Numerous complications in conveying students’ideas and comprehending the words from teachers due to lack of academic vocabulary Many teaching techniques or strategies the teacher can use to make students learn the vocabulary effectively. This study aims at examining the effectiveness of Computer-based Flashcard Program (CFP) is effective in teaching vocabulary. Pre-experimental method with one group pretest and posttest was the design of this study. This study involved thirty one students of Islamic Junior High School in Makassar city, Indonesia chosen conveniently. The data were collected through a vocabulary test to examine the effectiveness of CFP to improve the vocabulary mastery using t-test. The result of the data analysis showed that there was a significant difference between pretest and posttest. This study found that use of CFP is effective to improve vocabulary mastery
This research sheds light on Indian children’s process of meaning-making of the Anthropocene using place-ecological meaning. It explores how children creatively expressed their understanding of human and more-than-human under the Anthropocene in books they authored. The children’s books were the primary source of data; additional data from creative writing responses, journals and interviews was elicited, and the analysed using thematic analysis. Results reveal that the children used their experiences with place-based nature to develop a strong place-ecological meaning, which inspired a striking critique of the necropolitical and geontopolitical regime of the Anthropocene. Children’s own sense of marginalization in an adult world forged empathy with the more-than-human, children, and marginalized humans, countering the hegemonic narratives that drive the Anthropocene, and fostering a sense of collective activism and resistance. In the books, the more-than-human entities became agents rather than objects centred around humans, shaping an exchange and co-merging with children. The results of this research reinforce theoretical and empirical work on the process of place-ecological meaning with additional significance as a qualitative study that foregrounds the voices of children in the Global South and their meaning-making of the Anthropocene. The study roots universal knowledge of the Anthropocene in familiar spaces using experiences, places and local ecologies. It recommends adding place-ecological meaning as a criterion for adjudging children’s environmental literature. It also recommends revising the place-ecological meaning scale to include ways to assess meaning-making of the Anthropocene.
Aligned with the constructivist notion that children’s learning is meaning-making and that theirvoices should be heard about their experience of educational programs, this paper exploresmiddle-school Indian children’s meaning-making of an innovative teaching and learning methodviz. the See-Think-Wonder (STW) thinking routine, held online during the pandemic. Givensparse prior research, the research design was qualitative, exploratory and used first-personaccounts as expressed in journals. 93 journal entries by 17 children were analyzed usingdescriptive coding and thematic content analysis. The results show that STW was athought-provoking and engaging activity for this population, even when adapted to an onlineversion and despite the traumatic context of the pandemic lockdowns. The impact of STWremained with children well after class hours as children continued engaging with the visualmedia in their journals. The STW provoked metacognition, engagement and positive emotions.Furthermore, the research highlights the important role of journaling and technology to enhanceSTW. Adoption of thinking routines is one way to improve children’s thinking, metacognitionand engagement, especially in an exam-oriented education system like the one prevalent in India.While the results are not generalizable, formal and non-formal educators should explore usingthinking routines in India in in-person and in online classes. Further qualitative and quantitativeresearch should be conducted using other data sources, and on specific of the role of journaling& technology in provoking meaning-making, and in context of bricks and mortar schools andnon-formal education spaces.
The study uses Interpretive Phenomenological Analysis to explore five Indian children’s meaning-making of nature and place during two environmental education programs. Data consisted of structured interviews, semi-structured group discussion, written assignments, and student-authored storybooks. The results show that children's encounters with nature led to fascination, a sense of peace and belonging, gratitude, and love. The sense of merging identities engendered feelings of protectiveness and anger at human actions. Children amplified their meaning-making by authoring storybooks on nature. The results reinforce theoretical and other empirical work on the process of nature and place connectedness but add to sparse research on the meaning-making of nature by Indian children through an examination of their own voices. Furthermore, they explore the integration of children’s meaning-making embedded in place and nature. Lastly, the research highlights how the dynamics of meaning-making and connectedness fuel children’s environmental activism.
India is facing a dire environmental crisis and education has been used as a tool to help people mitigate and adapt to the consequences of environmental degradation. However, there has not been much change in environmental behavior, hence a different kind of curricular approach is required. Research has identified that effective environmental curricula are contextualized, situated and transdisciplinary, and co-owned by students. These engender radical shifts in cognition, affect and behavior and create an understanding of the cause and consequences of environmental issues and inspire environmental activism. The curricula enable student voice and choice. However, for a curriculum to be transformative it must also explicitly integrate the cognitive, affective and behavioral dimensions of learning. PBL is a constructivist pedagogy which meets several criteria for transformative curricula. PBL uses learner centric practices including inquiry, collaboration, scaffolding, reflection and technology, and opportunities for action to create transformative learning experiences. While PBL has not been widely used in India, the few implementations have shown positive results. PBL should be widely adopted as an educational approach to address environmental issues in India. However, there are several challenges which must be identified and addressed for effective PBL implementation.
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