The effect of student-centered teaching and problem-based learning on academic achievement in science

Bara, Gëzim; Xhomara, Nazmi

doi:10.36681/tused.2020.20

Cited by 23 publications

(23 citation statements)

References 49 publications

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“…Different studies have shown how cooperative learning can increase students' performance in science education (Bara, Xhomara, 2020;Freeman et al, 2014;Mujassam et al, 2018;Okur, Doymus, 2014). Thus, the literature shows that students achieve better academic success in science in general (Arbab, 2003;Zakaria, Iksan, 2007), and in biology in particular (Lord, 1998;Watson, 1991).…”

Section: Cooperative Learning In Science Educationmentioning

confidence: 99%

Teaching the Plant Kingdom Using Cooperative Learning and Plants Elements: A Case Study with Spanish Secondary School Students

Fernández-González¹,

Franco-Mariscal²

2021

tused

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The plant kingdom can be learned more successfully if tasks involve direct contact with elements of the plant world and students have the possibility of working cooperatively in small groups within the secondary school classroom. This paper analyses student understanding of the general and floral physiology of angiosperms within a teachingsequence in which cooperative learning was applied to 74 Spanish secondary school students aged 12-13 years. The influence of group work and the use of plant elements on learning was assessed by comparing two tasks administered individually before and after the sequence. Subsequent application of Fisher's exact test detected statistically significant differences between the two milestones in favour of cooperative learning and the use of plants. We can therefore conclude that this active method for learning the plant kingdom enables students to get physically closer to the subject of the plant kingdom whilst developing their scientific knowledge via group work.

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Section: Cooperative Learning In Science Educationmentioning

confidence: 99%

Teaching the Plant Kingdom Using Cooperative Learning and Plants Elements: A Case Study with Spanish Secondary School Students

Fernández-González¹,

Franco-Mariscal²

2021

tused

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“…Se seleccionaron 4 reportes de implementación de didácticas para el desarrollo de habilidades de pensamiento en la enseñanza de las ciencias que utilizaron didácticas centradas en el alumno tales como la transdisciplinariedad, y el aprendizaje basado en problemas. Los autores revisados en este estudio son: Adkins, Rock y Morris (2018); Maya-Palacios, González-Hernández y Ocampo-Palacios (2018);Román-Bautista, et al, (2019) y Bara, G. & Xhomara, N.(2020). La Tabla 1. sintetiza los trabajos seleccionados, las didácticas y resultados reportados.…”

Section: Resultsunclassified

Estrategias Para Desarrollar Habilidades Del Pensamiento en La Educación Superior: Variables Ocultas Y Estrategias

Aravena¹,

Ruete²,

Campos³

et al. 2023

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La inquietud de un grupo de investigadores aunado a los métodos y estrategias para enseñar a pensar a las personas o más bien a los estudiantes, motivó la creación de este libro. Asimismo, busca explicar el rol que juegan las características de los estudiantes descritas en variables demográficas como la edad, género, etc., y variables ocultas de comportamiento, que se puedan extraer de la ejecución del instrumento de evaluación; como los tiempos de respuesta, transición de la respuesta del estudiante en las diferentes preguntas, etc., que también influyen en el aprendizaje y la acción cognitiva que son una parte importante del análisis del aprendizaje, visto desde distintas dimensiones. Enseñar a pensar por medio de estrategias significativas y reales, es una de las premisas de este libro, las cuales deben ser implementadas de acuerdo a la enseñanza explícita, ofrecer retroalimentación y sobre todo generar una metacognición, con la convicción de tener consciencia de que las habilidades que estamos desarrollando especialmente, aquellas que siendo complejas de generar, son unas de las variables a considerar.

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“…Dalam pembelajaran yang berpusat pada siswa, mereka diharuskan aktif, dinamis, dan mampu mengatur kegiatan mereka sendiri (Wangid, 2014). Dengan penerapan pembelajaran yang berpusat pada siswa, diharapkan mampu mengoptimalkan pencapaian akademik siswa (Bara & Xhomara, 2020), memicu metakognisi dan meningkatkan pemahaman siswa terhadap materi pembelajaran (Dong et al, 2019), dan meningkatkan kepercayaan diri serta kemampuan mental siswa (Asoodeh et al, 2012).…”

Section: Pendahuluanunclassified

Implementation of Humanistic Learning Theory in Limited Face-to-face Learning on the Primary Education

Agustin¹,

Aziz²,

Angraeni³

2022

Madrosatuna

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This study aims to dig deeper into the application of humanistic learning theory in limited face-to-face learning. The approach used in this research was qualitative method. The type of research used was case study. The location of this research was done at MI NU Hidayatun Najah which is located in the city of Tuban. The choice of research location was based on the fact that prior to the limited face-to-face and online learning, before this pandemic MI NU Hidayatun Najah was a full day school. Sources of data in this study were 3 informants which included class teachers and Koran teachers. The instruments in this study were documentation and interview sheets containing seven indicators regarding the implementation of humanistic learning theory in limited face-to-face learning. From the results of research that has been carried out by researchers, it is found that MI NU Hidayatun Najah Tuban has not been maximal in implementing humanistic learning theory in limited face-to-face learning. The results obtained in this study are still very limited and need to be developed in a wider scope. However, the findings in this study are expected to be used as evaluation material for a better implementation of humanistic theory at MI NU Hidayatun Najah Tuban.

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The effect of student-centered teaching and problem-based learning on academic achievement in science

Cited by 23 publications

References 49 publications

Teaching the Plant Kingdom Using Cooperative Learning and Plants Elements: A Case Study with Spanish Secondary School Students

Teaching the Plant Kingdom Using Cooperative Learning and Plants Elements: A Case Study with Spanish Secondary School Students

Estrategias Para Desarrollar Habilidades Del Pensamiento en La Educación Superior: Variables Ocultas Y Estrategias

Implementation of Humanistic Learning Theory in Limited Face-to-face Learning on the Primary Education

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