Effective Science Instruction: Impact on High-Stakes Assessment Performance

Johnson, Carla C.; Zhang, Danhui; Kahle, Jane Butler

doi:10.1080/19404476.2012.11462092

Cited by 10 publications

(21 citation statements)

References 26 publications

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“…Cooperative learning has long been valued in education because of its positive results on students' academic achievement as well as affective domains (Hall, 1989;Michaelsen, Knight, & Fink, 2004). Collaborative learning refers to students working together toward a common goal in small groups (Johnson, Zhang, & Kahle, 2012) and emphasizes collaboration, teamwork, and student interaction (Duch, Groh, & Allen, 2001;Prince, 2004).…”

Section: Collaborative Teamworkmentioning

confidence: 99%

PBL in the Era of Reform Standards: Challenges and Benefits Perceived by Teachers in One Elementary School

Nariman¹,

Chrispeels²

2015

Interdisciplinary Journal of Problem-Based Learning

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Section: Collaborative Teamworkmentioning

confidence: 99%

PBL in the Era of Reform Standards: Challenges and Benefits Perceived by Teachers in One Elementary School

Nariman¹,

Chrispeels²

2015

Interdisciplinary Journal of Problem-Based Learning

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“…As other lessons are taught, educators should look for opportunities to connect students' prior learning on weather and climate science to other subjects. These three recommendations should make the lessons stronger in experiential (Morpus, 2017), inquiry-based (Johnson et al, 2012), problem-solving (Cheng et al, 2018), and cooperative or team-based learning (Gonzalez, 2018;Lin, 2006;Morpus, 2017;Terada, 2017) and more thoroughly use the formative worksheets the students completed (McDaniel et al, 2011) and writing to learn strategies (Gonzalez, 2018) that are reported in our literature review to enhance learning retention.…”

Section: Discussionmentioning

confidence: 99%

“…To increase learning retention, content must be reinforced and connections made to other knowledge (Terada, 2017;Willingham, 2015). Therefore, in the weather and climate curriculum, we employed a number of learning theories and strategies, in whole or in part, that are supported by the literature to improve science learning retention among middle school students: (a) experiential learning (Morpus, 2017), (b) inquiry-based learning (Johnson et al, 2012), (c) problem-solving learning (Cheng et al, 2018), (d) combining text with images in our visuals (Terada, 2017), (e) simulations and role-plays (Gonzalez, 2018), (f) formative assessments (i.e., worksheets for all lessons) (McDaniel et al, 2011); (g) cooperative or team-based learning (Gonzalez, 2018;Lin, 2006;Morpus, 2017;Terada, 2017), (h) writing to learn (e.g., writing hypotheses and conclusion statements) (Gonzalez, 2018), and (i) graphing exercises (Gonzalez, 2018).…”

Section: Figure 1 Yasc Conceptual Model For Improving Youth Science mentioning

confidence: 99%

Science Comprehension Retention Among Youth Agriscience Students Instructed in Weather and Climate

Dormody

Skelton

Rodriguez

et al. 2020

JYD

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The purpose of this article is to examine the science comprehension retention of 8th-grade science students taught a new weather and climate curriculum. The students’ middle school is part of an innovative Extension youth agricultural science center that has a mission to develop and test new teaching and learning models and curricula in agriculture and natural resources. Our curriculum was developed following a science comprehension model we created and have been testing at the center. It contained lessons on the water cycle, the greenhouse effect, measuring and analyzing precipitation and temperature data, and mitigating and adapting to weather and climate extremes in agriculture and natural resources. For each lesson, students viewed introductory PowerPoint slides, participated in an activating strategy, set up an experiment or analyzed local precipitation or temperature data, formulated hypotheses, participated in a summary activity, and completed a worksheet. We pretested 81 students, taught the curriculum over a 6-day period, and gave the posttest. We returned 2 months later to administer a follow-up to check for science comprehension retention. The students’ overall science comprehension and science knowledge, science skills, and reasoning abilities subcomponent follow-up scores were lower than their post-program test scores. Both boys and girls declined in their overall post-program test gains over the 2 months. Students also declined in their preference for learning-by-doing from post-test to follow-up. Based on these results, we made changes to the curriculum consistent with the literature on learning retention before publishing it online for youth educators.

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“…Penelitian ini dilatar belakangi beberapa penelitian terdahulu, Newmann and Wehlage menemukan dalam Authentic Teaching and Learning dapat mengarahkan berpikir struktur siswa untuk meraih substansi, inovasi dan prestasi belajar, pembelajaran ini dilakukan dalam kelas [1]. Peneliti lain telah mempertimbangkan siswa dapat mengekplorasi konsep authenticity dengan menggunakan pendekatan AI [2]; [3]; [4]; [5].…”

Section: A Latar Belakangunclassified

Penerapan Pembelajaran Authentic Instruction Learning dalam Upaya Meningkatkan Pemahaman PKn Siswa

Hafsah

Nursani

2020

CIVICUS

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Dalam pembentukan sumber daya manusia (SDM) yang berkualitas itu, peranan pendidikan kewarganegaraan khususnya meningkatkan pemahaman PKn sangat penting, terutama pada jenjang pendidikan menengah. Dapat meningkatkan pemahaman PKn harus memuat empat komponen yang sangat mendasar dalam membaca antara lain mencatat, tugas, observasi, dan presentasi. Tujuan penelitian untuk menjelaskan penerapan pembelajaran authentic instruction learning dalam upaya meningkatkan pemahaman PKn siswa. Metode penelitian ini menggunakan Penelitian ini menggunakan rancangan classroom action research, subyek penelitian sebanyak 38 orang. Pengumpulan data menggunakan observasi dan tes, analisis data menggunakan rumus ketuntasan belajar. Hasil penelitian menunjukkan penerapan pembelajaran Authentic Intruction Learning mampu meningkatkan pemahaman belajar siswa pada mata pelajaran Pendidikan Kewarganegaraan. Hal ini terlihat pada siklus I nilai rata-rata dari 38 siswa adalah 65,52 dengan persentase ketuntasan belajar adalah 57,89%, kemudian pada siklus II nilai rata-rata dari 38 siswa adalah 72.36 dengan persentase ketuntasan belajarnya adalah 78,94%, kemudian pada siklus III diperoleh nilai rata-rata dari 38 siswa adalah 84,47 dengan presentase ketuntasan belajar adalah 100%. Jadi pembelajaran Authentic Instruction Learning disamping mammpu meningkatkan pemahaman konsep PKn, dapat juga meningkatkan sikap kerjasama tim dalam berdiskusi dalam proses pembelajaran.In the establishment of qualified human resources, the role of citizenship education, in particular, enhances the understanding of Civic Education is very important, especially in the secondary education level. Can increase the knowledge of Civic Education should contain four fundamental components in reading, among others, taking notes, tasks, observations, and presentations. The purpose of research to explain the implementation of learning authentic instruction learning to improve the understanding of Civic Education students. This research method uses the research using classroom action research, subject to research as much as 38 people: data collection using observations and tests, data analysis using learning-submission formulas. Instruction Learning was able to improve students ' learning understanding of citizenship education subjects. This was seen on the I cycle. The average value of 38 students is 65.52, with the percentage of learning submission is 57.89%. In cycle II the average cost of 38 students is 72.36, with the interest of the study's presentation is 78.94%. The III cycle obtained an average value of 38 students is 84.47, with a percentage of the learning is 100%. So the teaching of Authentic Instruction Learning, in addition to improving the understanding of the concept of Civic Education, can also increase the attitude of teamwork in the discussion in the learning process.

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Effective Science Instruction: Impact on High-Stakes Assessment Performance

Cited by 10 publications

References 26 publications

PBL in the Era of Reform Standards: Challenges and Benefits Perceived by Teachers in One Elementary School

PBL in the Era of Reform Standards: Challenges and Benefits Perceived by Teachers in One Elementary School

Science Comprehension Retention Among Youth Agriscience Students Instructed in Weather and Climate

Penerapan Pembelajaran Authentic Instruction Learning dalam Upaya Meningkatkan Pemahaman PKn Siswa

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