A mentoring practice for teaching geometry in nature with different methodological methods

Ensuring that students reach the determined goals of the courses at the desired level is one of the primary goals of teaching. In order to achieve this purpose, educators use a variety of teaching strategies and methods, and teaching materials appropriate to the content and the subject of the courses in the teaching process. As a matter of fact, it is known that the methods and materials that appeal to different sense organs of the students influence the learning process positively. In addition, the use of various teaching methods, techniques and materials in the teaching process both attract students’ attention and save the lesson from boredom, which affects the learning positively. In the process of teaching students sometimes have problems using their theoretical knowledge in real life situations. In this context, various teaching methods are also used for the practicalization of theoretical knowledge in the teaching processes. The case study method is one of the effective methods to achieve this purpose, because the case study method is a teaching method that enables students to acquire the knowledge and skills to deal with the problem they are working on and to produce information-based solutions in real life situations similar to the situations they are working with. In this study, the literature related to the case study method was examined and the application of the method, its history, application types, points to be considered in the application process, advantages of using the method in the teaching process and its limitations and teaching techniques to be used with the method are explained.

Medical colleges are using various teaching methods and educational resources in education. In order to explore the attitude of medical students towards these educational methods and resources and the factors playing a major role in their use in a medical school in an Arabic culture, a self answered questionnaire was directed to 283 medical students in their clinical years. Questions on the possible factors which affect the attendance and the use of these education resources were also included. Traditional methods of teaching, lectures, and clinical rounds were found to be the backbone of the educational process in this college. Attendance to lectures was related to both quality of subjects and to the lecturer, emphasizing the importance of a good lecture and lecturer. Clinical bedside teaching was found to be a popular and effective way of teaching medical knowledge, skill, and patient interactions to medical students. The library in this college was the least used resource and student appreciation of its importance was very low. General recommendations are to reduce dependence on lectures gradually in clinical years and to introduce new methods of clinical teaching.

The teaching process needs a good teaching method to obtain the academic goals, and this process did not reach success without the teacher adopting a correct method in the teaching process. And if the teacher does not choose the appropriate method of teaching, then he will fail in the teaching process. Away from this failure, the teacher must use the appropriate method in teaching to achieve the desired objectives in the educational process. The active learning method is one of the effective and attractive way in conducting the teaching and learning process, in this way the teacher attracts students' attention a lot because it exercises the students an active role in the learning process, by interacting with what they hear, watch or read in the classroom, and they observe, compare, and explain, generate ideas, and communicate with colleagues and mentors in an easy and flexible way. So students never feel bored and confused while learning. This research aims to find out the effect of application active learning in improving the language skills of students in Alfityan Aceh Islamic Junior High School. The researcher uses the experimental curriculum as the basic curriculum, and the community for this research is all students from the second grade of the Islamic Junior High School, which number 124 students. As for his sample, it is the students from the second grade (b) as the control group, and the students from the second grade (c) as the experimental group, as their number is 38. The research tools in this research are direct observation, personal interview, pre-tests and post-tests. And in the teaching process, the researcher applied the Card method in teaching the skill of listening and reading, solving problems in teaching writing skills and grammar, and playing roles in teaching the skill of speaking. As for the results obtained by the researcher, it is that the application of active learning has a positive effect in raising students' ability and efficiency in controlling the Arabic language. The evidence for this statement, as we see in the hypothesis test, is that the statistic t score = 4,85 is greater than the significant result of the significance level 3,5822 = 9.99% (0.001)

The aims of this research are to find out how the implementation of translation can improve the students’ reading skill and how the students’ responses to the use of translation method in the teaching and learning process. This research is a classroom action research. The participant is 39 students. The research instrument used is in the form of observation checklist, test, and questioners. The finding of the research shows that the implementation of translation improves the students’ reading skill in the teaching process and the test result. The result of evaluation which carried out in end of the cycle I obtained that the lowest score is 40 and the highest score is 82 then the average score is 58.1, cycle II gets the lowest score is 50 and the highest score is 85 then the average score is 60,9, and cycle III get the lowest score is 60 and the highest score is 85 and the average score is 65.8. Therefore, it can be concluded that the translation method can improve the students’ reading skill of grade VII D of MTs. Muhammadiyah Yogyakarta and the students’ responses are positive when the teacher applied translation method in teaching and learning process.

Background: Collaborative learning is a learning method which centered on students’ learning process. Although many theories and research results showed that interactive lecture is better than conventional lecture, but in fact, only few lecturers use the interactive method in teaching and learning process. Literature stated that using conventional method in teaching and learning process does not motivate students to learn more while using the other one (interactive lecture) will enhance students’ motivation. Collaborative learning is one of interactive lecture method. Based on the facts mentioned above, the researcher wants to compare students’ motivation who participate in conventional method and those who participate in collaborative learning method.Method: This was a quantitative research with experimental approach, used posttest only with control group design. This research measured students’ learning motivation by using Motivated Strategies for Learning Questionnaire (MSLQ). Subjects for the research were the second semester students of Public Health Scince of Tadulako University which divided into two groups randomly. Data were analyzed by Mann-Whitney test method.Results: There were a distinct disparity in students’ learning motivation after following learning process with conventional and collaborative learning method. Students who followed collaborative learning had higher motivation than students who followed conventional lecture.Conclusion: Collaborative learning improves students’ learning motivation toward the nutrient topic on Public Health Sciences.

With the development of computer information science and technology, mode controlled by dynamic access and feedback can adjust the effect of physical education and sports teaching process. Basketball elective course is one of the favorite sport programs of many students in college. The game teaching is a new teaching model which not only breaks the traditional boring teaching method but also uses race in teaching and training process. It not only can mobilize the students' interest and enthusiasm for learning but also can improve the efficiency of the students. The dynamic SOA access model is an architecture model facing to service. Through SOA access control model, teachers and students can do a good interactive teaching and can communicate with each other about the teaching method and process timely and can review the effectiveness of teaching. Based on this, the paper designs and develops a new SOA-ARBA dynamic access control model and combines it with basketball sports teaching process. It also designs and evaluates teaching effect evaluation method of basketball teaching method and gets comparison chart of learning interest and achievement of game teaching method.

Distance learning has characterized the previous school years, both in Serbia and worldwide, due to the COVID-19 pandemic. The transition from traditional forms of teaching to online learning happened quickly and unexpectedly, leaving many educators unprepared for this form of teaching. Some teachers encountered difficulties using various online platforms for conducting classes, due to a lack of platforms, insufficient time to shift from traditional to electronic teaching, and a lack of skills in using information technology and computers. Given this, the goal of this research is to determine the attitudes of teachers and special educators towards the use of computers and modern technology in teaching. The reason for comparing these three groups of respondents lies in the fact that there are few studies in our region that examine the attitudes of both teachers and special educators. The sample consisted of 248 respondents, of which 86 were primary school teachers (34.67%), 53 were subject teachers (21.33%), and 109 were special educators (44%). A modified version of the Teachers' Attitudes Toward Computers Questionnaire was used. The results show that the majority of respondents have positive attitudes towards computers and their use in teaching. Primary school teachers and subject teachers working in regular schools show more positive attitudes towards the use of computers compared to special educators. We believe that the positive attitudes of teachers and special educators contribute to the integration of computers into the teaching process, both now when teaching is conducted in a hybrid format, and in the present when students return to traditional classrooms. Keywords: education, attitudes, computers, special educators, coronavirus

The Practice of Diversified Teaching Method Research in Applied Undergraduate Colleges and Universities

In today's educational environment, it has become essential for both educators and students to acquire digital communication skills and competencies. This is driven by the growing incorporation of digital information technologies into teaching and learning methods. Primarily, these skills and competencies center around the capability to utilize diverse technologies and digital tools for the purpose of sharing information and facilitating knowledge transfer between educators and students. Conversely, communicative and social skills, as well as teaching methods, tend to receive less attention in recent studies. The goal of this research was to explore the opinions of teachers and students in digital communication in higher education about the importance of social skills and innovative teaching methods that are recognized in earlier literature (see Stronge, 2007) as the basis of an effective teaching process. A collaborative effort involving three international universities led to the creation and distribution of two online questionnaires. Each university administered two separate questionnaires, one targeting teaching staff (n = 70) and the other aimed at undergraduate students (n = 237). Data analysis using the SPSS software enabled the generation of a meaningful depiction of the data. The study revealed numerous findings. For instance, students from all three countries showed a highly positive attitude towards social skills and innovative teaching methods in digital communication during the teaching process, while teachers did not. This discrepancy is particularly evident between students and teachers in Bosnia and Herzegovina. Also, the age of students significantly affects the importance they attach to these aspects of the educational process, while gender does not.

This concept paper purposely to discuss the importance of Lesson Study practices in teaching and learning process of History subject. History teachers have to play an important role to create an effective teaching and learning method. They should apply various methods and techniques to create an impressive teaching and learning process and giving an opportunity for students to participate actively without feeling disinterested. The knowledge to diversify the teaching and learning methods will intensify the students' performance and changing their attitudes and interests towards History subjects which have been known as bored subject all this time. Because there are problems that arise among History teachers as not creative to prepare the Daily Lesson Plan and still tied to traditional patterns of practice, more creative and innovative teaching processes are needed to create effective teaching and learning processes. Thus, the Lesson Study is seen as a new approach to upgrade and increase the professionalism of History teachers. Teaching via Lesson Study will make History teachers more prepared while the students will get more effective learning sessions. The involvement of History teachers in Lesson Study will help to increase knowledge, Historical Thinking Skills, and creativity. This collaboration method can be implemented throughout group discussion and research study and discuss any problems arise in the teaching process. It is also able to create a conducive teaching and learning environment. Next, this concept paper will list several suggestions for improving Lesson Study in History subject. It has been targeted that Lesson Study can be applied to ensure that positive impact happens among students as well as teachers.

Effect of a Disability Course on Prospective Educators' Attitudes Toward Individuals with Mental Retardation

In this study, we examine students’ educational attitudes upon the transition to Dutch senior vocational education (SVE), a transition associated with high dropout rates in the first year. Prior studies have identified differences in educational attitudes between sociodemographic groups. However, the mechanisms underlying those differences remain topic of debate: some studies point at differences in the school orientation and support in students’ social communities outside school, others focus on differences in educational experiences between sociodemographic groups. Multilevel sequential regression analyses on a diverse sample of 1438 students in urban SVE schools reveal that students have very positive educational attitudes upon their transition to SVE. Ethnic minority students express particularly positive attitudes. School-related encouragement and support at home plays an important role in students’ attitudes, but the attitudes of students from lower educated or ethnic minority communities are less related to this support. Prior school experiences play an essential, but occasionally counterproductive, role in students’ attitudes upon transition, depicting the transition as a fresh new start for some, and an unwelcome threshold for others.

This research is motivated by how a teacher chooses and uses methods in the teaching process that are appropriate to the Islamic Religious Education subject matter, as well as the goals that must be achieved. Teachers in the teaching and learning process must experience development to improve the quality of education because teachers are one component of the educational process. This research method uses library research, namely a method of collecting data by understanding and studying theories from various literature related to the research. The drill and practice method is a technique that can be interpreted as a teaching method where students carry out practice activities so that students have higher dexterity and skills than what they have learned. So drill and practice is a teaching method that emphasizes lots of practice. The more practice, the more skilled students will be, so they will be effective in achieving the learning objectives of Islamic Religious Education.

The purpose of this article is to introduce and develop a teaching method and process that incorporates quick response (QR) codes and smartphones into field trips for biology classes. The teaching process using QR codes and smartphones consisted of four steps. The first step was the selection of a suitable field study site and identification of species at the site. For this study, a tidal mudflat in Korea was selected and 24 species were identified at the field site. The second step was the generation by the instructor of QR codes for the 24 species, construction of QR code sheets for the species, and installation of a "QR code decoding app" on students' smartphones. In step 3, students explored and identified species at the field study site using the QR code sheets and shared their results with classmates via a social network system (SNS). The final step was the presentation and discussion of results in follow-up classes. The teaching method developed for this study led to active classroom discussion via smartphone social-networking services. Besides detailing the "scan and learn" teaching method and process, the paper offers a quick checklist for teachers and simplified specifics for the creation of a customized and illustrative field-study guidebook that motivates students.

If asking questions equals to the application of the heuristic teaching method in teaching process, obviously, it is the misunderstanding of the application of the heuristic teaching method. Heuristic teaching method refers to a teaching method that the instructor raises questions and solves problems from the shallower to the deeper, from the near to the distant, from the outside to the inside and from the easier to the more advanced and leads students to grasp the knowledge actively, positively and consciously according to the textbook contents and student’s cognitive rules. The essence of the heuristic teaching method should be guidance and it is the specific embodiment of the educational concept of “giving priority to learning”. British educator Wald thought: “mediocre teachers only describe, good teachers explain, excellent teachers demonstrate and great teachers enlighten.” It becomes an appraisal standard for instructors whether they can use the heuristic teaching method or not. This paper mainly studies “heuristic” teaching method and takes the teaching design of “MCS-51 single chip interrupt system” as an example and analyzes the specific application of “heuristic” teaching method. Keywords—heuristic; interrupt system;teaching design; Teaching method I. WHAT IS HEURISTIC TEACHING Is asking questions heuristic teaching? If asking questions equals to the application of the heuristic teaching method in teaching process, obviously, it is the misunderstanding of the application of the heuristic teaching method. Heuristic teaching method refers to a teaching method that the instructor raises questions and solves problems from the shallower to the deeper, from the near to the distant, from the outside to the inside and from the easier to the more advanced and leads students to grasp the knowledge actively, positively and consciously according to the textbook contents and student’s cognitive rules. The essence of the heuristic teaching method should be guidance and it is the specific embodiment of the educational concept of “giving priority to learning”. British educator Wald thought: “mediocre teachers only describe, good teachers explain, excellent teachers demonstrate and great teachers enlighten.” It becomes an appraisal standard for instructors whether they can use the heuristic teaching method or not. In the teaching process of 《Single Chip Microcomputer Interface Technology and Application》 and 《The Access database system application 》 Course, the instructor can achieve a satisfactory result by using the heuristic teaching method. II. HEURISTIC TEACHING METHOD IN THE APPLICATION OF SINGLE CHIP MICROCOMPUTER INTERFACE TECHNOLOGY AND