Este artículo presenta un estudio etnográfico que examina dos situaciones didácticas similares en el aula de lengua inglesa. La primera se sitúa en un entorno de realidad virtual (RV) con hablantes ...nativos de la lengua inglesa y la segunda, entre pares, en un entorno no inmersivo (no RV). Las sesiones se han llevado a cabo a lo largo de 3 meses en una clase de 6 de primaria (N=24; 11 a 12 años). La integración de la RV en el aula tenía como objetivo enriquecer y reforzar las actividades no RV y así brindar más oportunidades de producción y comprensión oral en la lengua meta. Se analizaron las interacciones de 6 estudiantes en los dos entornos, utilizando el Análisis de Conversación Multimodal (ACM). Si bien la RV puede reducir la precisión en la producción del lenguaje de los discentes, los resultados indican que ésta facilita un uso más espontáneo de la lengua extranjera, además de proporcionar nuevas oportunidades para su producción y comprensión. El estudio demuestra cómo las actividades RV y no RV son complementarias y promueven la participación y compromiso del alumnado con el aprendizaje lingüístico. Palabras clave: Realidad virtual; aprendizaje de lenguas; MCERL; interacción; entornos inmersivos. This article presents an ethnographic study that examines two similar teaching situations in the English language classroom. The first takes place in a virtual reality (VR) environment with native English speakers and the second, among peers in a non-immersive (non-VR) environment. The sessions were carried out over 3 months in a 6th grade class (N=24; 11--to 12-year-olds). The integration of VR in the classroom aimed to enrich and reinforce non-VR activities and thus provide more opportunities for oral production and comprehension in the target language. The interactions of 6 students in the two environments were analyzed using a Multimodal Conversation Analysis (MCA) approach. Although VR can reduce the precision of learners' language production, the results indicate that it facilitates more spontaneous use of the foreign language, in addition to promoting new opportunities for its production and understanding. The study demonstrates how VR and non-VR activities are complementary and promote student participation and commitment to language learning. Keywords: Virtual Reality; Language Learning; CEFR; interaction; immersive environments. Cet article présente une étude ethnographique qui examine deux situations d'enseignement similaires dans une classe de langue anglaise. Le premier se déroule dans un environnement de réalité virtuelle (RV) avec des anglophones natifs et le second, entre pairs, dans un environnement non immersif (non RV). Les séances ont été réalisées sur 3 mois dans une classe de 6ème (N=24 ; 11 à 12 ans). L'intégration de la RV en classe visait à enrichir et à renforcer les activités non RV et ainsi à offrir davantage de possibilités de production orale et de compréhension dans la langue cible. Les interactions de 6 étudiants dans les deux environnements ont été analysées à l'aide de l'analyse de conversation multimodale (ACM). Bien que la RV puisse réduire la précision de la production linguistique des apprenants, les résultats indiquent qu'elle facilite une utilisation plus spontanée de la langue étrangère, en plus de promouvoir de nouvelles opportunités pour sa production et sa compréhension. L'étude démontre comment les activités RV et non RV sont complémentaires et favorisent la participation et l'engagement des étudiants dans l'apprentissage des langues. Mots-clés: Réalité virtuelle ; apprentissage des langues ; descripteurs du CECRL ; interaction ; environnements immersifs.
One of the focuses of education in Indonesia today is improving students’ critical thinking skills. This focus is evident by incorporating the dimension of critical thinking as one of the ...characteristics that must be developed in the Merdeka curriculum. This research aims to determine the profile of critical thinking skills among elementary school students in Surakarta city as a consideration for the implementation of the Merdeka curriculum. This study used a survey method. The sample consisted of 225 Phase B Grade IV students from 9 elementary schools located in 5 districts in Surakarta city. The sample selection was carried out using purposive sampling, with each district being represented by 2 elementary schools. The research instrument used is a case study-based written test. Questions on the research instrument are formulated based on elements and sub-elements of critical thinking skills derived from government regulations on the Pancasila Student Profile in the Merdeka curriculum. The data was analyzed quantitatively using a descriptive approach. The research results indicate that students’ critical thinking skills fall into the low category at 57%, the moderate category at 26%, and the high category at 17%. Based on this data, it can be concluded that the average critical thinking skills of elementary school students in Surakarta city can be categorized as low or inadequate.
The aim of this research is to obtain a description of data regarding the Implementation of the Teacher Professional Education Program (PPG) in Online Positions for Elementary School Teachers which ...is implemented by FKIP Muhammadiyah University Prof. Dr. Hamka. The in-depth study in this research uses a qualitative perspective which examines the Implementation Teacher Professional Education Program (PPG) in. Method in this research is CIPP, namely context, input, program and product of a program being implemented. The problems studied are related to the background, namely evaluating the background context of PPG UHAMKA and the institutional legal conditions of FKIP UHAMKA in developing human resource experience and infrastructure programs. In evaluating input regarding the readiness of FKIP UHAMKA in implementing PPG, PPG was presented in the position of Primary School Teacher Education (PGSD). Evaluation of learning processes or activities. Then evaluate the products resulting from the Student Performance Test (UKM PPG) in the form of increasing the number of professional teachers who are PGSD certified as evidenced by the resulting pass rate. The 2022 UHAMKA PPG PGSD Product Evaluation Program is very satisfying because the graduation rate is above 84%, this is encouraging news and should be maintained and even improved.
Innovative Behavior in Elementary School Teachers Izzati, Umi Anugerah; Handayaningrum, Warih; Mulyana, Olievia Prabandini
Studies in Learning and Teaching,
12/2023, Letnik:
4, Številka:
3
Journal Article
Recenzirano
Odprti dostop
Elementary school teachers have an important role in educational institutions. One of these roles is that the teacher can display innovative behavior in order to support the achievement of school ...goals. This study aims to analyze the description of innovative behavior in elementary school teachers. This study used a descriptive qualitative method with 12 teachers who worked in an elementary school as respondents. Data collection used unstructured interviews, and the research instrument was an interview guide. The research instrument was developed by the research team using innovative behavior theory from Jong and Hartog (2010). Data were analyzed using three processes, namely data reduction, data display and drawing conclusions. The results of this study indicate that overall, the innovative behavior of elementary school teachers is in the good category. This research is different from research that has been done by other researchers before. During this time other studies have addressed innovative behavior in employees in various corporate settings. However, to the knowledge of researchers, no one has highlighted innovative behavior in teachers at the earliest education level, namely elementary school.
MyScience is a primary science education initiative in which being in a community of practice (CoP) is integral to the learning process. Stakeholder groups-primary teachers, primary students and ...scientist mentors-interact around the CoP domain of investigating scientifically and learn from each other through participation. This paper is the fifth in a series and reports 27 year 5/6 students' (from three schools) perceptions of how their views were influenced through their involvement in a MyScience CoP. Semi-structured interviews, guided by a phenomenographic framework, were the substantive data source. Primary students' perceptions about science, science learning and science teaching were analysed using attributes associated with both communities of practice and the nature of science. Findings reveal that students' perceptions of what it means to be doing science' were transformed through their participation and students were able to identify some of the contributing factors. Where appropriate, students' views were compared with the published views of their participating scientist mentors and teachers from earlier papers. Implications for science teaching and learning in primary school community of practice settings are discussed. Author abstract
According to an editorial coverage (The Hindu, 2021), published during the pandemic, students and teachers have not been able to use computers and the internet has been acknowledged to be a form of ...deprivation, especially during the pandemic, just as the inability to attend in-person classes is another. According to the Ministry of Statistics and Program Implementation (MoSPI), only 24% of Indian households have internet access. A major correspondence report (2020) by one of India's leading newspaper, The Hindu, explains how tragic impact of pandemic on the economy alone has made girls and young women more vulnerable to early marriage, early pregnancy and gender-based violence at home and has adversely affected their future with the school closures and the eventual shift to online education, which added to aggravate their situation. Notwithstanding these incessant articles and research studies bringing out the ruthless realities from different parts of the country, the Union Minister of Finance and Corporate Afairs released a statement (PIB, 2021), that there has been a jump in number of smart phones being owned by students across rural India which has increased majorly from 36.5% in 2018 to 61.8% in 2020 and this would result in flling up the digital divide between urban and rural areas and, would ultimately lead to the end of gender based discrimination in education. ...with the virtual education, we have left the idea of inclusivity far behind and the worst part is that no one is considering an assessment of the number of adolescents who will be out of the education system if dependence on online classes increases with time, given the amount of uncertainty looming around (Jansata, 2020).
Technology is being a part of education development. Every sector use a digital tool to assist their work. The purpose of this study was to determine the effectiveness of distance learning ...e-portfolios. This research uses mixed methods by combining qualitative and quantitative research methods to be used together in research activity to obtain more comprehensive, valid, reliable, and objective data. The data collected used by collecting and analyzing qualitative data built on quantitative preliminary results to analyze web-based e-portfolios on distance learning in elementary schools. The result of this study state that using e-portfolio assessment wisely to balance classroom assessment and facilitate content knowledge learning is an alternative for teachers. Using a web-based portfolio can minimize the space as a place to store tasks with more diverse formats. Storage can also be neater, making it easy to find and easier to assess by educators.
The Next Generation Science Standards (NGSS) have spurred renewed interest in the epistemologies that students adopt as they engage in science practices. One framework for characterizing students' ...epistemologies is the "epistemologies in practice" framework (Berland et al. (2016), "Journal of Research in Science Teaching," 53(7), 1082-1112), which focuses on students' meaningful use of four epistemic considerations: Nature, Generality, Justification, and Audience. To date, research based on the framework has primarily examined students' use of the epistemic considerations in the context of diagrammatic modeling. However, with computational technologies becoming more prevalent in science classrooms, the framework could be applied to investigate students' engagement in computational modeling. Moreover, computational modeling could be particularly beneficial to a fast-growing population of multilingual learners (MLs) in the U.S. K-12 context, who benefit from leveraging multiple meaning-making resources (e.g., code, dynamic visualization). This study examined MLs' meaningful use of four epistemic considerations in the context of computational modeling in an elementary science classroom. Fifth-grade MLs (N = 11) participated in two interviews about computational models they had developed as part of two NGSS-designed instructional units that integrated computational modeling (in addition to other model types). Findings indicated that, while students used all four epistemic considerations across the interviews, some considerations (Nature and Generality) were used more frequently than others (Justification and Audience). Beyond diagrammatic modeling, "computational" modeling offered unique affordances for MLs to meaningfully use the considerations as well as to communicate this use, though not without some emergent challenges. Overall, this study highlights the promise of computational modeling for providing a rich sense-making and meaning-making context for MLs to use epistemic considerations. The study also highlights the importance of attending to both epistemic and linguistic aspects of MLs' science learning as well as the potential of interdisciplinary research for studying this learning.
Flipped learning is a well-recognized learning mode that reverses the traditional in-class instruction arrangement by delivering learning content outside of the classroom and engaging students in ...more activities in class. However, it remains a challenge for students to comprehend the learning material by themselves, particularly when learning abstract concepts such as in mathematics. In this study, an interactive e-book approach is proposed to support flipped learning. It facilitates and bridges out-of-class and in-class learning by providing support for interactive learning contents presented on mobile devices. To evaluate the effectiveness of the proposed approach, a quasi-experiment was conducted in an elementary school math course. The experimental group students learned with the interactive e-book approach in the flipped learning activity, while the control group students learned with the conventional video-based flipped learning approach. The experimental results indicated that the proposed approach not only promoted the students' self-efficacy for learning mathematics, but also improved their learning achievement; moreover, it was found that the approach benefited the lower self-efficacy more than the higher self-efficacy students. The learning record analysis further confirmed that the lower self-efficacy students spent more time reading the e-books before and in class than the higher self-efficacy students did.
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Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NMLJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
