Inquiry-based education receives much attention in educational practice and theory, since it provides pupils and teachers with opportunities to actively engage in collaboratively answering questions. ...However, not only do many teachers find this approach demanding, it also remains unclear what they should do to foster this type of education in their classrooms. Our research question was: Which teaching strategies are used by K-12 teachers when promoting inquiry-based education in their classrooms and what are the reported outcomes?
After searching for empirical studies on this topic, we examined 186 studies investigating different ways in which teachers can promote inquiry-based education. Analyses revealed varying teaching strategies, differing with regard to direction (teacher directed, student directed and mixed) and different perspectives of regulation (meta-cognitive, conceptual, and social regulation). Results show that important teacher strategies in metacognitive regulation are: focussing on thinking skills, developing a culture of inquiry, supporting inquiry discourse, and promoting nature of science; in conceptual regulation: providing information on the research topic and focussing on conceptual understanding; and in social regulation: bridging the gap between high and low achievers, organizing student learning in groups and focussing on collaboration processes.
•Inquiry-based education can be promoted in different ways by teachers in their classrooms.•Teachers should give room for more student-direction, and mixed direction.•Metacognitive, conceptual and social regulation by the teacher are important.
The formulation of this problem is: How to bring the character to life during the Covid-19 pandemic. The purpose of this study is: To find out and describe how to bring characters to life during the ...Covid-19 pandemict. This approach is an approach that focuses on research that is oriented to obtaining findings that cannot be obtained through a quantitative approach. Data collection in this study used several data collection techniques, including; Observation is one of the data collection techniques that is carried out through systematic observations of phenomena in the field. Since the government announced the first case of the 2019 corona virus disease (covid 19) in March 2020 ago, Indonesia has been faced with a pandemic. Almost all sectors of life are affected, including the education sector. Even though this is the case, the school continues to implement and improve the roles of teachers in animate characters, some of the roles of teachers are: teachers as teachers as well as evaluators, teachers as controllers in learning, teachers make learning with various good methods, and teachers be a guide in learning.
•This Australian study investigated the range of actions of a teacher during inquiry.•Individualised teacher instruction is a feature of Australian teaching.•Characteristics of teacher interaction ...with students examined using video capture.•Results showed teacher monitor, guide or redirect student learning during exchanges.•Teacher activities are multifaceted and responsive to student needss.
The value of effective teacher interaction during inquiry-based learning to catalyse deeper learning is widely endorsed. This project investigated activities that teachers undertake during inquiry-based learning through coding of videoed inquiry, using a Kikan-Shido lens. Inquiry-based teaching is often perceived as teacher-as-facilitator, but the teacher used a range of pedagogies, including explicit instruction. Findings showed that the teacher monitored, guided, and redirected student learning during inquiry-based learning. These responsive and multifaceted interventions were targeted to meet the needs of students and their progression through the task. A highly skilled teacher examines students’ progress to know when to ‘connect’ with and when to ‘disconnect’ allowing the students the space to engage in problem-solving and reasoning together.
The purpose of this study was to determine the teacher's role in instilling Islamic values in students in full day school and Islamic boarding school based elementary schools. This study uses a ...qualitative method with a descriptive approach. Data collection techniques in the form of observation, interviews and documentation. The data analysis technique used is data reduction, data presentation and conclusion. The results of this study are that the teacher plays an important role in instilling Islamic values in students because a teacher is assigned to not only teach and provide values but is also responsible for forming the noble character of students so that they have personalities and behaviors that are in accordance with Islamic values. Instilling Islamic values of students in Full Day School-Based Elementary Schools & Islamic Boarding School Systems, namely SD Al-Qur'an Minhajuth Thullab Pekalongan, East Lampung Regency through religious activities including: habituation in midday and afternoon prayers in congregation, dhuha prayer, habituation through typical pesantren curriculum programs, faith and piety building nights, and so on.
Gregor Samsa, one morning, upon waking up, realizes that he had become a cockroach. Cockroaches are the totemic representation of the paralysis of the intellect, and Gregor's room represents what is ...of the order of the psychic. The traditional school is cheap. Only in the domain of what is internal, Gregor Samsa does not interfere in the world and his attempt at revolt does not appear in the subject. The system is so orchestrated by its apparatus that even in its absence, it is present. Away from the real oppressor, who profits from all the quarrels inside the Samsa residence, they all reveal the true character of what they are, Freudian parapraxia; everyone turns out to be system employees. In the classroom, it is no different. Gregor Samsa is the stupid student. This is a work of bibliographic review, in which a critical reading of the theme is sought. The purpose of this article is to detect possible links between the work Metamorphosis with school education. The fantastic brought by Kafka permeates the social criticism of a time that can be connected with the pedagogical process. The baratal, objectified being is the silhouette of the school student. When Rancière points the way to intellectual emancipation, he wants to claim the individual's right to assume his will and his intelligence. Kafka, Rancière and Adorno signal us: there is an organized world that orthopedizes our thinking. In an attempt to make the content understand, the teacher-system interrupts the movement of reason, destroys confidence in itself, expels the proper path of acquisition by offering the disconnected image from the path of the other, the teacher.
This study aims to describe and analyze the role of Islamic religious education teachers in overcoming learning difficulties of student on reading and writing the Al-Qur'an. The research method uses ...a qualitative description using Miles, Huberman, and Saldana's technical data analysis, namely data reduction, and data presentation. To collect data using interview techniques, observation, and documentation. The role of the teacher in this research is first as a motivator, the teacher motivates students to be enthusiastic to participate in the Al-Qur'an learning process. Second, as a guide, the teacher provides direct guidance to students on their ability to participate in learning. Third, as an evaluator, evaluation is the final series in the learning process to be able to find out the extent of student success in participating in the learning process of reading and writing the Al-Qur'an. This research resulted in the finding that teacher professionalism is very important to be a motivator and to give stimulus to students so they continue to be motivated to learn. As for overcoming students' learning difficulties the Qur'an, namely by repeating readings called talaqqi. Furthermore, there is an active role in teachers, parents, and the environment. The three of them can communicate with each other productively to be able to find out the progress of students' progress in learning the Qur'an both reading and writing.
This article analyzes how a figuration of the teacher is made up within an ed-tech discourse and how it organizes how we think of teaching. It departs from an interview study with 25 'edupreneurs' ...selling hardware, software, and/or professional development regarding digital tools to Swedish schools. The analysis illuminates how the 'desired teacher' is similar to what is conceptualized as a Silicon Valley culture, privileging characteristics valued in the IT sector. Such a teacher coaches rather than lectures, is flexible, and ready to work whenever and wherever. S/he customizes his/her work to the individual student and his/her needs of knowledge, location, and timeframes, emphasizing that education is a personal business. 'Boring' parts of the work (grading and assessment) are believed to be taken over by technology. The teacher should be the one promising fun and creativity in order to educate dreamers for the future and workers in a knowledge economy. With help from Castells' theory of the network society, the study illuminates and discuss what this means for how we can think of school in terms of teacher authority, place and time. It also claims that a commercialized, neoliberal rationale is made possible in schools through the platforms.
The Flipped Classroom (FC) emerged at the beginning of the 20th century as an alternative pedagogical model to the traditional classroom. It consists of inverting (flipping) some teaching-learning ...procedures, transferring some activities outside the classroom and reformulating the roles of the teacher and the student. The aim of this study is to identify the main existing trends and emerging strategic lines of research with respect to the FC pedagogical model. To this end, a bibliometric study was carried out by analyzing the international scientific production found in the Web of Science (WoS) database. A total of 2,194 articles were reviewed during the period from 2007 to 2021. The results showed an increase in publications on FC from 2013 onwards, reaching a significant peak in the scientific literature in the last 2 years. Scientific evidence is presented on the didactic virtue of the model, together with the increase in the degree of student satisfaction and motivation. New lines for the future are suggested, such as: providing evidence of the improvement in academic performance and solid and profound learning results in its application to different fields of knowledge, educational contexts, or with different types of students. Also, to investigate the co-responsibility of students by stimulating autonomy and self-regulation.
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