Understanding Of Subject Matter Research Articles

“A Two-Way Street”: Adjunct Faculty’s Learning from and with Students about Subject Matter

Within the work of teaching, college faculty can develop stronger understandings of both their subject matter and their students’ socio-cultural understandings of that subject matter. Such learning is particularly important for faculty that teach today’s students, who bring unprecedented racial, ethnic, socio-economic and age diversity to higher education. By engaging their students’ diverse identities and life experiences, faculty can potentially deepen both their students understanding of subject matter and their own. To better understand this learning for adjunct faculty, who are the majority of faculty in higher education today, this study examines how and what adjunct faculty can learn about their students and subject matter within their work as teachers. Drawing on interviews and classroom observations of 19 adjunct instructors of general education courses at two institutions that serve a diverse student population, it yields insights into the ways in which adjunct faculty may learn about their students’ lives and identities, the subject matter of their courses, and the potential connections between that subject matter and their students.

GAMBARAN SIKAP BELAJAR POSITIF SISWA KELAS VIII DI SMPN 3 BATUJAJAR

The purpose of this study was to determine that students' positive learning attitudes and habits can have a strong motivation or interest in learning, good study habits, positive attitudes towards subject matter, intelligence, and not easily frustrated in the face of failure. Subjects in the study were 10 students who had low positive attitudes and learning habits. The data in this study were obtained through interviews and observations about students' positive attitudes. The approach used is a quantitative approach. The method used in this research is descriptive qualitative method. The conclusion in this study is that students who have positive attitudes and learning habits will show behavior in learning activities effectively and efficiently, both in planning learning activities and participating in learning activities, understanding and mastery of subject matter, and preparing to take tests or exams.Keywords: Positive Learning Attitude, students

The Discovery of Grounded Theory Practices for Software Engineering Research

Software engineering (SE) research addresses not only technical issues but also human behaviour. SE is considered as an immature discipline because many technical and social issues concerning software development and management have yet to be specified. SE in general is inclined towards quantitative approaches. Nevertheless, qualitative methods are still appropriate for SE research as the methods encourage deep understanding of subject matter. Grounded Theory (GT) is regarded as one of the potential qualitative methods that is applicable to SE research. The method is able to transform less and unknown SE phenomena into cohesive theories through systematic discovery of empirical data from the ground. This paper shares some encounters of using GT in SE research based on the reflection made on several SE research projects covering various phases of software development life cycle. The encounters are then transformed into adaptations and classified as GT practices for SE research, as an effort to inspire the spirit of using GT in SE particularly among novices. The practices embrace aspects concerning formulating research questions, handling preconceptions, utilising software tools, getting access to data and presenting theory and its development process. To illustrate on how the practices were derived, a case study is presented. The proposed GT practices could act as the starting point of adopting GT in SE research. They shall be refined and improved in future to possibly become best practices when more and more experience of using GT in SE are obtained.

MENINGKATKAN HASIL BELAJAR SISWA MELALUI METODE SQ3R PADA PEMBELAJARAN SEJARAH KELAS XII SMA NEGERI 1 TEMBILAHAN HULU

Low activity, student creativity in the learning process can result in the teaching and learning process being less than optimal so that the material presented is incomplete according to the expected completeness criteria. From the results of observations and discussions with the history subject teacher, information is obtained that the learning system has not fully involved students as the subject of learning consequently the final result to be achieved, namely individual and classical learning completeness with KKM (minimum completeness criteria) has not been achieved. One of the efforts made to improve the process and student learning outcomes, a learning method is used that makes it easier for students to compile and understand information or the content of the lesson text in increasing understanding of social studies subject matter so that learning outcomes are expected to increase, through the use of the SQ3R method. Based on the background of the problem, the formulation of the problem in this study is: "How are the students' learning outcomes increased through the SQ3R method in history learning for students of XII SMA Negeri 1 Tembilahan Hulu Indragiri Hilir? "The purpose of this study is to determine the activities of teachers and students as well as the improvement of student learning outcomes in history subjects through the SQ3R method for class XI SMAN 1 Kateman Indragiri Hilir. The conclusion of this study is that the student learning outcomes, before CAR the average daily test was 64.3, after the CAR based on the daily test cycle I increased to 81.8 and was included in the good category. In the second cycle of daily tests, it increased again to 92.8 and was included in the very good category. Thus, the use of the SQ3R method can improve student learning outcomes in history learning for class XII at SMAN 1 Tembilahan Hulu, Indragiri Hilir Regency

Integrating gamification in a blended learning entrepreneurship course: discussing student learning and achievement motivation

This study examines the acquisition of student learning outcomes using gamification. There are three main features of this experimental research. First, there is an independent variable that is manipulated. Second, control over all other variables. Third, there is observation and measurement of the dependent variable due to manipulation of the independent variable: 1) there is a significant difference in understanding of entrepreneurship subject matter between groups of students who use learning strategies; 2) there is a significant difference in understanding entrepreneurship subject matter between groups of motivated students; 3) there is an interaction effect between gamification learning strategies and project-based learning strategies with high and low achievement motivation on understanding entrepreneurship subject matter. This study is one of the few studies that develops a gamification strategy, especially in the entrepreneurship course for fifth semester students of the Indonesian Language and Literature Education Study Program, FKIP Unisda, Lamongan.

An Analysis of Pakistan’s National Curriculum of Mathematics at Secondary level

The purpose of the study were to analyze the Curriculum document of National Curriculum of mathematics of secondary grades. The study employed qualitative research paradigm within it the discourse analysis technique was used to analyze the mathematics curriculum document. Discourse analysis helps in understanding the written, spoken and signs language used in any document analysis. The sample of the study were foreword, introduction, objectives, reviewer’s notes and list of reviewers, the sections of mathematics in the national curriculum of mathematics (2006) for secondary grades. The findings of the study revealed that the National Curriculum of mathematics (NCM) 2006 was focused on transfer of Knowledge. However, it neglected the conceptual understanding of essential subject matter. It has been also discovered that the content of the mathematics is not taught according to the prescribed curriculum. Moreover, standard were not implemented properly. The role learners were recipient of knowledge and that of teachers is transmitter .Thus, it neglected the participatory and constructive approach of teaching and learning mathematics. Moreover, the curriculum ideology was not considered while developing the mathematics curriculum. It is suggested that the curriculum developers should revisit the policy on social constructive approach so that curriculum can be taught conceptually rather than standard based. Moreover, formative assessment should be included throughout the year rather taking annual examinations. It is recommended that teachers should impart mathematics education by linking math to social context and encourage students to construct meanings socially.

Active projects for teaching and learning soil microbiology and applications of inoculants to increase perceived subject matter understanding and acquisition of knowledge.

Active methodologies for teaching propose tools and strategies for improving student learning by using participative and integrative approaches. These lead students to autonomous research for industry problems and solutions. This study aimed to apply active-project active methodologies to undergraduate soil microbiology and inoculant courses to verify students' perception of their knowledge levels on these topics. Forty undergraduate students received the traditional methodology that presented theoretical contents referring to the soil microbiology and inoculants; one group of twenty also elected to receive active methodologies based instruction during which they developed active projects that were structured in seven steps: briefing, bibliographic research, problematization and resolution, solutions, abstract and banner creation, and presentation. At the end of the academic year, all students answered a questionnaire to verify the perception of their levels of knowledge of soil microbiology and inoculants. Regarding the topic of microbial inoculants, perceived knowledge was the same for both groups, but overall, the active methodologies group had higher perceived knowledge of good practices of inoculation. The two groups were clustered by a multivariate approach, confirming that the use of active projects can increase the knowledge and level of subject matter understanding. The active projects contributed to undergraduate students' increased assimilation and perceived understanding of soil microbiology subject matter content and microbial inoculant issues. The active projects can be explored in other subdivisions of soil science, including agriculture and environmental studies.

Design of Learning Media for Web-Based Subjects Geography. (Case study: Class XI majoring in social studies at Citra Nusa Senior High School)

Learning about geography is very important for students to learn. By knowing the geographical layout, students can find out various kinds of natural resources produced by a place or location. Limited time to explore each topic is also a problem that must be faced to improve their understanding of geography subjects. This research used descriptive qualitative method by collecting detailed, in-depth and actual data. This method is derived from knowledge and facts found in the field. Interactive learning has the potential to create a high-quality learning environment that actively engages students, hopefully increasing interest in understanding better thus the target can be achieved by the teacher. The resulting application can be a good choice for delivering learning material as well as for generating interest in learning as well as students’ understanding of geography subject matter so as to enhance student achievement. The information obtained by students is very important so students realize that Indonesia is a producer of many natural resources. The form of development this application is to assist students in understanding the concept of learning material that is presented interactively by the system and is able to understand about all the natural resources produced at that location.

Learning conflicts of understanding of the subject matter. To differentiating between questionbased and discursive patterns of teaching

Die Unterscheidung von fragend-entwickelnden Unterrichtsmustern (Initiation-Response-Evaluation, IRE) und diskursiven Formen geht zumeist mit einem von zwei gegenläufigen normativen Momenten einher: der Präferenz für diskursive Muster oder der Legitimation fragend-entwickelnder Muster als Anerkennung des Faktischen. Zur ausschließlich deskriptiven empirischen Erfassung dieser beiden Modi schlägt der Beitrag auf systemtheoretischer Grundlage den Begriff der Lernkonflikte vor. Das zentrale empirische Unterscheidungsmerkmal zwischen IRE-Mustern und Lernkonflikten ist die Frage, ob Beiträge von Schüler*innen stets unmittelbar evaluiert werden oder die Evaluation retardiert wird und damit zeitweise ungeklärt ist, welcher der Beiträge der Schüler*innen als richtig anerkannt wird. Die These lautet, dass sich dahinter zwei unterschiedliche Bauweisen des Unterrichts verbergen. Anhand von empirischen Beispielen wird sowohl dieser Begriffsvorschlag der Lernkonflikte in seiner Differenzierungsmöglichkeit veranschaulicht als auch der Frage nachgegangen, wie Unterricht, in dem wiederholt Lernkonflikte auftreten, strukturiert ist.

A Case Study on School Innovation and Change

The implementation of the rigorous, complex Common Core State Standards (CCSS) has prompted schools to initiate change in traditional organizational structures. The CCSS have required teachers to have a deeper understanding of subject matter and specialized content instruction to effectively teach the standards. There is a vast amount of research on educational change as related to school improvement, however, this research analyzed how schools create a context for change to implement a new innovation and improve the learning environment.
 
 The purpose of this research study was to evaluate the effectiveness of an innovative hybrid schedule in improving student learning outcomes and school culture. This mixed-method research study used data generated by the Stages of Concern Questionnaire (SoCQ), AdvancEd®’s Stakeholder Feedback Survey, ACT Aspire® Student Achievement Tests, and teacher interviews. The conceptual framework of the case study was based on the five attributes of the PLCs identified through the work of Shirley M. Hord (2004) and Michael Fullan’s Educational Change Theory (2007). The results of this study indicated the implemented innovation had a significant impact on school culture based on the two administrations of the AdvancEd®’s Stakeholder Feedback Survey. Additionally, student learning outcomes measured by ACT Aspire® Reading and Mathematics Student Achievement Tests showed statistically significant improvements in both reading and math. Lastly, the analysis of teacher interviews supported the findings in the quantitative data.

Fluid Mechanics Education Using Japanese Anime: Examples from “Castle in the Sky” by Hayao Miyazaki

Current K-12 and undergraduate students have grown up with constant exposure to visual popular culture (e.g., movies, TV programs, graphic novels, etc.). Because youth find pop culture references in the classroom to be engaging, many science and engineering instructors have shown that examples found in visual pop culture can be used to teach science and engineering concepts. One recent study on the efficacy of using pop culture for instruction found that high school students learning from graphic-novel style comics acquired deeper understanding of complex subject matter and reported higher engagement with the instructional materials as compared to students learning from traditional text materials. Furthermore, the increased engagement with the instructional comics was even greater for students who were less likely to self-identify as a “science person.”

Connecting Current Literature, Cartoons, and Creativity: Incorporating Student-Created Cartoons in a Biochemistry Course to Enhance Learning

Pharmacy students in a biochemistry course enhance their learning by creating cartoons on pharmaceutical topics. For each of six course assignments, students are given and reflect on a current, advanced review article. The assignment has three parts: (i) Students write a one-sentence synopsis of the article; (ii) students create a cartoon that includes speech balloons; and (iii) students ask a “How?” or “Why?” question about the topic. Students gain understanding of subject matter directly related to their major and approach the literature with creative engagement and a novel perspective.

Penerapan Metode Rapid Application Development (RAD) Dalam Perancangan Media Pembelajaran Multimedia

Multimedia learning media is one of the learning media used in the teaching-learning process. Based on the results of observations made on simulation subjects and digital communication shows several obstacles in the learning process such as the level of student understanding of subject matter is still low, the level of student activity and the media used are still less varied because the learning process is still fixated with books and not available media multimedia learning in simulation subjects and digital communication. The method used is the RAD (Rapid Application Development) method with object oriented approach and uses UML as a tool for media development. Based on the results of the trial, the media designed can attract the attention of students when studying, and in hrapakan can increase student grades in simdig subjects.

Assessment of Self Regulated Learning Strategy Using Motivated Strategies for Learning Questionnaire in Anatomy Course Among Undergraduate Medical Students in Bangladesh

Background: 'Self-Regulated Learning (SRL)' means one’s ability to organize and control their learning environment. Self regulated learners develop a deep understanding of subject matter which positively influences academic performance. On this basis, the present study is aimed to assess student’s anatomical 'SRL' strategies and to investigate whether anatomical 'SRL' can predict academic performance in Anatomy course.
 Methods: This was a cross-sectional study. The study group consisted of a convenient sample of 105 first year undergraduate medical students of Bangladesh who were learning Anatomy for last 6 months. The 'Motivated Strategies for Learning Questionnaire' was used. Information regarding age, gender, medium they were studying prior entering into M.B.B.S course and their anatomy result was collected. Data were analyzed using SPSS version 19.
 Results: The present data suggests that the study group was sufficiently motivated for learning in Anatomy as measured by intrinsic goal orientation, task value and self-efficacy of learning and performance. It also demonstrates that students who were more likely to use learning strategies such as rehearsal, elaboration, organization, peer learning and help seeking had higher levels of academic performance. Female students and those from Bangla medium reported more effective study habits. Conclusion: These results indicate that adopting SRL strategics are likely linked to Anatomy performance.
 Chatt Maa Shi Hosp Med Coll J; Vol.18 (1); Jan 2019; Page 10-13

Chronic Endometritis: A Prevalent Yet Poorly Understood Entity [23H

INTRODUCTION: Chronic endometritis (CE) remains poorly understood by both pathologists and obstetrician/gynecologists (OB/GYNs). The purpose of this study was to: 1) assess uniformity in histological criteria utilized by pathologists for diagnosing CE, and 2) evaluate for clarity in OB/GYN provider understanding of the pathophysiology and patterns in management approaches to CE. METHODS: In a prospective observational study, members of national and international professional OB/GYN (including ACOG) and Pathology societies were surveyed utilizing two anonymous electronic surveys designed to respectively examine diagnostic criteria, pathophysiology, clinical implications and treatment. RESULTS: 262 OB/GYNs and 336 pathologists responded. Inconsistencies in histological criteria utilized by pathologists for diagnosing CE, as well as lack of clarity in understanding the pathophysiology and management of CE were apparent. While respondents agreed on an infectious etiology, consensus on nature of infectious agent for CE was lacking (p < 0.001). Obvious discrepancies in understanding of clinical presentation and diagnostic methodology were apparent, and lack of consensus on treatment was noted, both in terms of whether to treat or not and on choice and duration of antimicrobial treatment. Differences in provider understanding of subject matter by experience and location were examined. CONCLUSION: Despite its prevalence, there are inconsistencies and deficiencies in practitioners' understanding of CE, which likely affects patient care. We propose consideration for establishment of a task force to examine the literature on CE to provide a standard of care for the diagnosis and management of this gynecologic condition.

Translanguaging for epistemic access to Computer Science concepts: A call for change

Multilingual education has seemingly been relegated to English and academic literacy lecturers in South African universities. This paper reports on the use of translanguaging in a multilingual second-year computer science class. Using descriptive statistical analysis as well as qualitative analysis, results showed that students perceived translanguaging to be a helpful pedagogical strategy that could be used to assist them to gain deeper meaning and understanding of difficult concepts in their field of study. The research also showed and proved that, for translanguaging to become relevantly useful to the students, all members of the faculty should be involved in using this pedagogical strategy in the classroom. Therefore, we argue that, through collaborative efforts by using translanguaging among lecturers from different faculties, students will be able to acquire deeper meaning and understanding of subject material, especially in content-based courses or modules.

A Qualitative Person-Oriented Inquiry into Women’s Perspectives on Knowledge and Knowing

The current study extends theory and research on women’s beliefs about knowledge and knowing. Whereas previous research focused primarily on describing differences between domains of knowing, we focus on differences within domains. We examined individual experiences in the narratives of 8 women (ages 36–42 years) that exemplify 4 different positions in the theoretical model known as Women’s Ways of Knowing (WAYS). Analyses were conducted using an interpretative phenomenological analysis. Although we found that women in our study described views on knowledge consistent with the WAYS domain of knowing in which they were classified, some aspects of the women’s interviews did not fit with their given domain. Two women could be classified under the same WAYS domain and have very different ways of understanding knowledge. We conclude that a person-oriented approach to personal epistemology research adds to and enriches aggregate-level understanding of subject matter. Implications for theoretical models of epistemological development are discussed.

Efforts To Improve Civics Education Learning Achievement Through Learning Method C Ooperatif Model Stad (Student Teams Achievement Division) In Class Student Of X Sm A Negeri 2 Sutera Year Lesson 2016

Learning activities together can help stimulate active learning. Teaching and learning in the classroom is to stimulate active learning, but the ability to teach through small group collaborative activities will allow to promote active learning activities in a special way. What was discussed student with his friends and what it teaches students to his friends allows them to gain an understanding and mastery of subject matter.
 This study is based on the problem: (a) How can increase learning achievement Civics with the implementation of cooperative learning method STAD model? (B) How will the cooperative learning method on motivation to learn civics ?.
 While the purpose of this study was: (a) Want to know Civics increase learning achievement after the implementation of cooperative learning. (B) Want to know the effect of motivation to learn civics after the implementation of cooperative learning. (C) provide an overview of appropriate learning methods in an effort to improve student achievement and make students actively in learning activities.
 This study uses action research (action research) three rounds. each round consists of four stages: design, activity and observation, reflection, and refisi. Goal of this research is class X BC A Negeri 2 Sutera in the school year 20 16 /20 17 . Data obtained in the form of a formative test results, observation sheet teaching and learning activities.
 From the analysis we found that student achievement increased from the first cycle to the third cycle, the first cycle (68.42%), the second cycle (81.58%), the third cycle (94.74%).
 Conclusions from this research is cooperative learning methods can be a positive influence on students' motivation achievement and class X SM A Negeri 2 Sutera Year Lesson 20 16/2017 and this model can be used as an alternative civics lesson.
 

Enhancing young children’s understanding of a combinatorial task by using a duo of digital and physical artefacts

ABSTRACT In mathematics education, digital tools have been used to enhance young children’s understanding of specific subject matter. In such implementations, the digital tool can replace, amplify or transform ‘ordinary’ mathematics teaching. In an initial study, systematization and duplication were identified as critical when young children were to solve a combinatorial task. Therefore, a digital version of the task was developed and combined with a non-digital version, to introduce the use of dual artefacts. The digital version of the task enabled the children to visually explore systematization as well as the principle of completion. After using this digital version of the task, the children’s written records became more systematic and included fewer duplications. We conclude that the digital version of the task reinforced young children’s understanding of the combinatorial task and that the use of dual artefacts enhanced children’s understanding of what a combinatorial problem encompasses.

Innovations and Challenges in Using Online Communication Technologies in CLIL

In content and language integrated learning (CLIL) contexts, online communication technologies have great potential for supporting the development of students’ foreign language skills and intercultural competence, and for increasing understanding of subject matter. One effective way of engaging CLIL students in motivating and innovative online learning is virtual exchange, or telecollaboration. Virtual exchange involves engaging students in online task-based interaction and collaborative exchange projects with partner-classes in other locations under the guidance of their teachers. This article explores in what ways virtual exchange can contribute to CLIL approaches and presents various examples from the literature of how this approach to online learning has been applied in CLIL contexts. Following that, some guidelines for good practice are presented which educators can consider when planning to introduce virtual exchange into their bilingual classrooms.