providing a definition of the teacher identity. Next, it analyses six teacher identity types, explicates how the characteristics of teacher identities are manifested, and examines how the three Modes of Existence can be utilized as a lens to analyse teacher professional identities. Then, based on these foundational concepts as well as on literature on action research and research on social sciences, it constructs a definition of the teacher-inquirer identity, identifies five different phases or skills of inquiry (searching and focusing, understanding and exploring, designing and implementing, evaluating and reflecting, writing and presenting), and discusses how agency, sense-making, ownership, and emotions affect teacher identities.
The research study is situated within the critical realism paradigm. Two online questionnaires were constructed for collecting data from two different populations: in-service teachers who conduct inquiry in light of an educational innovation and student-teachers who conduct a thesis as part of their studies in an online postgraduate course. The two questionnaires gathered 111 and 154 responses respectively.
The statistical analysis revealed that there was considerable overlap between the theoretically identified skills and how participants perceived them in practice. Furthermore, in both studies, teachers reported that they practiced their inquiry skills at least to some extent and several connections among the investigated components emerged. Three different inquirer identity profiles have been identified based on the extent to which teachers and student-teachers practiced their inquiry skills. In general, the three profiles can be ordered from high to low. Lastly, it was found that several components, including sense-making, ownership, agency, and emotions, have an impact on the development of the teacher-inquirer identity in both studies.
The results are considered within the limitations of survey research and several suggestions for future research are made. Finally, a series of implications for practice are set forth that can be beneficial for a wide audience; from teachers and school leaders to educational policy designers and scholars.
... The framework of my action research is modified version of the framework given by Stringer, Christensen, and Baldwin (2010) in their book "Integrating Teaching, Learning, and Action Research: Enhancing Instruction in the K-12 ...
... Classroom". The meaningful mathematics teaching and learning provide the means for teachers to reveal within each student-what they know and can do, and to use them to move into the unknown-what they must learn (Stringer, Christensen, & Baldwin, 2010). This framework is based on the theory of conceptual metaphor that indicates the connection between source domain and the target domain for meaningful mathematics teaching and learning. ...
... The contextualization of school mathematics enables them to successfully accomplish the rewarding task of facilitating their students' learning. The understanding of learners' culture and their out-of-school activities not only enables teachers to gain a greater understanding of their students, but also provides rich material to incorporate into classroom learning activities (Stringer, Christensen, & Baldwin, 2010). It also provides an opportunity for teachers to understand their students in a richly meaningful way, and in the process, develop relationships that enable them to accomplish their work more effectively. ...
The main intention of my study was to explore the mathematical knowledge and ideas embedded in everyday activities in out-of-school culture and to assess the effectiveness of community knowledge in the process of teaching and learning of school mathematics. I adopted the multimethod qualitative research to answer the research questions based on the emerged themes as mathematical ideas and concepts observed in everyday activities of different groups of people facilitated to teaching and learning of abstract concepts. The combination of ethnography and action research methodology was adopted to carry out the research.
With the help of ethnography, the exploration of cultural metaphors regarding mathematics practice in the out-of-school environment was studied using multiple methods such as participant observation, in-depth interview, focus group discussion, the study of cultural artefacts, and observation of everyday activities of a different group of people. With the help of action research, I examined the contribution of cultural metaphors in the process of teaching abstract concepts of mathematics at school. The very fundamental concepts of ratio and proportion, estimation and approximation, measurement, algebraic concepts of like terms, unlike terms, algebraic expressions, and the equations with one and two unknown variables were identified in the household activities. Highly sophisticated mathematical ideas were also observed in the professional activities such as the weaving of a mat, stone and wood carving, carpentry and metal works. Similarly, the analysis of different cultural artefacts also exhibited the mathematical ideas embedded in it. Both teachers and students indicated that the emic knowledge of the group of people in the out-of-school community and the craft model approach helped them in knowledge generation and distribution of mathematical knowledge with ease.
The findings of my study showed that the cultural metaphor was a mediated tool that connects the students’ out-of-school context to school mathematics. The familiar cultural contexts of students were found to be the source for the teaching and learning of difficult and abstract concepts of mathematics. The students and participant teachers reported that they enjoyed teaching and learning through cultural metaphors and found it to be meaningful and interesting. Finally, from this study, I contend that cultural metaphors are the most prominent mediated tools for teaching and learning of mathematics. The findings of my study could be significant to the stakeholders of mathematics education to incorporate cultural metaphors embedded in out-of-school cultural activities in order to develop mathematical understanding.
... Action research has at its core a "simple, yet powerful framework" of a cyclical process (Stringer, 2007, p. 8) combining looking, thinking, and acting (Stringer, Christensen, & Baldwin, 2009). Planning, action, and reflection form a continuous cycle embedded in the research process. ...
... Action research has at its core a cyclical process (Stringer et al., 2009). Action precedes reflection, which in turn feeds back into further action. ...
Figurenotes is a simplified visual music notation system developed in Finland in the mid-1990s for
people challenged by the abstract nature of conventional music notation. The system facilitates
music reading and instrument playing, thus allowing active participation in music-making. The use of
Figurenotes in both educational and therapeutic settings is now spreading to other countries. This
thesis examines specifically the effectiveness and applicability of Figurenotes as a tool to facilitate
music-making by children with autism in Australia, through the lens of a journey in reflective practice
by the researcher-practitioner.
The study involved three phases: in the first phase, eight individual children aged 6 to 13 years with
autism participated in eight weekly sessions; in the second phase, two school groups of children with
autism participated in an eight-week phase, and finally the families of the initial eight individuals
participated in an additional phase of four weekly sessions each. Sessions involved the use of
Figurenotes in rhythmic and creative activities, participating in ensembles, and developing playing
technique using digital keyboards and tuned percussion instruments. The action research
methodological approach allowed flexibility in study design, incorporating cycles of reflecting,
planning, acting, and observing within the three phases of the study. Data were obtained through
video observation, interviews, and researcher notes on participants’ development. Case studies of
selected participants were compared with outcomes for the cohort as a whole. Thematic analysis
combined with observer ratings to enable the investigation of four key focus areas: music-making
skills, social interaction, self-concept, and reflective practice.
Figurenotes was found to be an effective tool that allows children with autism to engage successfully
in music-making independently, with peers, and with family members. The action research approach
allowed novel interventions using Figurenotes which facilitated the development of participants'
music-making skills and also their creativity. Participation in musical interactions was found to be
associated with improved social interactions with peers and family members. Development of
music-making skills was also associated with improvements in participants' self-concept through
positive changes in participants' self-perception of their competence. Additionally, action research
was found in this study to be an effective methodology in facilitating reflective practice when
working with children with autism. The multiple beneficial outcomes demonstrated in this research
warrant the further use and development of Figurenotes, and point to the value of further research
in the development of music-making skills and creativity in children with autism.
... Dick et al. and Altricther et al. were the first to introduce action learning [26], [27], [30] in general, while Aldridge, Bell, Norton, Mc Niff, Stringer et al. Whitehead, and others modified it and called it classroom action research [28], [31]- [33]. It resulted in no scholarly articles in engineering about the development of deep action learning in machine learning, and its application remains restricted to the educational field [28], [31]- [33]. ...
... Whitehead, and others modified it and called it classroom action research [28], [31]- [33]. It resulted in no scholarly articles in engineering about the development of deep action learning in machine learning, and its application remains restricted to the educational field [28], [31]- [33]. ...
p> Detecting troop camouflage on the battlefield is crucial to beat or decide in critical situations to survive. This paper proposed a hybrid model based on deep action learning for camouflage recognition and detection. To involve deep action learning in this proposed system, deep learning based on you only look once (YOLOv3) with SquezeeNet and the fourth steps on action learning were engaged. Following the successful formulation of the learning cycle, an instrument examines the environment and performance in action learning with qualitative weightings; specific target detection experiments with view angle, target localization, and the firing point procedure were performed. For each deep action learning cycle, the complete process is divided into planning, acting, observing, and reflecting. If the results do not meet the minimal passing grade after the first cycle, the cycle will be repeated until the system succeeds in the firing point. Furthermore, this study found that deep action learning could enhance intelligence over earlier camouflage detection methods, while maintaining acceptable error rates. As a result, deep action learning could be used in armament systems if the environment is properly identified. </p
... Details about action learning are discussed in the next subsection. So, the development of action learning in robotic manipulator has not been in scientific publications in engineering, and it is still limited to the field of education [29], [35], [40], and [41]. ...
... Collaborative learning [34], [35] Apart from learning from the system, also can learn from other agents involved ...
Robotic grasping for cluttered tasks and heterogeneous targets is not satisfied by the deep learning that has been developed in the last decade. The main problem lies in intelligence, which is stagnant, even though it has a high accuracy rate in usual environment; however, the cluttered grasping environment is very irregular. In this paper, an action learning for robotic grasping using eye-in-hand coordination is developed to grasp the cluttered and wide range of various objects using 6 degree-of-freedom (DOF) robotic manipulator equipped with a three-finger gripper. To involve action learning in this system, k-Nearest Neighbor (kNN), Disparity Map (DM), and You Only Look Once (YOLO) were needed. After successfully formulating the learning cycle, an instrument assesses the robot’s environment and performance with qualitative weightings. Some experiments of measuring the depth of the target, localization of target variations, target detection, and the gripping process itself were conducted. The entire process is spread out in plan, act, observe, and reflect for each action learning cycle. If the first cycle does not suffice the results according to the minimum pass standard, the cycle will renew until the robot succeeds in picking and placing. Furthermore, this study demonstrated that the action learning-based object manipulation system with stereo-like vision and eye-in-hand calibration can improve intelligence over previous errors with acceptable errors. Thus, action learning might be applicable to other object manipulation systems without having to define the environment first.
... Action Research gained a great concern among researchers as an influential tool for teachers" professional development where PK and attitude are key component of it. They found a range of merits of AR as in the following: (Hathorn & Dillon, 2018, Yigi & Bagceci, 2017, Mertler, 2013, Martell, 2014, Steele, 2012, Chiou-hui, 2010, Stringer et al., 2010. ...
... For Martell (2014) AR is "a form of enquiry that enables practitioners everywhere to investigate and evaluate their work". Stringer et al. (2010) gave another definition of AR which is "the systematic collection and analysis of data relating to the improvement of some aspect of professional practice". ...
... Consequently, the learners generalized that learning English did not make them attract to more studying English. These facts were the result of gathering information in the reflection phase in pre-liminary research (Stringer, Christensen and Baldwin, 2010). ...
... Thus, the findings drive the researcher to take action on order to improve the students' achievement integratedly. Upon the fact findings above in the pre-liminary research , the researcher targetted the comprehensive advancement in teaching by intergrating teaching, learning and action research (Stringer, Christensen and Baldwin, 2010). Action research in teaching is badly important as a shortterm solution before doing experimental ones. ...
... This action research study was conducted collaboratively with language teachers. This collaboration assisted the researcher to introduce solution to the problem of reading inadequacy in our school (Creswell, 2012, Stringer, Christensen & Baldwin, 2010, Merriam, 2009). Therefore, this action research aims at "gaining insight, developing reflective practice, effecting positive changes in the school environment, and improving student outcomes" (Mills, 2014, 8). ...
“The use of digital storytelling in the teaching of reading at a rural primary
school”
A wide recognition of digital storytelling as both innovative teaching strategy and
learning resource challenged and persuaded the language teachers of our school to
adopt it in the teaching of reading. The adoption of digital storytelling was expedient
decision to address observable inadequate reading skills of learners in the intermediate phase. Thus, the aim of the present study is to examine the perceptions of language teachers regarding the use of digital storytelling. To do so, the researcher employed a three-cyclical process of qualitative action research. The process began with the pre-implementation stage. During this stage the researcher used interviews to assess the initial teachers’ perceptions of their capabilities, skills, beliefs and attitudes to adopt and use digital storytelling. The results of the interviews illustrated that teachers’ readiness levels in terms of teachers’ technological knowledge were low. These results informed and guided the development of the Digital Storytelling Workshop. Digital Storytelling Workshop was the main intervention or implementation activity designed to expose teachers to digital storytelling process. During this stage, teachers were observed creating digital stories. Thus, the notable end-product of the Digital Storytelling Workshop was three digital stories that teachers developed to teach reading. Document analysis and interviews were used in the final stage of the research to examine the extent at which the Digital Storytelling Workshop has changed the perceptions of language teachers regarding the use of digital storytelling. In sum, teachers
demonstrated an adequate degree of readiness to adopt digital storytelling
after the post-implementation phase. However, several considerations were proposed to ensure the successful integration of digital storytelling. First, the school should address the lack of digital resources which emerged as a factor that overweighed teachers’ optimism. Second, the school should provide continuous professional development training for teachers with a major focus on the digital storytelling process including the creation of the storyboard. My interpretation of the results of this action research is that the assessment of the teachers’ readiness to integrate digital storytelling was a key to prepare language teachers for a successful adoption and use of digital storytelling.
... Action research does not require explicitly defined hypothesis, but defining the problem, collecting the data and undertaking actions in order to solve the problem (Tomal, 2003). It represents a cyclical process of the research including observation (data collecting), reflection (thinking or analyzing the information) and action (planning, implementation and evaluation) (Stringer, Baldwin & Christensen, 2010), that is the process which includes several cycles consisting of (1) planning; (2) acting; Regardless of the model of the action research, it is important to state that it is realized by rotating between the action and the research. It is necessery to (1) determine the field of the research and the need for a change; (2) implement the changes; (3) reflect on the effects of such changes; (4) repeat the planning according to the changes. ...
A new framework curriculum of early childhood education in Bosnia and Herzegovina “Common core curriculum for preschool education”, published by Agency for preschool, primary and secondary education B&H (2018), will be presented in the paper. It aims to become the basis for a specific curriculum system in B&H, with comprehensive assumption to support the every child’s development, as well as, social, educational, and personal characteristics and needs, but on the other hand, the development of preschool practice and pedagogical science in early childhood
... Quantitative data analysis was obtained from the results of cycles I to III, assisted by STATCAL Project …, Muhammad Iqbal Nurfikri, dkk. dkk] consisting of four steps, namely: (1) planning, (2) acting, (3) observation, and (4) reflection (McNiff & Whitehead, 2006;Stringer et al., 2010;Kemmis et al., 2014;Kunandar, 2011). The duration of the implementation of the two cycles is around one month. ...
The learning process cannot be separated from assessment; if it is carried out well, it will get good grades. So that the learning process is carried out well, choose the suitable learning model in the 21st-century era. Because the learning model becomes a design pattern that aims to achieve learning objectives, student learning outcomes get excellent grades. The purpose of the study was to improve Pancasila and Civics education outcomes in aspects of spiritual attitudes, social attitudes, knowledge, and skills of students by applying PjBL learning models in material about obligations, rights, and responsibilities as citizens. The research subjects were class 6-A MIN 5 Medan students, 27 people. This research uses Kurt Lewin's classroom action research method. They collect data using tests, observations, and interviews. Data were analyzed descriptively with qualitative and quantitative approaches assisted by STATCAL software. The study's results proved that students experienced an increase in their learning outcomes with a value of 88.88% in cycle III through applying the PjBL learning model.
... Rencana pelajaran paling tidak meliputi tujuan (apa yang perlu dipelajari oleh siswa), bagaimana tujuan tersebut dicapai (metode penyampaian dan prosedur yang dilalui) dan cara untuk mengukur seberapa tinggi pencapaian tujuan yang telah ditentukan (biasanya pengukuran dilakukan melalui tugas rumah, tugas atau tes) [4] Pada saat guru merencanakan pelajaran dalam penguasaan informasi, ide-ide, keterampilan, nilai-nilai cara berpikir dan alat untuk mengekpresikan dirinya, berarti guru juga mengajar siswa bagaimana belajar. Pada dasarnya hasil pengajaran jangka panjang dalam mengajar siswa adalah untuk meningkatkan kemampuan siswa agar belajar lebih mudah dan lebih efektif dimasa selanjutnya, baik untuk pengetahuan dan keterampilan yang mereka peroleh dan lebih dari itu mereka lebih menguasai proses belajar [5]. Adapun proses dalam pendekatan pengajaran langsung berturut-turut melakukan: (1) persiapan: guru menggambarkan tujuan pelajaran dan mereview pengetahuan yang dimiliki anak, menumbuhkan minat anak melalui refleksi, dan melaporkan dan mengklarifikasi aktivitas; presentasi: input guru, mengecek untuk pemahaman, unjuk kerja anak; ...
p> The objective of the research is to study the role of field advisory lecturer (FAL) in encouraging the effectiveness of teaching assistance program (TAP). The research conducted by using descriptive qualitative method with 4 FALs who supervised 36 students throughout TAP batch 1 and batch 2 around Jakarta and Tangerang. The research finding shows that (1) FAL take important roles in TAP to coordinate planning, actuating, reporting with ministry of education, provincial education office, school and university to assure the positive impact for each side, and (2)TAP is one of Ministry of Education, Culture, Research and Technology policies to synergize between school and university to accelerate basic education quality which is need comprehensive policy dealing conversion within curriculum of each department and its program continuity. It suggest that TAP to be socialized each task among parties, considering curriculum each department for credit semester and assuring continuity of the program
Keywords – Efektivitas, DPL, Program Kampus Mengajar, MBKM </p
... They know how to govern their social interaction skills and how to play different social roles. According to Stringer et al. (2010), effective foreign language teachers are expected to build relevant body of knowledge and understanding of the multiple dimensions of their learners. They need to conduct ongoing research for accomplishing the rewarding task of facilitating the learning process for their learners (p. ...
... They know how to govern their social interaction skills and how to play different social roles. According to Stringer et al. (2010), effective foreign language teachers are expected to build relevant body of knowledge and understanding of the multiple dimensions of their learners. They need to conduct ongoing research for accomplishing the rewarding task of facilitating the learning process for their learners (p. ...
To explain the language learning process, numerous theories and assumptions have been developed. These theories, normally influenced by developments in the fields of linguistics and psychology, have inspired many approaches to the learning and teaching of foreign languages. Common approaches to language learning in education explain how people learn a given language, and have their direct application to the educational process. Relatively, pedagogues rely on such approaches in order to design suitable instructional systems that guide teachers towards achieving success in their profession. However, education in the twenty-first century is mainly about developing lifelong learning and lifelong skills. Correspondingly, the twenty-first century language learners need to be engaged in highly collaborative and personalized models of learning. Consequently, effective language teachers are those who are able to develop relevant strategies to build the classroom community which provides a safe environment where individual learners can discover, create, collaborate, communicate, and reflect on their own learning goals. Because teachers have a powerful, long-lasting influence on their learners, the question arises as to what is an efficient foreign language teacher. Therefore, the research aims at investigating foreign language teachers' and learners' attitudes towards the criteria of an efficient foreign language teacher. The research opts for online questionnaires directed to foreign language teachers and learners to extract non-statistical data with regard to their views and attitudes. The first questionnaire has been administered to forty teachers of English at the department of letters and English language, in the University of 8 Mai 1945-Guelma; Algeria. The second questionnaire has been directed to sixty master one students from the same department. The collected results have shown that both teachers and students believe that an efficient foreign language teacher is empathetic, flexible, technologically capable, updated, pragmatic, linguistically educated, classmate, experimental, open-minded, researcher, doer, and hoper of the best.
... According to Piaget (Stringer, Christensen, & Baldwin, 2010) 2-7 years of age are in the preoperational stage. At this stage the child cannot understand abstract things. ...
Autism is a pervasive disorder in children characterized by disorders and delays in cognitive, language, behavior, communication and social interactions. Autistic children in general will experience obstacles in learning, related to lack of social skills and behavior patterns that are not the same as children in general. One of the characteristics of children with autism is having a barrier in attention span, which has an impact on the learning process. Autistic children need learning methods in accordance with their characteristics, so that they can help their learning process. This research uses qualitative research methods with case study research type. The subjects of this study were parents and therapists who handled children with autism in the X therapy center in Padang city. Data collection techniques in this study were observation and interviews. This case study aims to determine the learning methods used by therapists in teaching are suitable for the subject in recognizing letters as well as obstacles and solutions in providing letter recognition teaching to children with autism. The question in this study is how to increase the attention span of children with autism in learning letter recognition and what obstacles the therapist encounters in the process of teaching letter recognition and how to solve the obstacles in the teaching process.
... This study found that learning in the garden developed a sense of excitement, positive emotional impact, and an aesthetic appreciation for learning and exploring genuine ideas, which is consistent with the research findings of Acharya (ibid). Some other researchers, Stringer, Christensen, and Baldwin (2009) have found that the habit of reading, understanding, and writing is transformed in students through school gardening activities through collaboration and mutual understanding. Moreover, Goodnough (2016) pointed to the importance of parents and teachers' participation, relationships and collaboration for supporting students' learning in the garden, as a means of participatory action research. ...
Literature on school education suggests that teaching and learning science in basic level community schools in Nepal is largely theoretical. Consequently, achievement levels and the understanding of concepts of science is much below policy expectations. This paper builds on a shift from dogmatic lecturing to activity-based pedagogy using school gardening as contextual scaffolding for learning science in community schools in central Nepal. Five focus group discussions and observations were carried out among sixth and seventh graders, science teachers, and parents of an action (inter-vention) school located in the Chitwan district of Nepal, with support from the NORHED/Rupantaran project. At the beginning of the PAR project, the barriers associated with startup gardening activities were time allocation, integration of gardening activities with the science curriculum, and the ongoing engagement of parents. Later in the project, students, science teachers, and parents reported on their experiences such as active and meaningful engagement in activity-based pedagogy through school gardening. Overall, school gardening activities were found to have positive effects on students' understanding of scientific concepts, connecting school gardens in a contextual scaffold. ARTICLE HISTORY
... Action research does not require explicitly defined hypothesis, but defining the problem, collecting the data and undertaking actions in order to solve the problem (Tomal, 2003). It represents a cyclical process of the research including observation (data collecting), reflection (thinking or analyzing the information) and action (planning, implementation and evaluation) (Stringer, Baldwin & Christensen, 2010), that is the process which includes several cycles consisting of (1) planning; (2) acting; Regardless of the model of the action research, it is important to state that it is realized by rotating between the action and the research. It is necessery to (1) determine the field of the research and the need for a change; (2) implement the changes; (3) reflect on the effects of such changes; (4) repeat the planning according to the changes. ...
Considering the fact that the action research is oriented towards the improvement of educational
practice, this research type is especially suitable when researching the teaching process because
there is a constant need for its innovations in order to overcome some of the well-known
teaching disadvantages such as student passivity, lack of motivation and interest, uncritical
knowledge acquisition etc. The results of an action research aimed at determining the effects of
problem teaching on the improvement of teaching practice and students’ knowledge are
presented in the paper.Following the phases of the action research, problem teaching classes
from Nature and Society have been organized in the 3rd grade of an elementary school in
Knjaževac. The research has ended with a final test of the students’ knowledge (in comparison
to the knowledge of the 3rd grade students whose classes have been held in a usual way).
Besides the fact that the results of the research have shown that there was no statistically
important difference between the students of the experimental group and the students of the
control group on the final test, problem teaching has produced positive effects in the
experimental group: students’ activity has been augmented, their motivation and interest as well
as their cooperation and communication have been sparked, allowing them to freely express and
exchange their opinions.
Key words: problem teaching, action research, educational practice
... Carroll (1963) proposed aptitude as the time needed for individual students to learn a specific task, and listed opportunity to learn, perseverance, quality of instruction, and ability to understand instruction as factors which would impact student achievement. Numerous scholars have contributed to this seminal model, adding factors including learning preferences, perseverance, motivation, home environment, and school climate (Darling-Hammond & Bransford, 2005;Silins & Mumford, 2002;Stringer, Christensen & Baldwin, 2009). ...
... (Yıldırım ve Aslan, 2019).Öğretim faaliyetlerinin temel unsurları felsefe, amaçhedef, öğrenci özellikleri, fiziki çevre-araç-teknoloji, öğretim modelyöntem-teknikleri ile zaman-süredir (Berner, 2013;Fidan, 2012;Hirsch, 2003;Schunk, 2011;Senemoğlu, 2009). Yönetim süreçleri (YS) planlama, organize etme, örgütleme, yöneltme (harekete geçirme), koordine etme, kontrol, değerlendirme ve raporlama işlemlerini içine almaktadır (Hoy ve Miskel, 2012;Lunenburg ve Ornstein, 2012;Stringer, Christensen ve Baldwin, 2010). ...
z Bu çalışmada, dijital çağın fırsatları dikkate alınarak yükseköğretim düzeyinde öğretimin nasıl daha etkili gerçekleştirildiğine ilişkin ulaşılan çalışmalar araştırılmıştır. Etkili bir öğretimin gerçekleştiril-mesinde öğretimin yönetimi önemli bir rol oynamaktadır. Öğretimin yönetimini yükseköğretime nasıl uygulanacağı belirlemek için Thomson-Reuters Web of Science, Academic Search Complete, ProQuest, OECD iLibrary, Ebook Central ve Ulakbim Sosyal Bilimler Veri Tabanı arama motorlarında"yönetim süreçleri-management process", "öğretim/yetiştirme-instuction/teaching" ve "dijital-digital" anahtar kelimeleriaranmıştır. Doküman arama süreci sonundason beş yılda yayınlanmış kitap, tez ve makale türünde toplam 195 doküman araştırmanın evrenini oluşturmuştur. Amaçlı, tabakalı ve tesadüfi örnekleme ile 49 doküman incelenmiştir. Dokümanları incelemek için planlama, organizasyon, baş-latma-sürdürme ve denetim boyutlarını içeren yönetim süreçleri ile altı öğretimsel ögenin birleşimiyle oluşturulan bir matris kullanılmıştır. Böylece içerik analiziyle elde edilen bulgular analitik yolla tasnif edilmiş ve toplam 59 tema altında 566 bilgi parçası saptanmıştır. Çalışma sonucunda bilgi parçaları-nın en sıklıkla başlatma-sürdürme sürecinde ve model, strateji, yöntem ve teknik öğretimsel ögesinde yer aldığı saptanmıştır. Sonuçlar tartışılarak uygulamada kullanılabilecek öneriler geliştirilmiştir. Anahtar Kelimeler: Öğretimin yönetimi, yükseköğretim, öğretimsel öge, yönetim süreçleri 1 4-6 Ekim 2019 tarihlerinde arasında düzenlenen Ankara Uluslararası Araştırmalar Kongresinde sözlü bildiri olarak sunulmuştur.
... Therefore, the study was designed with action research. Although studies were conducted in different areas, action research was used to improve the effectiveness of the educational process (Baker, Davis & Dolgon, 2014;Cammarota, Romero, & Stovall, 2014;Ferguson, McNiff, & Whitehead, 2000;Fettes, 2007) because action research is a design that teachers do research and implement it to make their teaching processes more efficient (Stringer, Christensen, & Baldwin, 2010;Zireva, 2017). In this regard, action research is also known as teacher research (Cohan & Honigsfeld, 2011;Vaughan & Burnaford, 2016). ...
... Given the essential role of curriculum in enabling quality learning and in articulating and supporting education that is relevant to holistic development (Stabback, 2016), innovations in curricula, methodologies, materials and technologies may require major changes in the design and organisation of the environments in which they are housed (Bernard, 2012). Accordingly, it is expected that curricula will be more focused on the needs of learners and the community; and the teaching-learning pedagogy, efficient and diverse approaches will be used in its design (Stringer et al., 2009). Further, in order to prepare undergraduates to contribute to society achieving gradual sustained reductions after the peaking is achieved, the standard curriculum renewal process (CRP) will need to be improved and accelerated (Desha and Hargroves, 2013). ...
Abstract: This paper attempts to report key findings from some inquiries into
the curriculum renewal process (CRP) which is hereby undergoing at Shiraz
University. The research investigates into implementing sustainability criteria
in the curriculum renewal process of the undergraduate programs based on a
strategic approach to curriculum renewal. The existing gaps in the curriculum
renewal process that can help pedagogues to embed sustainability throughout
their programs are also being studied. The study is based on a sequential
explanation of descriptive explanation. A survey is used to measure the gaps in
curriculum renewal process at Shiraz based on the Dasha-Hargroves (2013)
helix model. Also, fundamental reasons that cause the gaps are explored using
in-depth, face to face and thematic analysis method. The results showed that
there are some significant discrepancies between the curriculum renewal
process under study and the rapid curriculum renewal model.
Keywords: sustainable development; curriculum renewal process; CRP; rapid
curriculum renewal; education for sustainable development; ESD.
... Together we decided to put all fear and trepidation aside and instead teach with our hearts (Gruwell, 2007). As doctoral students engaged with the anchor text Theoretical Models and Processes of Reading, Sixth Edition (Alvermann, Unrau, & Ruddell, 2013) one of their charges was to put these ideas in practice in their professional settings as elementary classroom teachers, instructional specialists, instructional supervisors, campus English language arts coordinators, and school counselors using Ernie Stringer's Look, Think, Act model (Patterson et al, 2010;Stringer, 1996;Stringer, 2007;Stringer et al, 2009) linking theory and practice. Together, the students and faculty read, spoke about, and documented what they were learning from the text. ...
Herein, we use action research as a means for graduate students to develop and grow in their professional expertise as literacy teachers/coaches/specialists. In short, this manuscript aims to document Ernie Stringer's Look, Think, Act routines of seven students as they inquire about one particular situation in their own settings, to improve their own practices, and the outcomes of their students. This process allowed students and the faculty leading this effort to become active participants and thoughtful as they considered the educational theories they were learning in class.
... To observe and assess students' learning and to systematically monitor students' activities and progress, Stringer et al. (2010) recommend an action research cycle following the look, think, and act loop. We draw from our past experience and observation that the undergraduate students who mainly come from non-English background face difficulties in comprehending lectures and also in taking notes in class. ...
Students' comprehension and understanding in classes have always been a contentious issue, affected most of the time by the pedagogy, technology, and culture. This paper introduces and assesses a pedagogy that integrates graphic tablet and projective tools (GTPT) in classroom deliveries. A class of 123 undergraduate business students was given lectures and tutorials using graphic tablet. After the completion of the course, students were asked to reflect on their experience of GTPT. Students appreciated the contribution of GTPT in different courses. GTPT, to their belief, provided them with not only better understanding and learning but also an opportunity to collaborate with their peers. The findings illustrated the importance of activity theory and action research methodology for iterative improvement in teaching and learning. Based on the outcomes of this research, educators can plan, experience, experiment, and build appropriate and cost-effective in-class delivery mechanisms that are innovative and open to new ideas.
... Ce cycle est appliqué à un contexte pédagogique pour améliorer les pratiques et réfléchir sur la pédagogie (Catroux, 2002). La recherche-action en contexte pédagogique fournit un cadre propice au repérage des problèmes, permet d'organiser le travail pour mieux accomplir la tâche d'enseignement tout en comprenant mieux ce qui se passe en classe (Stringer et al., 2010). Elle est généralement mise en oeuvre pour une durée courte, sur un petit échantillon (ex. ...
... Ce cycle est appliqué à un contexte pédagogique pour améliorer les pratiques et réfléchir sur la pédagogie (Catroux, 2002). La recherche-action en contexte pédagogique fournit un cadre propice au repérage des problèmes, permet d'organiser le travail pour mieux accomplir la tâche d'enseignement tout en comprenant mieux ce qui se passe en classe (Stringer et al., 2010). Elle est généralement mise en oeuvre pour une durée courte, sur un petit échantillon (ex. ...
Lors de la conception d’une affaire, il semble utile de comprendre les espaces sociaux traversés par le projet et peuplés d’acteurs dont les comportements sont influencés par des conventions. Certains de ces comportements ne seront pas sans incidence sur l’affaire envisagée ou mise en œuvre. Autrement dit, tout business compose avec les conventions orientant le comportement d’acteurs susceptibles de devenir des parties prenantes au projet d’entreprendre. Force est toutefois de constater que la perspective conventionnaliste ne semble pas être considérée par les modèles stratégiques utilisés par les dirigeants, par les conseillers (en stratégie, en création ou en reprise d’entreprise) ainsi que par les pédagogues formant les étudiants. Il devient alors plus difficile de faire apprendre les conventions à un public d’étudiants alors que leur cursus antérieur ne les y a pas confrontés. L’équipe pédagogique du terrain investi par la recherche a utilisé le cinéma pour placer les étudiants de deux formations (une licence professionnelle et un master en entrepreneuriat) en situation d’observer des conventions pour comprendre le business conçu par le Docteur Knock, acteur central du film projeté en classe (version de 1951 tirée de la pièce de Jules Romains Knock ou le Triomphe de la médecine), pour lequel les étudiants ont dû réaliser un travail d’analyse présenté à un consultant. L’article restitue la recherche-action pédagogique conduite pour apprécier l’utilisation du cinéma dans la compréhension des conventions et sensibiliser à l’influence de celles-ci sur les affaires.
... MythBusters regularly appeals to viewers' dissimilar styles of learning. In doing so, it increases the viewers' understanding of the science involved in a myth: "When we take advantage of these multiple intelligences, we increase the learning potentials of our students, and open up the possibilities and potentials that are in them all" [23]. ...
The long-running Discovery Channel science television show MythBusters has proven itself to be far more than just a source of weekly entertainment. The popular cable program employs an array of sophisticated pedagogical techniques to communicate scientific concepts to its audience. These techniques include: achieving active learning, accommodating different learning styles, avoiding jargon, employing repetition to ensure comprehension , anthropomorphizing physical phenomena, using captivating demonstrations, cultivating an enthusiastic disposition, and increasing intrinsic motivation to learn. In this content analysis, episodes from the show's 10-year history were methodically examined for these instructional techniques. MythBusters represents an untapped source of pedagogical techniques educators at all levels may consider availing themselves of in their tireless effort to better reach their students. Science educators in particular may look to MythBusters for inspiration and guidance in how to incorporate these pedagogical techniques into their own teaching and help their students in the learning process.
... Ce cycle est appliqué à un contexte pédagogique pour améliorer les pratiques et réfléchir sur la pédagogie (Catroux, 2002). La recherche-action en contexte pédagogique fournit un cadre propice au repérage des problèmes, permet d'organiser le travail pour mieux accomplir la tâche d'enseignement tout en comprenant mieux ce qui se passe en classe (Stringer et al., 2010). Elle est généralement mise en oeuvre pour une durée courte, sur un petit échantillon (ex. ...
... Cognitive structure (i.e. schema, mental models) provides meaning to experiences and allows an individual to go beyond the information given (Stringer et al. 2010). ...
The aim of the article is to get a closer overview of the non-instructional methods of the teaching-learning process of geography. To achieve this goal, the results of the international project Borderland: Border Landscapes Across Europe (undertaken in 2012 and 2013, within the framework of LLP-Erasmus Programme) was presented. Special attention was paid on the innovative approach to learning methods, namely learning by doing (LBD) that was experienced in a multinational environment during the project’s implementation
... Rencana dan kurikulum pembelajaran anak seharusnya disesuaikan dengan tahap perkembangan kognitifnya. Menurut Piaget (Stringer, Christensen, & Baldwin, 2010) usia 2-7 tahun berada pada tahap preoperasional. Pada tahap ini anak belum dapat memahami hal abstrak. ...
One characteristic of an autistic child is having obstacles in attention span, which affects their learning process. Children with autism need appropriate learning methods to help them engaging the learning process. This study is aimed at figuring out an appropriate learning method for the subject in recognizing letters. The main question of this study is how to improve the subject’s attention span in learning letter recognition. This case study was conducted through five processes, i.e.: (1) accessing the subject; (2) analyzing the problem; (3) preparing interventions for the subject; (4) implementing interventions; (5) evaluating the effects of interventions. The study found that the learning method of movement and song can enhance the autistic child’s attention span. Therefore, children with autism need appropriate learning methods based on their interests.
[Salah satu karakteristik anak autis adalah memiliki hambatan dalam rentang perhatian, yang berdampak pada proses pembelajaran. Anak autis memerlukan metode belajar yang sesuai dengan karakteristiknya, agar dapat membantu proses belajarnya. Studi kasus ini bertujuan untuk mengetahui metode belajar yang sesuai untuk subjek dalam mengenal huruf. Pertanyaan utama pada penelitian ini adalah bagaimana cara meningkatkan rentang perhatian subjek dalam pembelajaran pengenalan huruf. Proses yang telah dilakukan yaitu: (1) mengases subjek; (2) menganalisis permasalahan; (3) menyusun intervensi untuk subjek; (4) menerapkan intervensi; (5) mengevaluasi efek intervensi. Kesimpulan dari studi ini adalah terdapat peningkatan rentang perhatian pada subjek, setelah menggunakan metode belajar gerakan dan lagu. Anak autis memerlukan metode belajar yang sesuai dengan minatnya.]
... Quite recently, scholars mostly in General Education arenas have attempted to define AR goals by introducing linear and/or sequential curriculum designing practicum, which has mainly been claiming to impose systematic routes of action and courses for teachers (Stringer, Christensen, & Baldwin, 2009). The argument, here, is that in the process of bridging in the gap between 'the ideal' and 'the real', a reflective teacher might find new routes for knowing the class routines, which cannot be said to have been following fixed routes towards exploring the class practicum. ...
... The "action" in the research can involve evaluation of a process being used or demonstration of a change over time, both of which require clear data collection processes. Action research, often used in educational research [26], is promoted as a way to integrate teaching and learning [27]. Kemmis [28] promotes the importance of both knowledge and change as results through action research. ...
Purpose. The purpose of this article is to describe action research in nursing education and to propose a definition of action research for providing guidelines for research proposals and criteria for assessing potential publications for nursing higher education. Methods. The first part of this project involved a search of the literature on action research in nursing higher education from 1994 to 2013. Searches were conducted in the CINAHL and MEDLINE databases. Applying the criteria identified, 80 publications were reviewed. The second part of the project involved a literature review of action research methodology from several disciplines to assist in assessing articles in this review. Results. This article summarizes the nursing higher education literature reviewed and provides processes and content related to four topic areas in nursing higher education. The descriptions assist researchers in learning more about the complexity of both the action research process and the varied outcomes. The literature review of action research in many disciplines along with the review of action research in higher education provided a framework for developing a nursing-education-centric definition of action research. Conclusions. Although guidelines for developing action research and criteria for publication are suggested, continued development of methods for synthesizing action research is recommended.
... Ce cycle est appliqué à un contexte pédagogique pour améliorer les pratiques et réfléchir sur la pédagogie (Catroux, 2002). La rechercheaction en contexte pédagogique fournit un cadre propice au repérage des problèmes, permet d'organiser le travail pour mieux accomplir la tâche d'enseignement tout en comprenant mieux ce qui se passe en classe (Stringer et al., 2010). Elle est généralement mise en oeuvre pour une durée courte, sur un petit échantillon (ex : une classe) et ses apports concernent ce dernier (Valica, Rohn, 2015). ...
Lors de la conception d'une affaire, pour laquelle la communication proposée mobilise le concept de Business Model, il semble utile de comprendre les espaces sociaux traversés par le projet. Ces espaces sont peuplés d'acteurs dont les comportements sont influencés par des conventions plus ou moins explicites. Ces conventions sont au coeur de la perspective conventionnaliste, laquelle semble peu influencer les modèles stratégiques utilisés par les dirigeants, les conseillers ainsi que par les pédagogues formant les étudiants dont l'insertion professionnelle, pour ce qui nous intéresse, se fait par l'entrepreneuriat. Il devient alors plus difficile de faire apprendre ces conventions à un public d'étudiants alors que leur cursus antérieur ne les y a pas confrontés. Pour favoriser l'apprentissage des conventions et par conséquent la mise au point d'un projet, une recherche-action pédagogique a été conduite auprès d'étudiants de Licence Professionnelle et de Master en entrepreneuriat. Le cinéma a été mobilisé pour placer les étudiants en situation d'observer des conventions pour comprendre le business conçu par le Docteur Knock, acteur central du film projeté en classe (version de 1951 tirée de la pièce de Jule Romains : « Knock-ou le triomphe de la médecine ») pour lequel les étudiants ont dû réaliser un travail d'analyse présenté à un consultant.
... Action research is a cyclical questioning process which is carried out with stakeholders collaboratively in order to introduce and solve a certain problem related to classroom or school (Creswell, 2012;Sagor, 2005;Stringer, Christensen, & Baldwin, 2010;Yıldırım & Şimşek, 2008). Action research is not an experiment. ...
The aim of this action research was to investigate the effects of digital storytelling in improving the writing skills of third grade students enrolled in rural primary schools. The writing performances of the students were measured before and after the teaching procedures of digital storytelling. Then, the process of narrative writing with digital storytelling was profoundly and carefully explored through observation and field notes, interviews, audio and video records, student diaries and documents, and student products. The results indicated that digital storytelling enhanced students’ ideas, organization, word choice, sentence fluency, and conventions in terms of writing quality. Similarly, the digital storytelling improved story elements and word counts in stories. In terms of the quality of students’ digital stories, the results demonstrated a steady progress in the elements of digital stories, and the technology literacy and competency of students throughout the process. Besides, the digital storytelling modified the process of narrative writing, and emerged as a beneficial tool to overcome the digital divide by developing students’ new literacy perception, competency, and skills. The digital storytelling also created learning community by improving interactions among students in the classroom, and increased their motivation to write.
... Using data gathered from instructional experiences in order to solve instructional problems or identify needs of diverse learners is the heart of action research. Action research is a professional practice and requires an open inquiring mind, with the learning needs of students considered to be the most imperative part of instructional design (Jaruszewicz, 2006;Stringer, Christensen, & Baldwin, 2010). K-12 education systems can be transformed into proactive, professional learning environments using action research as the means for all instructional decision making (Batagiannis, 2011;Good, 2009;Gravett, 2004). ...
The importance of Critical Reading Skill (CRS) and gender sensitivity to support every individual’s success in academic, personal, and social life has long been acknowledged. The accelerating advancement of technology makes the need for CRS & gender sensitivity more crucial. However, due to various factors, CRS development through the educational process has not been satisfactory. This research reviews current ideas and studies on the nature of CRS, gender sensitivity, the nature of fiction, and their role in developing CRS. To get ideas about how to implement using fiction to promote CRS & gender sensitivity, this study ends with the practical description of a step by step of using fiction with gender sensitivity to promote CRS through an instructional model. This study employs Classroom Action Research (CAR). Action research designs are systematic procedures used by teachers to gather qualitative data to address improvements in their educational setting, their teaching, and the learning of their students. Action research enables teachers to keep track and take account of the many aspects of their work with students through a systematic routine. This study aims to investigate gender sensitivity & the critical reading strategies employed by Indonesian English as Foreign Language (EFL) students. To achieve the aim of the study, the Stringer’s Action Research Model that is a cyclical and repetitive process of inquiry i.e. Look, Think, and Act was utilized. This study used Bloom’s taxonomy as useful reference tool to describe the ability of thinking simply for undergraduate EFL students. Indonesian EFL students are encouraged to employ critical reading strategies systematically thorough their reading process to engage in critical reading & gender sensitivity. The instruction of the critical reading strategies based on cognitive domain of Bloom’s taxonomy is also explicit and direct so that students are able to ask many organized and higher order questions. Throughout the study, students are also encouraged to believe that their reading difficulties were due to lack of strategies & gender sensitivity rather than a lack of their ability and skills.
Activeness during the learning process occurs when the teacher can create a lively learning atmosphere. Students can easily understand the material presented by the teacher by applying a learning model, so that learning outcomes can be achieved based on the learning objectives set. This study aims to improve the thematic learning outcomes of fourth-grade students using the POE model and find out their responses to using the model. The sample of this study amounted to 26 students consisting of 9 boys and 17 girls. The research design uses Kurt Lewin's classroom action research model to plan, implement, observe, and reflect. They were collecting data using observation, tests, and interviews. Data were analyzed descriptively with qualitative and quantitative approaches with the help of STATCAL software. The results showed that the pre-cycle learning completeness score was 7,7%, increased in the first cycle to 46,1%, and increased again to 88,4% in the second cycle. The minimum criteria for student completeness are 75, and the classical percentage is 80. The POE model can make students active in their learning. Students' responses in the interview were happy to learn because the teacher provided motivation and rewards, thus creating enthusiasm always to compete to be the best. Meanwhile, the teacher's response stated that POE could be used as a practical learning model to improve student learning outcomes because the steps stimulate students to think critically in predicting, observing, and explaining from observations.Keywords: Learning Model, POE (predict-observe-explain), Thematic Learning Outcomes.AbstrakKeaktifan pada saat proses pembelajaran terjadi apabila guru mampu membuat suasana pembelajaran hidup dan siswa dapat memahami dengan mudah materi yang disajikan guru dengan menerapkan model pembelajaran, sehingga hasil belajar dapat tercapai berdasarkan tujuan pembelajaran yang telah ditetapkan. Penelitian ini bertujuan untuk meningkatkan hasil belajar tematik siswa kelas IV-C menggunakan model POE dan mengetahui respon mereka dalam penggunaan model tersebut. Sampel penelitian ini berjumlah 26 siswa yang terdiri dari 9 laki-laki dan 17 perempuan. Desain penelitian menggunakan penelitian tindakan kelas model Kurt Lewin yang terdiri dari perencanaan, pelaksanaan, observasi, dan refleksi. Pengumpulan data menggunakan observasi, tes, dan wawancara. Data dianalisis secara deskriptif dengan pendekatan kualitatif dan kuantitatif dengan bantuan software STATCAL. Hasil penelitian menunjukkan bahwa nilai ketuntasan hasil belajar prasiklus sebesar 7,7%, dan mengalami peningkatan pada siklus I menjadi 46,1% dan meningkat lagi menjadi 88,4% pada siklus II. Kriteria minimal ketuntasan persiswa adalah 75 dan persentase klasikal adalah 80. Model POE dapat membuat siswa aktif dalam belajarnya. Respon siswa pada saat wawancara mereka senang belajar karena diberikan motivasi serta reward, sehingga menimbulkan semangat untuk selalu berlomba-lomba menjadi yang terbaik. Sedangkan respon guru mengatakan bahwa POE bisa dijadikan model pembelajaran yang jitu untuk meningkatkan hasil belajar siswa karena langkah-langkahnya merangsang siswa untuk berpikir kritis dalam memprediksi, mengamati, serta mampu menjelaskan dari hasil pengamatan.Kata Kunci: Model Pembelajaran, POE (predict-observe-explain), Hasil Belajar Tematik
Cultural Project Based Learning (CPBL) approach is a child-centered teaching and learning method based on the students' cultural activities and experiences. CPBL supports learning by engaging students in an investigation of a topic in their cultural setting. The ethnographic methodology was used to collect the data. Four mathematics teachers and thirty-two students from grade six to ten participated in the study. Students were provided a rich environment to explore mathematical ideas embedded in cultural artefacts observed in an out-of-school environment. The embedded mathematical ideas in cultural artefacts provide students to develop mathematical ideas beyond the four walls of the classroom. Both teachers and students reported that the CPBL approach provides an opportunity to explore mathematical ideas in a cultural setting and helps them to develop mathematical ideas. RESUMO | A abordagem de Aprendizagem Baseada em Projetos Culturais (CPBL) é um método de ensino e aprendizagem centrado na criança, baseado nas atividades e experiências culturais dos alunos. O CPBL apoia a aprendizagem ao envolver os alunos em uma investigação de um tópico em seu ambiente cultural. A metodologia etnográfica foi utilizada para a coleta de dados. Os quatro professores de matemática e trinta e dois alunos do sexto ao décimo ano participaram do estudo. Os alunos receberam um ambiente rico para explorar ideias matemáticas incorporadas em artefatos culturais observados no ambiente fora da escola. As ideias matemáticas incorporadas em artefatos culturais permitem que os alunos desenvolvam ideias matemáticas além das quatro paredes da sala de aula. Tanto professores como alunos relataram que a abordagem CPBL oferece uma oportunidade de explorar ideias matemáticas em um ambiente cultural e os ajuda a desenvolver ideias matemáticas. PALAVRAS-CHAVE: Abordagem CPBL, Artefatos culturais, Etnografia, Etnomatemática, Ideias matemáticas. RESUMEN | El aprendizaje basado en proyectos culturales (CPBL) es un método de enseñanza y aprendizaje centrado en el niño basado en las actividades y experiencias culturales de los estudiantes. CPBL apoya el aprendizaje al involucrar a los estudiantes en la investigación de un tema en su entorno cultural. Se utilizó metodología etnográfica para la recolección de datos. Los cuatro maestros de matemáticas y treinta y dos estudiantes de sexto a décimo grado participaron en el estudio. Los estudiantes recibieron un entorno rico para explorar ideas matemáticas incorporadas en artefactos culturales observados en el entorno fuera de la escuela. Las ideas matemáticas incrustadas en artefactos culturales permiten a los estudiantes desarrollar ideas matemáticas más allá de las cuatro paredes del aula. Tanto los profesores como los estudiantes informaron que un enfoque CPBL ofrece la oportunidad de explorar ideas matemáticas en un entorno cultural y les ayuda a desarrollar ideas matemáticas.
Cultural artefacts are anything constructed by people within a group that reflects the cultural identity of that group of people. A culturally contextual teaching and learning approach supports learners by engaging them in an investigation of a topic in a cultural setting. In this study, four mathematics teachers and thirty-two students from grade six to ten participated. Students were provided a rich environment to explore mathematical ideas embedded in cultural artifacts found in the out-of-school environment. The mathematical ideas embedded in these cultural artifacts enabled students to develop mathematical ideas beyond the four walls of the classroom. Both teachers and students reported that the cultural artefacts facilitate an opportunity to explore mathematical ideas in a cultural setting and helped them to connect mathematical ideas located in the out-of-school environment with formal mathematics.
This study is about the effectiveness of scaffolding method on students’ speaking achievement, and it is aimed to know effectiveness of scaffording method on students’ speaking skill. It was done at Universitas Kristen Indonesia on students’ speaking class of batch 2017. The method of the study is classroom action research, which was carried out within 2 cycles. The instrument of the study used was test sheet and observation sheet and the data taken using the instruments were analyzed by using descriptive statistics. The result of the study shows that scaffolding method is effective on improving students’ speaking achievement. ding can improve students' speaking skills. It is concluded that scaffolding method is a good method to be implemented at speaking class, and the lecturers are suggested to use scaffolding method when teaching speaking in the classroom.
The cultural artifacts created by the culture of a particular group of people embed sophisticated mathematical ideas and knowledge. The cultural artifacts familiar to students mediate to communicate abstract ideas of mathematics. This paper is intended to explore the mathematical ideas embedded in cultural artifacts and to assess its contribution to the process of teaching and learning of school mathematics. The ethnographic methodology was used to collect the data. Highly sophisticated mathematical ideas were found in the analysis of different cultural artifacts observed in the out-of-school environment. The cultural artifacts familiar to students are the source domain of conceptual metaphor to communicate difficult and abstract concepts of mathematics. Both teachers and students reported that the cultural artefacts and different cultural activities of the group of people help them in teaching and learning of mathematical concepts.
Aim:
The aim of this paper is to explore the process of staff leading change in consumer engagement practice in aged care.
Background:
Shifting expectations make engagement practice increasingly complex for service providers. This requires adaptive change within organisations. Organisations need to empower and support staff to critically assess practice, identify issues, and pursue opportunities for innovation.
Method:
Data were collected as part of an action research project addressing client engagement practice in Australian aged care. Staff worked together to identify issues for practice, generate solutions, and create change within their organisations.
Results:
Staff identified innovative ways of generating change, demonstrating leadership. However, a range of technical, practical, systemic and philosophical factors impacted their progress.
Conclusions:
Staff are effective, proactive change agents who can provide valuable insights into directions for their organisations, and can lead practice improvement in engagement. However, they require support through the organisational environment.
Implications for nursing management:
Staff in all roles can demonstrate adaptive leadership in changing engagement practice. However, those in traditional roles of authority need to recognise their own roles in showing leadership and supporting adaptive change. This provides a new insight into how managers can support practice change in consumer engagement.
When teachers inquire into problems within the classroom, they can support their own professional development and better equip their students to address contemporary needs. Drawing on frameworks for supporting inquiry-based practices in educational settings, this study aims to elaborate a model for the assessment of inquirer teacher identity while a teacher conducts an educational innovation. The model presents inquirer teacher identity as a dynamic multiplicity of ten teachers' competencies related to the five phases of the practice of inquiry (scan and focus, understand and explore, plan and implement, evaluate and reflect, write and present). Based on the model, a questionnaire that measures teachers' inquiry functions during the development of an educational innovation was constructed. The questionnaire is comprised of ten sub-scales with 43 Likert-type items in total. The questionnaire was shared on teachers' groups on social media and on special interest online groups, and teachers who actively develop innovative projects with their classes were requested to fill it in. 111 Greek in-service teachers from all sectors completed the questionnaire. Findings revealed that in-service teachers conduct inquiry functions to a considerable extent during the development of educational innovation.
This study is about the effectiveness of the scaffolding method on students' speaking achievement, and it is aimed to know the effectiveness of the scaffolding method on students' speaking skill. It was done at Universitas Kristen Indonesia on students' speaking class of batch 2017. The method of the study is classroom action research, which was carried out within 2 cycles. The instrument of the study used was a test sheet and observation sheet and the data taken using the instruments were analyzed by using descriptive statistics. The result of the study shows that the scaffolding method is effective in improving students' speaking achievement. ding can improve students' speaking skills. It is concluded that the scaffolding method is a good method to be implemented at speaking class, and the lecturers are suggested to use the scaffolding method when teaching speaking in the classroom.
Based on a preliminary study conducted in MTsN Balang-Balang Gowa – South Sulawesi, it found that teachers faced some challenges in implementing the 2013 Curriculum. In this case, a need of secondary book is needed by both teacher and studen. Besides that, the primary course book of 2013 Curriculum is not available more in the school. Therefore, this study aims to develop English teaching materials in forms of module and some other teacher references based on the 2013 Curriculum.
This study is Research and Development (R&D) by adopted ADDIE Model (Analysis, Design, Development, Implementation, and Evaluation) from Steve J. McGriff, 2000. The research procedure will start from analyzing materials in the syllabus of the 2013 Curriculum, analyzing the students’ need, designing the blueprint, developing the materials, implementing the materials in the classroom, and evaluating the materials by experts of 2013 Curriculum (evaluator students book) using experts’ judgment and rubrics of analyzing student book set by National Standard.
The result of experts’ judgment and rubrics seems to be that the materials are good, well-designed, well-organized, and proper to use to the learners. It is also appropriate with the content of syllabus of the 2013 Curriculum and matches the students’ need.
Keyword : Developing English Materials, 2013 Curriculum, ADDIE Model.
This study aims is to improve: (1) student learning motivation; and (2) students' writing skills in writing exposition texts of class VIII on State of Junior High School 3 Surakarta through the application of the Problem Based Learning model. This type of research is Class Action Research (CAR). This research was conducted in three cycles. This research was conducted in State of Junior High School 3 Surakarta in the first semester of the 2018/2019 academic year. This research was conducted in five months, starting from July to November 2018. The subjects of this study were students of class VIII- 9 in the first semester of the 2018/2019 academic year with a total of 32 students. The method of data collection is done by using tests, observations, questionnaires and document techniques. Data analysis techniques are carried out using critical analysis. Based on the analysis, the study concluded that: (1) the application of the Problem Based Learning model was able to increase students' motivation in learning Indonesian. This is indicated by an increase in the average score of learning motivation and the number of students with a learning motivation score of classification A (Very Good) and B (Good) in each cycle performed; and (2) the application of the Problem Based Learning model is able to improve students' writing skills in writing exposition texts of class VIII SMP Negeri 3 Surakarta in the first semester of the academic year 2018/2019. This is indicated by an increase in the average student score and the level of student mastery throughout the cycle. The average score of students' writing skills in exposition text writing, increased from 63.09 in the initial conditions, increased to 73.00 at the end of the first cycle, increased to 76.78 at the end of the second cycle, and then increased to 80.22 at the end from Cycle III. The level of mastery of student learning increased from 12.50% in the initial conditions, increasing to 43.75% at the end of the first cycle, increasing to 68.75% at the end of the second cycle, then increasing to 100.00% at the end of cycle III.
Abstrak
Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran berorientasi konstruktivisme, meliputi Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kegiatan Siswa (LKS), dan Tes Hasil Belajar (THB) mata pelajaran matematika SMK kompetensi keahlian Teknik komputer dan Jaringan (TKJ) yang valid, praktis, dan efektif. Penelitian ini merupakan penelitian pengembangan model 4D yang terdiri atas empat tahap, yaitu: (1) defining (pendefinisian); (2) designing (perancangan); (3) developing (pengembangan); (4) disseminating (diseminasi). Subjek uji coba penelitian yaitu 56 peserta didik SMK Muhamamdiyah 2 Yogyakarta dan seorang guru matematika SMK Muhammadiyah 2 Yogyakarta. Data kevalidan dan kepraktisan dikonversikan dari data kuantitatif menjadi data kualitatif dengan menggunakan tabel kriteria. Data keefektifan dianalisis dengan menggunakan uji one sample t-test. Untuk menguji kelebihefektifan perangkat pembelajaran berorientasi konstruktivisme daripada perangkat pembelajaran konvensional, data dianalisis dengan menggunakan MANOVA yang kemudian dilanjutkan dengan uji t-Benferroni. Hasil validasi menunjukkan bahwa perangkat pembelajaran valid. Perangkat pembelajaran telah memenuhi kriteria praktis. Hasil pengujian keefektifan menunjukkan bahwa perangkat pembelajaran berorientasi konstruktivisme lebih efektif daripada perangkat pembelajaran konvensional untuk materi peluang ditinjau dari aspek hasil belajar dan kepercayaan diri peserta didik.
Kata kunci: pengembangan, perangkat pembelajaran, konstruktivisme, kepercayaan diri
DEVELOPING A CONSTRUCTIVISM LEARNING KIT OF MATHEMATICS
FOR VOCATIONAL SCHOOL STUDENTS IN COMPUTER AND NETWORKS ENGINEERING COMPETENCY
Abstract
This research was aimed to develop a Constructivist Learning Kit of Mathematics, consisting of valid, practical, and effective lesson plans, worksheets, and learning achievement tests (THB) The research was a 4D development research that consisted of four phases: (1) defining, (2) designing, (3) developing, (4) disseminating. The subjects of the research were 56 students of SMK Muhammadiyah 2 Yogyakarta and a mathematics teacher of SMK Muhammadiyah 2 Yogyakarta. The data of validity and practicality of the results was converted from quantitative data to qualitative data using the guideline criteria. The data of results of effectiveness was compared to other class that used the conventional learning kit. To test the effectiveness of the learning, test data were analyzed using a one sample t-test. To test the effectiveness of the learning-oriented excess of constructivism than conventional learning kit, the data were analyzed using MANOVA followed by t-test Benferroni. The products are valid and practical. The test results show that constructivism learning kit is more effective than conventional learning kit for probability material in terms learning achievement and self- confidence aspects.
Keywords: development, learning kit, constructivism, self-confidence
This study aims to determine; 1) the competence of multilingual lecturers in English teaching at the University of Iqra Buru; 2) the factors influenced the multilingual lecturers’ competence; and 3) the students’ perception of multilingual lecturers’ competence.
This study employed qualitative research by applying grounded theory. The informant of the research was two of non-native English lecturers who have multilingual competence at the University of Iqra Buru. In collecting the data, the researchers employed three primary data collection techniques, namely; observation in which the researchers as nonparticipant observer who observed and wrote the field notes on teaching and learning process to see the multilingual lecturers’ competence; Interviewed both the lecturers, the head of department, and the students using voice recorder. In addition, the data also was gathered through teaching document. To analyze the data, the researchers adopted a technique suggested by Strauss and Corbin which consists of three steps; open coding, axial coding, and selective coding.
The result showed that; 1) The multilingual lecturers have high competence in personal and social, while the lack of their pedagogical and professional competence has been reinforced by their good intercultural and emotional competence; 2) The main factors influenced the multilingual lecturers’ competence were educational background, experiences, social interactions, and cross-cultural communication; and 3) The students mostly evoked positive perception toward the multilingual lecturers’ competence in English teaching.
Keywords: Multilingual, Lecturers’ Competence, English Teaching
Current challenges facing K-16 education, such as accountability, meeting standards, reaching diverse learners, curricular reform, and creating equitable conditions for teaching and learning, have fostered a greater interest in action research. To put it simply, action research is “a systematic, intentional inquiry by teachers” (Cochran-Smith & Lytle, 1993, p. 53; Stenhouse, 1985, as cited in Cochran-Smith & Lytle, 1993, p. 7) designed to “bring about practical improvement[s], innovation, change or development of social practice” (Zuber-Skeritt, 1996, p. 83) and to “understand, improve and reform practice” (Cohen, Manion, & Morrison, 2007, p. 297).
Growing into the teaching profession requires more than passing certification exams and completing required university courses; it requires an understanding of the “big pictureDarling-Hammond & Bransford, 2005; Buchanan, Baldwin & Rudisell, 2002). An environment where creativity is valued and where an ethic of service is nurtured establishes a place where pre-service teachers gain a sense of the whole rather than a piece-meal, test-driven picture of the profession. Research studies indicate that the big picture approach deepens understanding and allows students to integrate and use more of what they learn (Hammerness & Darling-Hammond, 2005; Wade, 1997).
ResearchGate has not been able to resolve any references for this publication.