Impact of Experiential Learning on Cognitive Outcome in Technology and Engineering Teacher Preparation

Ernst, Jeremy V.

doi:10.21061/jte.v24i2.a.3

Cited by 10 publications

(9 citation statements)

References 10 publications

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“…Hal ini sesuai dengan temuan Alkan (2016) praktik pembelajaran pengalaman dimana siswa aktif dalam lapangan efektif meningkatkan prestasi akademik dan keterampilan proses ilmiah dan temuan (Şimşek & Kabapınar, 2010) menemukan bahwa pembelajaran berbasis inkuiri memiliki dampak positif pada pemahaman konsep dan keterampilan proses ilmiah siswa. Strategi pengajaran yang memastikan partisipasi aktif siswa dengan bantuan penelitian ilmiah seperti pengalaman belajar meningkatkan pembelajaran konseptual lebih banyak bila dibandingkan dengan teknik yang lebih pasif (Ernst, 2013).…”

Section: Hasil Dan Pembahasanunclassified

Upaya Membangun Keterampilan Proses Sains Melalui Pembelajaran Inkuiri Berbantuan Alat Peraga Gaya Sentripetal

Negoro

2019

J. Pendidik. Fis. Keilmuan

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Pemahaman konsep tentang fisika akan lebih mudah diterima oleh siswa apabila mereka memiliki keterampilan proses sains. Pembelajaran inkuiri adalah salah satu alternatif untuk membangun keterampilan proses sains ini. Materi fisika gaya sentripetal dianggap oleh siswaidentik dengan persamaan matematis, maka peneliti mengupayakan penggunaan alat peraga gaya sentripetal untuk menunjang pembelajaran inkuiri. Tujuan penelitian ini adalah untuk membangun ketrampilan proses sains siswa melalui pembelajaran inkuiri berbantuan alat peraga gaya sentripetal sehingga hasil belajar dapat meningkat. Rancangan penelitian menggunakan penelitian tindakan kelas yang terdiri dari 2 siklus. Masing-masing siklus terdiri dari langkah: perencanaan, implementasi, evaluasi dan refleksi yang mengadopsi model spiral dari Kemmis dan MC Taggart. Hasil penelitian ini adalah sebagai berikut 1) terjadi peningkatkan ketrampilan proses sains pada siswa kelas X SMA melalui pembelajaran inkuiri menggunakan alat peraga dengan persentase ketercapaian keterampilan proses sains setelah CAR 89,34 % 2) Terjadi peningkatan hasil belajar siswa kelas X SMA melalui pembelajaran inkuiri menggunakan alat peraga ditunjukan oleh nilai rata-rata tes essai setelah CAR sebesar 85,2.

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Section: Hasil Dan Pembahasanunclassified

Upaya Membangun Keterampilan Proses Sains Melalui Pembelajaran Inkuiri Berbantuan Alat Peraga Gaya Sentripetal

Negoro

2019

J. Pendidik. Fis. Keilmuan

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“…This difficulty arises from imposed school parameters pertaining to format, sequencing, and subject-specific examinations. Although significant STEM learner progressions are well documented in integrative and experiential formats 2013;Hansen & Gonzalez, 2014), adoption and incorporation of integrative practices are vastly underutilized at the expense of learning. Fortunately, through prioritization and investment resource, integrative practices are gradually becoming more prevalent.…”

Section: Integrative Stem Education and Return On Investment Expectatmentioning

confidence: 99%

STEM Education Fiscal Year 2015: An Analysis of Educational Investments and Expectations

Swaby¹,

Ernst²

2016

JSTE

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In his Fiscal Year 2015 budget, President Obama proposed a strengthened investment in education with particular emphasis on STEM. With a $600.1 million budget, the President proposed several initiatives directed primarily at pre-Kindergarten through Grade 12 (P-12) education. These initiatives will target the improvement of teaching and learning in P-12. Also, the postsecondary sector will target the improvement of undergraduate STEM education and increase minority participation in STEM. Anticipated returns on these investments include more and better prepared, connected, and informed STEM teachers; accelerated introduction of proven, evidence-based STEM pedagogies; increased youth engagement in STEM in traditional and informal settings; increased participation in STEM from traditionally underrepresented groups; and increased retention of students in STEM. With the President's strong motivation toward providing students with relevant learning experiences that teach real-world skills, integrative STEM education is proposed as the vehicle to achieve the articulated goals. It is anticipated that STEM will become a foundational component of every student's educational experience across the country, which will ultimately lead to a broader STEM-literate populous and a more robust STEM workforce. STEM education is touted as a critical area of education that will determine the future global positioning of the United States. This governmental and monetary support is encouraging, but we question whether STEM is a genuine priority considering that the STEM education budget represents less than 1% of the U.S. Department of Education's budget and only 0.015% of the country's overall budget. Is the funding in line with the purported importance, and will it be sufficient to achieve the articulated goals and expected returns on investment?

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“…Studies have revealed benefits of authenticity (Herrington & Oliver, 2000; Reeves, Herrington, & Oliver, 2002) in terms of motivation and preparedness for future work. Students reported feelings of enhanced self‐efficiency, usefulness (Hursen, 2016) and enjoyment (Aiken & Day, 1999; Ernst, 2013). Studies dealing with authenticity found learners to develop their knowledge (Hramiak, Boulton, & Irwin, 2009) and improve their ability to apply theory to real world contexts (Ernst, 2013).…”

Section: Introductionmentioning

confidence: 99%

Serious game in introductory psychology for professional awareness: Optimal learner control and authenticity

Hummel¹,

Nadolski²,

Eshuis³

et al. 2020

Brit J Educational Tech

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Introductory Psychology courses in Higher Education lack application of knowledge in solving work‐based problems. We develop and study mini‐games that support a more active and experiential way of learning to increase professional awareness. This paper describes the instructional design and the factors under study: learner control and authenticity. We compared professional awareness and perceived authenticity for the old (without game, n = 130) and new course (with game, n = 197) by administering pre‐ and post‐questionnaires. Participants were allocated to game variants, differing in freedom of assignment order (less or more learner control) and number of sources available (less or more authentic). We computer logged their game actions, and asked them additional questions about gameplay that concerned aspects like motivation, flow, performance, learnability and usability. Both courses improved professional awareness (knowledge gains of 4% for the old and 12% for the new course), but only in the new course with mini‐games this was significant. Students evaluated gameplay and their content as “more than sufficient” to “good.” A free order of assignments was found to produce more effective (in‐game) performance, and the provision of more sources was found to improve learnability, authentic learning and appreciations of gameplay.

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Impact of Experiential Learning on Cognitive Outcome in Technology and Engineering Teacher Preparation

Cited by 10 publications

References 10 publications

Upaya Membangun Keterampilan Proses Sains Melalui Pembelajaran Inkuiri Berbantuan Alat Peraga Gaya Sentripetal

Upaya Membangun Keterampilan Proses Sains Melalui Pembelajaran Inkuiri Berbantuan Alat Peraga Gaya Sentripetal

STEM Education Fiscal Year 2015: An Analysis of Educational Investments and Expectations

Serious game in introductory psychology for professional awareness: Optimal learner control and authenticity

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