Cognitive Learning Activities Research Articles

Class assignment in the elementary school: history and modernity

Current article reviews the problem of developing the class assignments for the elementary school student in the conditions of historical and modern education. It defines requirements for the assignment as a component of a learning activity of an elementary school student. The special emphasis is placed on the quality of class assignments and their multifunctionality that provides complex solutions to the different tasks related to the formation of anticipated results, especially of the metadisciplinary nature. The author substantiates the specifications and the organization of the educational assignment in the elementary school Russian Language class that allow elementary school students to form cognitive, regulative and communicative universal learning activities, as well as supplies rationale for the compilation of the effective language material that helps teacher to form linguistic items in elementary school students while maintaining increased awareness level.

Pengaruh Model Pembelajaran Think Pair Share Menggunakan Media Mind Mapping terhadap Aktivitas dan Hasil Belajar Kognitif Siswa

This study aims to determine the effect of think pair share learning models using mind mapping media on the activities and cognitive learning outcomes of class X science students of SMAN 06 Bengkulu City. This type of research is a quasi-experimental design with Non-Randomized Design. Samples were taken from 2 classes of 4 classes by looking at the mean scores of students who are almost the same, namely class X Natural Sciences A as the experimental class and Natural Sciences B as a control class. The instrument used was in the form of student activity observation sheets and cognitive test questions. Based on scoring the results of the observation sheet of the experimental class student activity was higher than the control class that was 58.56 and the average posttest result was 85.69 while the observation sheet of the activity class of the control class was 53.97 and the average posttest result was 63.03. Student activity variable t-test results obtained Sig value of 0,000 <0.05 t-test results of student cognitive learning results obtained p-value of 0,000 <0.05, which means there are differences in activity scores and cognitive outcomes of students before and after the intervention of the learning model think pair share using media mind mapping. In conclusion, Think Pair Share learning model with Mind Mapping media has an influence on students' cognitive learning activities and outcomes.
 Keywords: activities, learning outcomes, mind mapping, think pair share

PERBANDINGAN MODEL PEMELAJARAN DAN AKTIVITAS BELAJAR TERHADAP HASIL BELAJAR KOGNITIF PESERTA DIDIK KELAS X IPA SMA NEGERI 2 MANOKWARI PADA MATERI SISTEM PERIODIK UNSUR

Abstract This study aims to determine: (i) significant differences between the use of the Problem Based Learning (PBL) learning model and the cooperative learning type Team Assisted Individualization (TAI) model on cognitive learning outcomes in periodic elements of material systems; (ii) the presence or absence of the influence of learning activities on periodic system elements; (iii) the interaction between learning models for cognitive learning activities and outcomes in periodic system elements. This research is an experimental study with a 2x2 factorial design. The population in this study were class X students of SMA Negeri 2 Manokwari Science and research samples used were students of class X IPA 1 and consisted of 36 students and students of class X IPA 2 consisting of 25 students. Based on statistical test data using analysis of variance with the help of SPSS 23, the significant value obtained for the learning model was 0.582> = 0.05, for learning activities 0.027 <= 0.05 and the interaction between learning models with learning activities on learning outcomes 0.669> = 0.05. The conclusions of this study are (i) There is no significant difference in the periodic system learning outcomes using the Problem Based Learning (PBL) and Team Assisted Individualization (TAI) learning models; (ii) There are significant differences in the learning activities of students in the elemental periodic system material for students who have active learning activities with inactive learning activities; (iii) There is no interaction between the learning model and learning activities on the periodic learning outcomes of elements. Keywords: Problem Based Learning (PBL) learning model, Team Assisted Individualization (TAI) learning model, learning activities, learning outcomes

Built Environment Education Across Boundaries. The Case of Energy Retrofit As a Tool for Low Carbon Transition

Since the 1990s, several studies have focused on the concept of Transformative Pedagogy as a strategy to foster inter-disciplinary abilities to rise to the challenge of sustainable development. Although the impact of these transformative pedagogies is widely recognized, their integration in traditional educational programmes is often neglected, specifically in programmes that develop future practitioners in the built environment(BE).In this realm,research has promoted the integration across disciplines as key element to build locally appropriate technological solutions to deal with energy issues that building and urban scales. However,the lack of inter-disciplinary training and tools necessary to support the understanding of complex problems within an inter-disciplinary context has remained an issue. This project deals with this lacuna by developing an innovative learning platform for knowledge integration in Energy Retrofit(ER).This paper starts with an overview of the methodological approach,which was used to configure the main structure of the cognitive tool (i.e., cmapER). Then, the results of the workshop which involved twelve senior researchers with different backgrounds (e.g. economists, architects, planners, engineers and project managers) in a mutual process of knowledge exchange, are presented. The main findings point out a set of new functionalities and properties of the CmapER as a cognitive tool that canstimulateinterdisciplinaryperspectivesinER.Thiscontributionrepresentsafurther development on the combined use of cognitive mapping technique and meaningful learning activities in the realm of BE disciplines.

Efektifitas penerapan model pembelajaran kooperatif tipe students team achievement division dalam meningkatkan aktivitas dan hasil belajar kognitif siswa

The low activity and cognitive learning outcomes of Grade VIIIB MTs Aisyiyah students require innovation in learning by using cooperative learning models. This study aims to determine the increase in activities and learning outcomes in biology through the application of cooperative learning models of students team achievement division class VIIIB MTs Aisyiyah Sungguminasa Kab. Gowa. This type of research is Classroom Action Research which consists of two cycles. The subjects of the study were students of class VIIIB MTs Aisyiyah Sungguminasa Kab. Gowa. The research instrument was an observation sheet and a test. Data analysis techniques with qualitative descriptive statistical analysis for student activities and analyzed with quantitative descriptive statistical analysis for learning outcomes. The results showed that there was an increase in students' cognitive learning activities and outcomes namely from cycle 1 and cycle 2 with an average value of 46.71% and 85.5%. Thus, the conclusion of this research is the use of cooperative learning models of students team achievement division type can increase the activities and learning outcomes of students of class VIIIB MTs Aisyiyah Sungguminasa Kab. Gowa.

Компетентностно-ориентированные задания как средство формирования познавательных УУД (на материале математики 5 класса)

The need for the study is substantiated by the insufficient development of the conditions for organizing activities for the formation of cognitive universal educational actions in students through the use of competence-oriented tasks. The above indicates that the problem of the formation of cognitive universal educational actions through the use of competence-oriented tasks is insufficiently developed and requires additional research. Thus, a number of contradictions were singled out: between the modern requirements of society for students, who should have perfect cognitive educational devices that do not ensure their development in a secondary school; and between the need to develop cognitive learning in the process of teaching mathematics and the insufficient elaboration of this issue in pedagogical theory and practice. The outlined contradictions testify to the relevance of the research topic and allow us to formulate its problem: what should be the conditions for the use of competent-oriented tasks in order to form cognitive universal learning activities for students (based on mathematics)? Under the terms of the organization of activities in this article we will understand the complex of special conditions created by the teacher to achieve the goals set, namely the education and training of students. In the process of conducting research, certain skills are selected that are part of the cognitive universal educational actions. For the formation of the selected characteristics was organized training activities of students in compliance with the following conditions. First, the development and implementation of the mathematical circle I am learning to analyze. Secondly, the construction of work based on the use of specific types of competence-oriented tasks. Thirdly, two types of work were used: with ready competence-oriented tasks and to transform tasks from textbooks into competence-oriented ones. Experimental work has yielded positive results. Significance of the study: the materials of the article may be useful for school teachers of mathematics.

IMPROVING STUDENT'S COGNITIVE LEARNING OUTCOME THROUGH DISCOVERY LEARNING MODEL IN STRUCTURE AND FUNCTION OF PLANT TISSUES SUBJECT

<p><em>Discovery learning model encourages learners to find new knowledge and to look for the solution of problems or odd situations. The model provides an opportunity for students to actively participate in building knowledge that they would gain during learning. The research aims to improve student's cognitive learning outcome and activities through discovery learning model in the subject of the Structure and Function of Plant Tissues in SMP Negeri (Public Junior High School) 4 Ternate. The research is a classroom action research in the academic year of 2018/2019. The action research is conducted in two cycles. The research result indicates that the application of discovery learning model could improve the cognitive learning outcome and learning activities among students at class VIII-4 of SMP Negeri 4 Kota Ternate in the subject of the Structure and Function of Plant Tissues. </em></p>

BOTTOM-UP AND TOP-DOWN LISTENING PROCESSES WITHIN COGNITIVE CONSTRUCTIVIST LEARNING THEORY

The attention in Listening processes has switched from the text to the listener, from the process of identification to the process of understanding, and from the decontextualized memorization of definitions to developing language competence of students. This conception is then supported by the theory of congnitive constructivism which sees learning as the process of constructing new knowledge. This paper aims to explore activities which can be applied to develop listening language skills in a context of authentic learning within constructivist learning approach. The learning activity will be based on the features of constructivism which views learning as an active process and knowledge is not absorbed passively but it is invented by the learners. By integrating the top-down and bottom-up listening processes and cognitive constructifist learning activities, this process will facilitate students in elaborating their previous knowledge and constructing new knowledge.

Integration of the lesson and extracurriculum activities as the means of developing the cognitive activity of a younger schoolchild

Today, in the Russian system of comprehensive education, extracurricular activities are widely involved along with traditional training sessions in order to achieve qualitatively new learning outcomes. In the proposed work, the authors consider how after-hours pupils learn to organise their activities, independently acquire knowledge, master the forms of productive learning, that is, they accumulate their experience of "learning skills" – cognitive, regulatory, and communicative universal learning activities necessary to continue their studies. The novelty of the article consists in the fact that the described experience preserves the unity of the educational systems "lesson" – "extracurricular activities". Using theexample of an optimisation model, the authors show the development of the cognitive activity of younger schoolchildren. What is the most intelligent, is the general intellectual direction of extracurricular activities, in which this quality of personality is formed quite fully and systematically.

PENERAPAN METODE KURABA MOLEKUL UNTUK MENINGKATKAN AKTIFITAS DAN HASIL BELAJAR MATERI TATA NAMA SENYAWA KARBON

This study aims to determine whether (1) The application of Kuraba Moleculelearning method is able to increase learning activity and (2) Application of learning method Kuraba Molecule is able to improve cognitive learning result. The research method used is classroom action research consisting of two cycles. The subjects of this study were students of class XI IPS SMA Negeri 1 Lasem Lesson Year 2016 / 2017. In this research, the Sample is taken using technique Purposive Sampling. The sample is class XI IPS 4. Research data in the form of cognitive learning outcomes and learning activities. Data collection is done through observation, test, questionnaire, and documentation. The quantitative descriptive analysis is used to analyze the data. The results of the research and analysis show that: (1) Application of Kuraba Molecule learning methods is able to improve student learning activities. The activeness of students before the action of 30.3%, in the first cycle, increased to 57.58%, and in the second cycle increased to 84.84%. (2) Application of Kuraba Molecule learning method is able to improve student cognitive learning outcomes. The classical completeness before the action was 27.27%, in the first cycle increased to 66.67%, and in the second cycle increased to 78.78%.

ANALYSIS OF THE SCIENCE LEARNING OBJECTS OF THE GREEK DIGITAL LEARNING OBJECT REPOSITORY FROM A LEARNING ACTIVITIES PERSPECTIVE

In recent years, learning objects have been playing a crucial role in the teaching process. However, research focused on the analysis of science learning objects is particularly limited. The present study aims to analyze the science learning objects of the Greek Digital Learning Object Repository that are intended for primary school from a learning activities perspective. A total of 178 learning objects were analyzed. The analysis of learning objects from the perspective of the learning activities (cognitive and metacognitive) they activate in the students was carried out in line with the analysis framework of Overman, Vermunt, Meijer, Bulte and Brekelmans (2013). The analysis of learning objects showed that they are dominated by low level cognitive learning activities, while the learning objects that activate high level cognitive learning activities are limited. Finally, no learning objects activating metacognitive learning activities in the students were detected.

Technology of management of the quality of training of future engineers-teachers under conditions of master course of technical university

The article deals with the technology of the management of the quality of training of future engineers-teachers under conditions of the master course of the technical university. The essential advantage of indices of students from experimental groups is statisticaly important by criteria of formation of separate components of professional reflection and by this ability in whole. The qualitative analysis of obtained data gives a possibility to state that as a result of introduction of the management of the quality of training of future engineers-teachers under conditions of the master course of the technical university, essential changes in knowledge of its participants about aims and content of the process of managerial training, first of all, its psychological-pedagogical component take place. It is proved, that the dynamics of the results of the formation experiment confirms the initial hypothesis and proves the effectiveness of such management of means of psychological-pedagogical disciplines that givees their managerial training personal importance, consciousness, directionality on the continuous self development, both personal social and managerial one. The content and effectiveness of the technology of the management of the quality of training of future engineers-teachers under conditions of the master course of the technical university can be determined only in the process of the experimental work, because its formation presupposes introduction of purposeful and essential changes in the existing system of professional training. That is why the important object of our attention at this stage was the research formation. The elaboration of its method was realized taking into account the research task, according to which the proper level of the management of education quality can be achieved under condition of full mastering (knowledge – understanding – use) of all components of a phenomenon. The formation of professional competences of a future engineer-teacher must be realized on the base of: statements of system, activity, personal and integrative approaches; ideas of developing study; step-by-step realization of intellectual and pratical actions, pedagogical theory of a creative personality at learning-cognitive activity; principles of pedagogics and laws of production process

Развитие познавательных универсальных учебных действий обучающихся в процессе решения заданий с параметром

The article highlights the problem of developing universal learning activities of students at Mathematics lessons. It is proposed to use the didactic potential of tasks with a parameter developing cognitive universal learning activities while studying mathematics. By solving tasks with a parameter, students need to be able to show quite advanced logical reasoning, to work accurately with the range of permissible values of the variable and the parameter, i.e. they should demonstrate high level of logical thinking and mathematical culture. Therefore, it can be argued that when using such tasks in the process of teaching mathematics, it is possible to form and develop logical, symbolic and exploratory learning activities (according to A.G. Asmolov). The authors present a set of training exercises for the development of cognitive universal learning activities on the basis of various tasks with a parameter used during the Unifi ed State Examination mass testing in 2017.

The criticism of the phrase area of classical Chinese textbooks

이 연구의 焦點은 漢文 교과서 소재 ‘成語’ 영역 비평이다. 2009 개정 한문과 교육과정에 따른 중학교, 고등학교 漢文 교과서 所載 ‘성어’ 영역에 대한 비평의 준거를 마련하고, 성어 영역 단원 구성 방식 및 속뜻알기 교수･학습 방법에 초점을 두고 비평하도록 한다. 교과서 비평의 준거로 첫째, 단원 구성 방식을 설정했다. 둘째, 절차와 기법을 강조한 성어 교수･학습 방법 모형을 구안했다. 두 개의 비평 준거는 모두 ‘성어의 속뜻알기’에 焦點이 있다. 중학교, 고등학교 漢文 교과서 25種을 비평 준거에 따라 비평했다. 성어 영역 단원 구성 방식은 성어라는 文種에 주제와 학습 목표를 결합했다. 성어 영역 대단원 내 소단원 구성 방식은 성어의 주제나 소재별로 배열했다. 원리와 단계를 중시한 단원 구성은 찾을 수 없다. 한편, 많은 교과서가 성어의 겉뜻과 속뜻을 함께 제시했다. 학습자의 인지 작동 유발 전략과 학습 활동 공간이 없다. 由來나 來歷을 제시했지만, 속뜻을 알 수 있는 학습 단계로서의 기능을 상실했다. 고사성어 속뜻알기 교수･학습 방법으로 ‘추측 하기’, ‘비유 찾기’ 활동이 주목된다. 겉뜻에서 속뜻에 이르는 과정의 하나로 제안했는데, 학습자에게는 학습 節次의 하나로, 교사에게는 교수 案內의 하나로 소중하다. 소단원 사이의 원리와 단계를 중시한 단원 구성 방식을 교과서에 실현하는 과제가 요구된다. 속뜻알기에 이르는 절차를 따르고 각 절차에 적합한 기법을 동원할 수 있는 교수･학습 활동 구안이 후속 과제이다.The focus of this study is the criticism of the “phrase” area of classical Chinese textbooks. First, after establishing the grounds for criticizing the ‘phrase’ area of middle school and high school classical Chinese textbooks based on 2009 revised classical Chinese textbooks and curriculum, we focused on ‘how to construct a phrase area unit’ and ‘how to understand implications.’ As a criterion of criticism of textbooks, first, we have set up a unit structure. Second, I developed a method of teaching and learning a phrase emphasizing procedures and techniques. Both criticisms focus on ‘understanding the implications of a phrase’. 25 classical Chinese textbooks were analyzed according to criticism. The unit construction method combines the theme with the learning objective in the type of phrase. The structure of the subsection in the chapter is arranged by the theme or material of the phrase. We can not find a unit structure that emphasizes principles and steps. Many textbooks, on the other hand, presented the implications of the phrase. There is no learner s cognitive activation activity and learning activity space. Suggesting origin of the phrase, it lost its function as a learning stage to understand the implications.As knowing implied meanings of phrase originated in an ancient event, the ‘guessing’ and ‘finding analogy’ activities are attracting attention in teaching and learning methods. We proposed this as a process from the direct meaning to the implied meaning, which is valuable as one of the learning process for learners and one of teaching guidance for teachers. The method of unit construction that emphasizes the principles and steps between the sub-units must be realized in the textbooks. A follow-up task is a teaching and learning activity plan that follows the procedure to understand the implied meaning and mobilize the appropriate technique for each procedure.

The determination of structural components of readiness of primary school teachers to the use of learning-playing technologies

The structure of the readiness of students of the specialty “Primary education” to the use of learning-playing technologies was characterized in the study and its following components were separated: motivational, cognitive and operational. The brief analysis was each component was given. It was determined, that the motivational component reflects the moral-psychological student's readiness to the pedagogical activity and is characterized by the student's motivation to the learning-cognitive activity and participation in the process of this competence formation, interest of a future teacher to the pedagogical activity of teaching school subjects in primary classes, and also a self-estimation of the professional training and its correspondence to optimal professional examples. It was explained, that the cognitive component characterizes general pedagogical, methodical and special (playing-technical) knowledge and also pedagogical (terminal and instrumental) values. It was demonstrated, that the operational component consists of pivotal components as general pedagogic, methodical and special (playing-technical) skills, necessary for attaining a quality and high results of the professional pedagogical activity

Формирование у младших школьников познавательных учебных действий в ходе практических работ по математике

Формирование у младших школьников познавательных учебных действий в ходе практических работ по математике

Features of using the problem teaching methods in psychological and pedagogical training of future teachers of professional and technical educational institutions

The article theoretically grounds the influence of problem teaching methods (problem-informational, partially searching, research ones) on the results of psychological-pedagogical training of future teachers of professional-technical educational institutions within pedagogical process (learning, upbringing, development); within general and professional competences; within psychological-pedagogical competence.The problem teaching (creation of problem situation due to the skillful use of questions) attracts interest and active reaction of students, involves attention, helps to start teaching conversation and supports the thoughts exchange, reveals true feelings and views, exposes false ideas. This all favors the rational mastering of future professional activity.The partially searching method (use of pedagogical problems) plays a great role in formation of pedagogical activity experience (projecting, creation and solution of pedagogical situations).The research method (laboratory works, course projects and out-auditory individual learning-research work within disciplines of psychological-pedagogical training cycle) favors systematization, generalization, fixation and practical application of knowledge of learning courses, improvement of skills of independent learning-cognitive activity, visual reflection of the results of searching work.It was revealed, that the offered methods of formation of psychological-pedagogical competence in the process of psychological-pedagogical training favor the gradual increase of acquired learning achievements of future teachers of professional-technical educational institutions, provide the transfer of quantitative knowledge accumulation in the new quality – mastering of competences

РАЗВИТИЕ ПОЗНАВАТЕЛЬНЫХ УНИВЕРСАЛЬНЫХ УЧЕБНЫХ ДЕЙСТВИЙ ОБУЧАЮЩИХСЯ ОБЩЕОБРАЗОВАТЕЛЬНОЙ ОРГАНИЗАЦИИ ПОСРЕДСТВОМ УРОЧНОЙ И ВНЕУРОЧНОЙ РАБОТЫ С ТЕКСТОВОЙ ИНФОРМАЦИЕЙ

The issue of development of the cognitive universal learning activities (CULA) is connected with the introduction and action of the federal state standards on all levels of education. These CULA focus not only on obtaining particular subject knowledge (an information-oriented paradigm) but on the formation of prolonged vital ability to study (a system-activity paradigm). The paper gives the concept of the “cognitive universal learning activities”, describes new approaches and ways to activate the process of CULA formation aimed at work with the text and the text information, which is the cornerstone of actively developed hermeneutical approach (A.F. Zakirova, S.S. Maltsev, O.P. Mokiyenko, V.I. Slobozhnikova, etc.). The paper studies the possibility for implementation of the principles of system-activity and hermeneutical approaches in the combination of classroom work and after-classes activities of students of the general education organization in the theoretical, methodological and practically-focused contexts. A model is proposed for the formation of cognitive universal learning activities, which has practical significance. It is shown that introduction of the model into the educational process allows to acquire metasubject competences as ways of learning at a higher (advanced) level, which becomes possible due to systematic work with text information both in classroom and after classes, as well as reflexivity and skills of evaluation of the public information, necessary not only for successful learning but also for socialization and self-realization.

THE EFFECTIVENESS OF BRAIN BASED LEARNING MODEL USING SCIENTIFIC APPROACH IN MATHEMATICS LEARNING OF GRADE VIII STUDENTS AT SMPN 4 SUNGGUMINASA IN GOWA DISTRICT

This study aimed at describing the effectiveness of the implementation of brain-based learning model using scientific approach in Mathematics learning of grade VIII students at SMPN 4 Sungguminasa of Gowa District. This study employed pre-experiment research. The population was the entire students of grade VIII at SMPN 4 Sungguminasa of Gowa District. The sample is selected by employing cluster random sampling and obtained grade VIII B as the experiment class. Data collection consists of data of students’ activity in learning, data of students’ learning creativity in Mathematics, and data of students’ response on learning. Data were analyzed using descriptive analysis and inferential analysis. The instrument used in this study were observation sheet on learning implementation, observation sheet on students’ activity, learning test result to measure cognitive ability and learning activity on Mathematics, and questionnaire of students’ response. The results of study reveal that the students’ activity is in very good category by the mean score 3.6, the students’ learning outcome is in high category by the mean score 80.93 and the deviation standard 6.95, the classical completeness degree is 91%, the normalized gain of learning outcome is in high category, the students’ learning creativity result is in fair category by the mean score 66.18, the normalized gain of students’ learning creativity is in fair category, the students’ response on the implementation of brain-based learning model with scientific approach is in positive category by the mean score 3.6. In general, the conclusion of the study is the brain-based learning model using scientific approach in Methematics learning of grade VIII students at SMPN 4 Sungguminasa in Gowa district is implemented effectively

Реализация требований стандарта при изучении многогранников

The article describes the implementation of the requirements of the standard in the study of polyhedrons for profi le level. The organization of active
 teaching and learning activities of students with the introduction of concepts of the subject is shown. Using the problematic situation with the
 introduction of concepts, using an analogy, combining the front group and individual work, promotes the formation steps of formulating and solving
 the problems that are part of the universal cognitive learning activities. Solving the problem, hypothesizing, defending own point of view, requires the
 student correctly formulate the basic facts proving faithful view that promotes the formation of universal educational communication actions.
 In the profi le classes the study of material should be systematic and perform function of preparation for further education. Defi nition of polyhedron gets
 a diff erent meaning depending on how you defi ne a polygon. Polygon is the main element of the polyhedron surface. The study of polygons actually
 continues throughout the learning of mathematics in high school. In the process of teaching section of the polyhedrons can be used similar to the
 relevant issues of plane geometry course but it should be used carefully, because it may not always lead to plausible conclusions. Using the analogy
 between the actions of basic geometric concepts will help in the formulation of the defi nitions of new concepts.