The Effects of Integrated Unit and Constructivist based Teaching Learning Process on Fourth Grades Students' Learning Levels, Attitudes Towards Learning, Academic Self-Confident

Savas, Behsat; Senemoğlu, Nuray; Kocabaş, Ayfer

doi:10.1016/j.sbspro.2012.05.569

Cited by 10 publications

(7 citation statements)

References 6 publications

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“…Predominantly, technology is considered in constructivism as essential tool to structure knowledge (Savas, Senemoglu & Kocabas, 2012). Particularly, the online interaction and apps contribute to extend student conscious not only on the local scale, but on the whole world, to learn about different aspects of knowledge (ibid).…”

Section: Social Constructivismmentioning

confidence: 99%

The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

Aldukhi¹

2021

Preprint

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The present study investigated the impact of the station rotation model (SRM) on enhancing students’ descriptive writing skills. It adopted the quasi-experimental pre-post test control/ experimental group design. The tools of the study included a pre/post- descriptive writing skills test, and open-ended questionnaire. The participants of the study were selected randomly, 40 female students enrolled in the twelfth intermediate school in Riyadh. Students of the experimental group received the descriptive writing skills instructions in nine sessions based on the SRM, two of them were for training. The study results revealed statistically significant differences at 0.05 level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall descriptive writing skills as well as in each descriptive writing skill. The researcher recommended that there is a real necessity from educators and teachers to prepare appropriate curriculums that involve implementing the station rotation model inside the classrooms, in a way that corresponds with teachers’ ability and students’ need, aiming to gain the mentioned advantages.

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Section: Social Constructivismmentioning

confidence: 99%

The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

Aldukhi¹

2021

Preprint

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“…With the epistemic worldview ensconced in social constructivism, we positioned this study in terms of the theoretical insights drawn from the integrated curriculum approach (ICA). Although the term ICA has been a topical issue in education research since the 20th century, Savas, Senemoglu andKocabas (2012:2811) state that its definition is fiercely debated. In addition, Fraser (2011:18) states that both the definition and implementation of ICA 'remain largely misunderstood due to the number of varying definitions available and the confusion between this approach and others'.…”

Section: Epistemological Orientationmentioning

confidence: 99%

“…From the above definitions, it would seem that the purpose of an ICA is to facilitate learning by engaging students in an authentic, meaningful and relevant scholarship that combines both theory of education and experiential practices from the field (Fraser 2011:18). The current popularity enjoyed by the ICA in higher education comes from a realisation that real world problems are not fragmented into the disciplines taught in schools but need to find meaning in the holistic learning experiences embedded in an array of academic subjects (Savas et al 2012(Savas et al :2811.…”

Section: Epistemological Orientationmentioning

confidence: 99%

“…By holding to this view we sought to understand how student teachers could be holistically assessed for teaching practice using a comprehensive model. In the context of this study, we reviewed the available literature to identify assessment strategies that student teachers use and that embody the qualities of the three approaches to curriculum integration (Savas et al 2012(Savas et al :2811. For this reason, we highlight strategies in the reviewed literature that integrate constructivist and traditional methods of assessment in teaching practice.…”

Section: Epistemological Orientationmentioning

confidence: 99%

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A comprehensive model for assessing student teachers’ professional competence through an integrated curriculum approach

Mpofu

Maphalala

2018

TDSA

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The purpose of this concept study was to propose a comprehensive model for assessing student teachers’ competences in teaching practice. The study answered the following question: How can student teachers be holistically assessed for teaching practice using a comprehensive model? Teaching practice is a crucial component of initial teacher education (ITE) preparation programmes. However, while teaching practice is one of the most widely studied areas in ITE, international studies indicate fragmented trajectories in the assessment of teaching practice. In addition, very few studies in South Africa have reflected on how assessment is done for teaching practice during ITE programmes. In most of these programmes, performance-based, observation-based, or on-demand assessments are given preference at the expense of others. Against this background, this study was designed to produce a comprehensive model for assessment of teaching practice during initial teacher preparation from the available literature. Epistemologically, the study was underpinned by social constructivism and theoretically supported by an integrated curriculum approach. The study followed a narrative literature review approach, focusing on studies that explored ways in which teaching practice is assessed in ITE. From this analysis, the study provided a holistic and comprehensive model for assessing student teachers’ professional competences during teaching practice.

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“…In contrast, a constructivist approach is able to shift the laboratory tasks from a teacher‐centred, passive and dependent approach to a more learner‐centred, teacher‐as‐facilitator, independent learning approach [11]. In the constructivist perspective, learners construct their own knowledge, and the teacher guides and present learning opportunities to facilitate student engagement and learning [6].…”

Section: Introductionmentioning

confidence: 99%

Independent and creative learning in a Digital Electronics course using a web‐based circuit simulator

Zhu

Howell

2023

Comp Applic In Engineering

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This paper illustrates the teaching approaches to assessment that foster independent learning in an undergraduate course in the discipline of Electrical and Electronic Engineering. A web-based circuit simulator of CircuitLab was used to implement some of the laboratory tasks. Practical solutions have been applied to bridge the learning achievement gap between the formative laboratory assessment and the summative examination. To promote creative and independent learning, unique individual self-discovery projects were given to each student. The projects are generated according to each student's student number in an innovative approach to prevent plagiarism. The scaffolding and self-discovery lab activities can be modified to be pure online versions, which had been attested in the online course delivery during the COVID-19 lockdown period in 2020.

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The Effects of Integrated Unit and Constructivist based Teaching Learning Process on Fourth Grades Students' Learning Levels, Attitudes Towards Learning, Academic Self-Confident

Cited by 10 publications

References 6 publications

The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

A comprehensive model for assessing student teachers’ professional competence through an integrated curriculum approach

Independent and creative learning in a Digital Electronics course using a web‐based circuit simulator

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