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Journal articles on the topic 'Context-based teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2025

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1

Anderson, Gretchen L., and Marsha L. Heck. "Theme-based tests: Teaching in context." Biochemistry and Molecular Biology Education 33, no. 1 (2005): 8–14. http://dx.doi.org/10.1002/bmb.2005.494033010414.

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Holbrook, Jack. "A CONTEXT-BASED APPROACH TO SCIENCE TEACHING." Journal of Baltic Science Education 13, no. 2 (2014): 152–54. http://dx.doi.org/10.33225/jbse/14.13.152.

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It has been traditional to educate students in school, especially secondary schools, through subject domains and within lessons named according to the domain. Today in most countries, science lessons are offered in the curriculum, specified as science, or one of its sub-components e.g. biology, chemistry, physics, or perhaps a combination of these e.g. physical science. It does not have to be this way, of course, as can be amplified by the concept of an integrated day, implemented at the primary level in a number of countries.

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Nelson, Deanna L. "A Context-Based Strategy for Teaching Vocabulary." English Journal 97, no. 4 (2008): 1–5. http://dx.doi.org/10.58680/ej20086292.

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Students in Deanna L. Nelson’s high school classroom study vocabulary gradually over a period of time. Students begin by collecting words from readings and listing them on a designated whiteboard. They prepare practice quizzes to exchange with peers and engage in frequent vocabulary discussions that emphasize recognition of context clues and other language decoding strategies.

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Stanisavljević, Jelena, Milica Pejčić, and Ljubiša Stanisavljević. "The Application of Context-Based Teaching in the Realization of the Program Content “The Decline of Pollinators”." Journal of Subject Didactics 1, no. 1 (2016): 51–63. https://doi.org/10.5281/zenodo.55476.

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Abstract This paper analyzes the efficiency of context-based teaching in the realization of the program content: "The Decline of Pollinators." The aim of context-based biology teaching is to connect biology contents with everyday life. The application of knowledge in everyday situations is encouraged so as to develop the skills that deepen one’s knowledge and make it less abstract.    The task of the experimental study was to evaluate the effectiveness of the application of context-based teaching vs. conventional expository teaching in the implementation of the teachi

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Mustafaoğlu, Fatma Merve, and Ayşem Seda Yücel. "Developing Context-Based Teaching Competencies of Chemistry Teachers: Designing and Implementing Context-Based Activities." Jurnal Penelitian dan Pembelajaran IPA 8, no. 2 (2022): 126. http://dx.doi.org/10.30870/jppi.v8i2.16491.

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Tan, Zhuxiu. "Task-based Language Teaching in Chinese EFL Context." International Journal for Innovation Education and Research 4, no. 4 (2016): 21–33. http://dx.doi.org/10.31686/ijier.vol4.iss4.528.

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The attitudes and perceptions on Task-Based Language Teaching (TBLT) have recently received sustained academic attention. But most of these studies were done from teachers’ perspective. Despite learners’ central role and the great influence their attitudes and perceptions can have on their learning results in TBLT class, learners' attitudes and perceptions about TBLT have not received the due attention. LLittle has been done to investigate how language learners respond to TBLT in this respect, which is especially true in China. This paper aims to explore the attitudes and perceptions among a g

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Broome, Benjamin J. "A context‐based framework for teaching intercultural communication." Communication Education 35, no. 3 (1986): 296–306. http://dx.doi.org/10.1080/03634528609388353.

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Gao, Hua, and Qin Ma. "Application of Task-Based Language Teaching in Web-Based College English Teaching in China’s Context." Advanced Materials Research 271-273 (July 2011): 1682–87. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1682.

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In this paper I posit that the application of task-based language teaching (TBLT) in web-based college English teaching (WBCET) is a possible solution to the problems arose from the on-going web-based college English teaching reform in China. A study is designed to verify the enhancement of students’ comprehensive ability in English learning through the combination of TBLT and WBCET.

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Jiang, Ling, and Kai Sun. "Task-based Approach in College English Teaching of Digital-based Context." International Journal of Modern Education and Computer Science 2, no. 1 (2010): 32–39. http://dx.doi.org/10.5815/ijmecs.2010.01.05.

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Mao, Xinyu. "Teaching Design of Discussion-based Teaching Method in International Chinese Polysemy Teaching." Journal of Education and Educational Research 9, no. 2 (2024): 196–99. http://dx.doi.org/10.54097/ckpc5629.

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Polysemous words are words which are composed of many meanings related to each other. Different from homonyms, there is a complementary relationship between the meanings of polysemous words, and each sense is only applicable to its own specific context. Therefore, it is difficult for beginners to correctly choose the right meaning in the corresponding context, resulting in ambiguity and Chinese communication barriers. In order to carry out the teaching of polysemous words in international Chinese more pertinently, this paper takes the word "shenqian" as an example and carries out the teaching

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Jungim Woo. "Teaching of writing through context-based explicit grammar instruction." English Language Teaching 19, no. 4 (2007): 105–5. http://dx.doi.org/10.17936/pkelt.2007.19.4.005.

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Sutaphan, Sukanya, and Chokchai Yuenyong. "STEM Education Teaching approach: Inquiry from the Context Based." Journal of Physics: Conference Series 1340 (October 2019): 012003. http://dx.doi.org/10.1088/1742-6596/1340/1/012003.

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De Jong, Onno. "Making chemistry meaningful. Conditions for successful context-based teaching." Educación Química 17, no. 4e (2018): 215. http://dx.doi.org/10.22201/fq.18708404e.2006.4e.66010.

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<span>During recent decades, a growing number of people have expressed their dissatisfaction with the quite isolated position of many science curricula: seen as hardly focusing on students personal interest, society and technology issues, and modern scientific developments. To solve this problem of isolation, it was proposed to link school science content with context from everyday life, professional life, and so on. In older context-based approaches, contexts are only used as illustrations and applications.</span>

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Hajer, Maaike. "De Bruikbaarheid Van de Content-based Approach in de Nederlandse Context." Toegepaste taalwetenschap in discussie 58 (January 1, 1998): 201–9. http://dx.doi.org/10.1075/ttwia.58.27haj.

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The content-based approach (CBA) to language teaching offers opportunities for language and content teaching in the Netherlands in a wide variety of contexts, varying from elementary school Dutch as L2 to university EFL-teaching. In order to promote the exchange of experiences and research from these different fields, this article proposes Dutch equivalents to key terminology (such as 'sheltered content', 'adjunct'model) as well as a common research focus. In empirical research, thoughtful attention should be paid to the teaching process within content-oriented language teaching. Therefore, ch

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Gintings, Mohammad Fajar Mediyawan. "Promoting Students’ Writing Skill: Genre-Based Approach in Indonesia EFL Context." Lexeme : Journal of Linguistics and Applied Linguistics 2, no. 1 (2020): 31. http://dx.doi.org/10.32493/ljlal.v2i1.6993.

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This paper aimed to critically examine the effectiveness of Genre-Based Approach (GBA) to teaching writing in EFL context of Indonesia. Although several studies have discussed the effectiveness of GBA in teaching writing, those studies put emphasize how GBA focuses on genre or text types rather than the basic principles of GBA that aims for socially functioning language skills. This paper draws on the relevant literature to investigates how GBA suits the teaching of writing in EFL context of Indonesia. Moreover, the discussion focuses on the benefits of GBA which mainly derived from five key p

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Mardari, Alina. "The effectiveness of the context-based aproach in teaching grammar." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 50, no. 1 (2022): 66–74. http://dx.doi.org/10.46727/jshs.2022.v50.i1.p66-74.

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The paper aims at proving the effectiveness of the context-based approach in teaching grammar. It looks at the principles, methods and the steps towards the improvement of grammatical competence or accuracy and all its components. The study is based on an experiment with a pretest-posttest and control group. The subjects of the research are second year students, whose major is English and are B2 level. The control group was taught using the traditional approach to teaching grammar, while the experimental group was instructed with the help of the context-based approach. The results indicate the

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Zhang, Yingjia. "Research on Technology-Mediated Task-based Teaching Approach in Oral English Teaching based on the Chinese Context." Frontiers in Humanities and Social Sciences 3, no. 6 (2023): 12–16. http://dx.doi.org/10.54691/fhss.v3i6.5137.

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Task-Based Language Teaching (TBLT) offers great pedagogical value in oral English teaching. However, various challenges have been encountered in China, a common phenomenon of silence in speaking classes is still serious. Thus, implementing TBLT may not effectively foster language processing and conversational interaction in China. However, with the application and development of network technology, many scholars have conducted research on this, proving that combining Task-Based Language Teaching (TBLT) with technology can significantly help learners' oral input and output, and provide rich wa

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Hartono, Hartono, Choiril Anwar, and Afina Murtiningrum. "Corrective Feedbacks and Grammar Teaching in a Situated Teaching Context of Process-Based Writing." Register Journal 12, no. 1 (2019): 28. http://dx.doi.org/10.18326/rgt.v12i1.28-48.

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This study was aimed at finding out 1) how learners in a specific teaching-learning context namely process-based academic essay writing perceived the importance of corrective feedbacks (CF); 2) what CF was expected the most; 3) in what way learners preferred to have their CF provided; and 4) how learners perceived the importance of grammar teaching. It was conducted at English Literature Department of a university in Central Java Indonesia. Forty two students who were taking Essay Writing course served as the subjects for the study. The course itself was delivered in a process-based writing in

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Gottschlich, B., J. P. Burde, T. Wilhelm, et al. "A Context-based Teaching Concept on Electric Circuits - Development and First Results." Journal of Physics: Conference Series 2750, no. 1 (2024): 012010. http://dx.doi.org/10.1088/1742-6596/2750/1/012010.

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Abstract Despite the importance of electricity for today’s industrial society, students often perceive the abstract topic of electric circuits as uninteresting. In order to foster students’ interest, we developed a context-based teaching concept on simple circuits. Building on research findings on students’ interests, the concept covers the topic at the example of contexts like bumper cars, the electric eel, or the electric fence. While previous studies suggest that such a context-based approach can improve affective factors such as student interest, the evidence on the impact on students’ con

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Ibragimova, Shahnoza Turgunovna. "TEACHING GRAMMAR AND VOCABULARY IN IT CONTEXT." Innovative Development in Educational Activities 2, no. 17 (2023): 64–66. https://doi.org/10.5281/zenodo.8350810.

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<em>This article explores the importance of teaching grammar and vocabulary in an Information Technology (IT) context. It discusses various methodologies for integrating IT-related examples and exercises into lessons, such as the use of authentic materials and technology-based activities. The article emphasizes the need for educators to tailor their teaching methods to meet the specific needs of learners in the IT industry. The results of a comprehensive literature review are analyzed, highlighting successful approaches and their effectiveness. Overall, the article concludes that teaching gram

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Cao, Dong Bo. "Oral English Teaching Context Construction Based on New Media Environment." Advanced Materials Research 860-863 (December 2013): 3013–16. http://dx.doi.org/10.4028/www.scientific.net/amr.860-863.3013.

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Along with the increasing requirement of society to the students English ability, college students' English learning should focus on students' practical English comprehensive ability, especially for the purpose of the ability of oral communication. This paper discussed the important role of the construction of university spoken English context to oral capability, and it proposed the strategies of the university English context construction based on new media environment.

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Apriyani, Riya, Somakim, and Darmawijoyo. "DEVELOPING TEACHING MATERIAL OF DIRECT PROPORTION BASED ON AGRICULTURAL CONTEXT." Jurnal Kependidikan: Penelitian Inovasi Pembelajaran 1, no. 1 (2017): 38–49. http://dx.doi.org/10.21831/jk.v1i1.9710.

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This study was aimed at designing the valid and practical teaching material of direct proportion using PMRI agricultural contexts. PMRI is one of learning approaches that is able to support the quality of direct proportion learning in schools as well as to determine the potential effects on students’ problem-solving abilities. The study was research and development covering the stages of preliminary and formative study (self evaluation), expert review, one-to-one and small group), and field test. Expert Judgement was used to examine the validity of the teaching material while the small group t

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Benoit, Eric, Stephane Perrin, and Didier Coquin. "Body posture measurement in a context of example-based teaching." Journal of Physics: Conference Series 588 (February 16, 2015): 012055. http://dx.doi.org/10.1088/1742-6596/588/1/012055.

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Batstone, R. "Language form, task-based language teaching, and the classroom context." ELT Journal 66, no. 4 (2012): 459–67. http://dx.doi.org/10.1093/elt/ccs058.

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Аширов, Д., and Ф. Аташова. "Teaching english grammar in context." Ренессанс в парадигме новаций образования и технологий в XXI веке 1, no. 1 (2023): 324–27. http://dx.doi.org/10.47689/xxia-ttipr-vol1-iss1-pp324-327.

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This article is dedicated to a new grammar teaching approach – context-based teaching. In order to be proficient at four language skills, having a good understanding of grammar is required. However, learning grammar rules may be difficult, confusing or tiring. This paper, therefore, aims to shed some light on the analysis of context-based approach and discusses its importance in language training. In addition to this, one sample lesson using above-mentioned method will be presented to illustrate and clarify opinions.

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Wardani, Nur Fitriana Kusuma, Sunardi Sunardi, and Suharno Suharno. "Context-Based Thematic Teaching Materials to Improve Elementary Students’ Learning Achievements." JPI (Jurnal Pendidikan Indonesia) 9, no. 2 (2020): 193. http://dx.doi.org/10.23887/jpi-undiksha.v9i2.22822.

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Contextual learning connects the content of subject matters in the classroom with the context of students’ daily lives. Elementary school learning is conducted using a thematic approach that integrates various learning contents into a theme. Thematic teaching materials in elementary schools depend on textbooks provided by the government and are limited in number. Therefore, this study aims to develop context-based thematic teaching materials to improve the learning achievements of elementary school students. In this study, the research and development method was used with the 4D model (Define,

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Astika, Gusti. "Task-based Approach to Teaching English for Tour Guiding Students in EFL Context." TEFLIN Journal - A publication on the teaching and learning of English 11, no. 1 (2015): 47. http://dx.doi.org/10.15639/teflinjournal.v11i1/47-65.

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This paper describes a task-based approach to teaching English using an authentic material obtained from a guided tour. It begins with a brief discussion on forms-focused instruction, then follows a discussion on meaning focused and form-focused instruction. This paper also cites theoretical framework and research to justify the implementation of task-based language teaching. It argues that task-based language teaching needs to be modified to accommodate the needs of teaching the language in EFL contexts. At the end of the paper, a procedure is pro-posed for the implementation of task-based la

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DOMINGUES, Mateus Augusto Ferreira Garcia, and JUNIOR Guataçara dos SANTOS. "CONTRIBUTIONS OF PROBLEM-BASED LEARNING IN THE CONTEXT OF CRITICAL STATISTICAL EDUCATION." Boletim de Conjuntura (BOCA) 19, no. 56 (2024): 48–74. https://doi.org/10.5281/zenodo.13667441.

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Critical Statistical Education (CEE) is a field of study that seeks to develop students' ability to analyze and interpret statistical data in a critical and reflexive manner, preparing them to make informed decisions in an increasingly data-driven world. In this context, the teaching methodology Problem-Based Learning (PBL) appears as a promising pedagogical proposal for this field of study. Therefore, the objective of this study is to evaluate the contributions of ABP teaching methodology for critical and reflective training in statistics teaching, highlighting how this methodology can enrich

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Nurlaelawati, Iyen, Nenden Sri Lengkanawati, and Wawan Gunawan. "Recontextualising Genre-Based Pedagogy in Indonesian Context: A Case of Preservice Teachers." International Journal of Education 12, no. 2 (2020): 80–91. http://dx.doi.org/10.17509/ije.v12i2.23394.

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This study focused on how two preservice teachers applied genre-based pedagogy in their teaching practices during teaching practicum in order to help their students produce descriptive report texts. Using a case study design, the data were collected mainly from classroom observation and students’ texts. The findings showed that the preservice teachers had considerably good knowledge of genre-based pedagogy and of its application of the first two stages of the pedagogy. In the last two stages, they needed more attention to provide opportunities for the students to practice producing the focus t

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Duan, Ting, Guang Zhao Yang, and Zong Gang Liu. "Architectural Education with the Context-Based Concept." Advanced Materials Research 368-373 (October 2011): 3370–73. http://dx.doi.org/10.4028/www.scientific.net/amr.368-373.3370.

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In the context of an unprecedented wave of urban construction at the end of twentieth century, architects in China started to try their hands at their responses for architectural changes and reforms featured with native culture. And there is a growing concern over the matter that where architecture education should go among the general public. This paper analyzes both educational methodologies and practices based on context that should be served as a standpoint for observing cities and our inner selves and naturally turned out to be an effective way for the cultivation of creativity in teachin

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Tan, Zhuxiu. "Benefits and Implementation Challenges of Task-Based Language Teaching in the Chinese EFL Context." International Journal for Innovation Education and Research 4, no. 3 (2016): 25–32. http://dx.doi.org/10.31686/ijier.vol4.iss3.522.

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With the recent high profile and frequent use of tasks in language teaching, there exists a trend in the English as foreign language (EFL) classrooms in China that the long established traditional teaching methods b ased on the presentation practice production (PPP) model are now being replaced by task based language teaching (TBLT). Much research has been done concerning the application of TBLT, but less is known about its challenges for implementing TBLT in Chinese EFL context. Based on the analysis of the existing pedagogical problems caused by the traditional English teaching methods, this

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Nurhaya, Nurhaya, and Amirullah Abduh. "Quizizz Based Application in Teaching Reading in an Indonesian EFL Junior High School Context." Tamaddun 22, no. 1 (2023): 65–74. http://dx.doi.org/10.33096/tamaddun.v22i1.305.

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This study employs a case study design with a qualitative descriptive approach that aimed to shed light on; (1) the teachers’ perception on Quizizz in teaching reading, (2) the implementation of Quizizz in teaching reading and, (3) the impacts of Quizizz on students’ reading comprehension. The participants of this research were three teachers selected through purposive sampling. The instruments used were observation, interview and teachers’ documents. The findings of this research revealed that; (1) stemming on teachers’ interview, teachers’ perception on Quizizz in teaching reading was classi

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Zhao, Xin. "An Inquiry into English Reading Teaching in Senior High School in the Context of Themes." Frontiers in Sustainable Development 4, no. 7 (2024): 10–15. http://dx.doi.org/10.54691/7eqwt112.

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In the introduction part, this paper first expounds the importance of reading teaching based on topic context, and then analyzes the current problems faced by reading teaching based on topic context in senior high school English: This paper summarizes the necessity of reading teaching based on the topic context. Finally, combining with practical reading teaching cases, this paper discusses how to teach English reading in high school according to the topic context provided by the text.

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Agyei, Charles Amoah. "Effect of Context-Based and Conventional Teaching Approaches on Students’ Achievement in Genetics." British Journal of Education 10, no. 11 (2022): 121–39. http://dx.doi.org/10.37745/bje.2013/vol10n11121139.

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The purpose of the study was to investigate the effect of context-based and conventional approach in genetics. The explanatory sequential mixed-methods approach was used in this study. Multi-staged sampling was used to select the sample for the study. In all, 205 learners participated in the study. The experimental group (those taught with context-based approach) were 107 learners and the control group (those taught with the conventional approach) were 98 learners. Genetic content knowledge test (GCKT) and focus group interview were the instruments used to collect data for the study. The resul

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Deliani, Susy, Edi Yanto ML, Al Kausar Lingga, Hakim Prasasti Lubis, Enda Tarigan, and Nunung Susilo Putri. "Terminology-Based Indonesian Language Teaching Materials Development: ISTIQLAL High School Context." REiLA: Journal of Research and Innovation in Language 1, no. 1 (2019): 1–9. http://dx.doi.org/10.31849/reila.v1i1.2782.

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This exploratory study aims to describe (1) the development of terminology-based Indonesian language materials for students in Deli Serdang, (2) the level of validation of terminology-based Indonesian language materials for students in Deli Serdang, (3) students' responses related to the legibility of terminology-based Indonesian language materials. The subjects of this study were content experts, Indonesian language subject teachers, and students of ISTIQLAL High School Deli Serdang. The procedure of this study adapted research procedures from Borg and Gall. The instruments used for data coll

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Rahmani, Rahmani, Ali Mustadi, Maulidar Maulidar, and Anwar Senen. "The Development of Teaching Materials Based on Context and Creativity to Increase Students Scientific Literacy." Jurnal Ilmiah Peuradeun 9, no. 2 (2021): 345. http://dx.doi.org/10.26811/peuradeun.v9i2.506.

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This research aimed to develop context-based teaching materials and creativity to improve elementary school students' scientific literacy in the material of human and animal motion organs. The research method used in this research is Research and Development (Research and Development) which includes stage 1) Preliminary studies in the form of literature studies, 2) Study of teaching material development and 3) limited trials using a one-shot case study. The results of the analysis of the data from the questionnaire assessment of teaching materials by material experts showed that the aspect of

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Haggag, Haggag Mohamed. "Teaching Phonetics Using A Mobile-Based Application in an EFL Context." European Scientific Journal, ESJ 14, no. 14 (2018): 189. http://dx.doi.org/10.19044/esj.2018.v14n14p189.

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Mobile based learning has been an effective mean for learning languages. The aim of this study is three-fold: first, to investigate the process of designing mobile-based application for teaching phonetics in EFL context. The second is to verify the effect of this mobile application on pre-service EFL teachers' achievement of English phonetics at a university level. Finally, it aims to investigate participants' satisfaction towards Mobile Assisted Language Learning. The research implements a mobile based program for developing preservice teachers' segmental elements in a phonetics courses. It d

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Zhao, Qinhua. "Application of Thematic Context-Based Deep Learning in Foreign Language Teaching." Scientific Programming 2021 (October 23, 2021): 1–11. http://dx.doi.org/10.1155/2021/8664219.

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Foreign language teaching is not simply the transfer of knowledge, but rather the placement of students in contexts to explore and discover problems. The thematic contexts do not exist in isolation. Teachers should adopt certain teaching strategies based on thematic contexts, rely on relevant discourse, study the discourse text, and use rich learning and activities as the driving force to highlight students’ active experience and emotional experience. In this paper, we propose an ELT (English Language Teaching) affective analysis method based on contextual classification and genetic algorithms

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Argawati, Ningtyas Orilina, and Lilis Suryani. "Digital-based instruction: Chances and challenges in English language teaching context." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (2020): 1138. http://dx.doi.org/10.11591/ijere.v9i4.20579.

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The use of Digital Based Instruction (DBI) nowadays seems to have many obstacles and difficulties. It is due to lack of digital literacy both lecturers and students. Meanwhile, many advantages also emerge through the use of DBI. It becomes the reason for the lecturers to keep on trying to develop their digital literacy to occupy the need of DBI to their English Language Teaching (ELT) class. This study aimed at revealing the chances and challenges of the implementation of DBI. Descriptive qualitative was employed in this study which involved the use of observation and interview as the instrume

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Lin, Zheng, and Kris Gritter. "Context-model-based instruction in teaching EFL writing: A narrative inquiry." Cogent Education 3, no. 1 (2016): 1154258. http://dx.doi.org/10.1080/2331186x.2016.1154258.

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Pennington, Robert C., and Dominic G. K. Schmuck. "Promising computer-based context for teaching social skills warrants further investigation." Evidence-Based Communication Assessment and Intervention 8, no. 2 (2014): 58–61. http://dx.doi.org/10.1080/17489539.2014.993493.

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Budinski, Natalija, and Djurdjica Takači. "Using Computers and Context in the Modeling-Based Teaching of Logarithms." Computers in the Schools 30, no. 1-2 (2013): 30–47. http://dx.doi.org/10.1080/07380569.2013.764275.

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Muir, Tracey, Kim Beswick, Rosemary Callingham, and Katara Jade. "Experiencing teaching and learning quantitative reasoning in a project-based context." Mathematics Education Research Journal 28, no. 4 (2016): 479–501. http://dx.doi.org/10.1007/s13394-016-0176-0.

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Lin, Zheng. "Teaching EFL Writing: An Approach Based on the Learner's Context Model." TESOL Journal 8, no. 1 (2016): 142–65. http://dx.doi.org/10.1002/tesj.265.

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Schneider, Jason. "Teaching in context: Integrating community-based service learning into TESOL education." TESOL Journal 10, no. 1 (2018): e00380. http://dx.doi.org/10.1002/tesj.380.

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Ningtyas, Orilina Argawati, and Suryani Lilis. "Digital-based instruction: Chances and challenges in English language teaching context." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (2020): 1138–44. https://doi.org/10.11591/ijere.v9i4.20579.

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The use of Digital Based Instruction (DBI) nowadays seems to have many obstacles and difficulties. It is due to lack of digital literacy both lecturers and students. Meanwhile, many advantages also emerge through the use of DBI. It becomes the reason for the lecturers to keep on trying to develop their digital literacy to occupy the need of DBI to their English Language Teaching (ELT) class. This study aimed at revealing the chances and challenges of the implementation of DBI. Descriptive qualitative was employed in this study which involved the use of observation and interview as the instrume

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Asikin, Nurul, and Inelda Yulita. "Scientific Literacy-Based Chemical Teaching Materials Design of Chemical Solution Materials on Sea Pollution Context." Jurnal Penelitian Pendidikan IPA 5, no. 2 (2019): 204. http://dx.doi.org/10.29303/jppipa.v5i2.249.

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Abstract: The science teaching materials needed today are teaching materials that can make students literate in science. One way is to develop teaching materials based on scientific literacy. To produce good teaching materials, certain designs are needed to achieve learning goals and can improve students' scientific literacy. Students who have studied chemistry should be able to analyze natural phenomena in scientific chemistry, one of which is marine pollution. This research was conducted to design high school chemistry teaching materials in connecting the context of sea pollution with chemic

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Andi, Fadllan, Susilo, Hartono, and Saptono Sigit. "The Development of Introductory Physics Teaching Materials in a Biological Context Based on Scientific Creativity." International Journal of Innovative Science and Research Technology 7, no. 8 (2022): 386–91. https://doi.org/10.5281/zenodo.7024466.

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 Introductory Physics learning for biology students of UIN Walisongo has not used teaching materials that accommodate students' needs in a biological context, so the students are skeptical of the relevance of this course to biology. In addition, the teaching materials have not accommodated to develop students’ scientific creativity. This study is aimed at developing a model of Introductory Physics teaching materials in a biological context based on scientific creativity and finding out the students' response to the use of it. The data was obtained from assessment experts and

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Hussein, Nadhim Obaid, Intan Safinas Mohd Ariff Albakri, and Goh Hock Seng. "Pragmatic Competence and Activity-Based Language Teaching: Importance of Teaching Communicative Functions in Iraq EFL Context." International Journal of English Literature and Social Sciences 4, no. 6 (2019): 1655–60. http://dx.doi.org/10.22161/ijels.46.5.

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Wheeler, Lindsay B., Jennifer L. Chiu, Jennifer L. Maeng, and Randy L. Bell. "An exploratory study of teaching assistants’ motivation for inquiry-based teaching in an undergraduate laboratory context." Chemistry Education Research and Practice 20, no. 1 (2019): 53–67. http://dx.doi.org/10.1039/c8rp00157j.

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Undergraduate science courses typically rely on teaching assistants (TAs) to teach introductory laboratory classes. However little research investigates how to support TAs to implement reform-based teaching in undergraduate settings, and in particular, what factors may influence TAs’ motivation to teach within reform-based instructional contexts. This qualitative study used an Expectancy-Value Theory (EVT) framework of motivation to explore: (1) TAs’ expectancy beliefs and subjective values of project-based inquiry laboratory contexts; (2) relationships among expectancy and subjective value of

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