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Journal articles on the topic 'Theme-based lessons'
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1
Adugna, Ebabu Tefera. "Processability of English grammar lessons for Ethiopian students’ books: Upper grades of primary schools in focus." Bahir Dar Journal of Education 25, no. 2 (2025): 64–82. https://doi.org/10.4314/10.4314/bdje.v25i2.5.
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The study examined the processability of grammatical structures incorporated in grades 3-6 primary school English language students' textbooks currently in use in Amhara Regional State. To meet this objective, document analysis was used to collect data. The grammar lessons collected from four English textbooks (Grades 3–6) were analyzed using qualitative content analysis techniques. The framework used to analyze the data was Pienemann’s processability hierarchy. Findings showed that the grammatical lesson presentations in the four textbooks under study were inconsistent with the developmental sequence of the second language English acquisition process due to the material writers’ complete reliance on a theme-based approach. Therefore, it is recommended for materials writers to revise the textbooks and rewrite the grammar lessons by balancing the theme-based approach with Pienemann’s processability theory.
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Bercasio, Rebecca Rosario, and Rutesa A. Adornado. "Enriching High School English Lessons with Global Citizenship Education Using Phenomenon-based Learning." Randwick International of Education and Linguistics Science Journal 4, no. 2 (2023): 216–32. http://dx.doi.org/10.47175/rielsj.v4i2.651.
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This study aimed to develop and validate the Grade 7 English lessons with GCED using phenomenon-based learning (PhenoBL). The local and global phenomena were used in the GCED integration in the lessons. Conducted in a public school in the Philippines during the school year 2019-2020 using the descriptive method and documentary analysis, this study specifically developed a curriculum guide for mainstreaming GCED in Grade 7 English, developed sample phenomenon-based GCED-enriched Grade 7 English lessons, and assessed and analyzed these sample lessons. Data gathering strategies included focus group discussion, a workshop on developing the lessons, collaborative critiquing of the lessons, assessing the lessons by validators, and analysis of the final lessons. A validated researcher-made rubric was used to assess the lessons in terms of appropriateness of GCED integration, relevance to the curriculum, flexibility of GCED integration, and significance of the theme, both the GCED integrated and the phenomenon or phenomena focused in the lesson. Findings indicate that the proposed curriculum guide for the mainstreaming of GCED in Grade 7 English lessons using a phenomenon-based learning approach is highly acceptable while the proposed phenomenon-based GCED-enriched Grade 7 lessons are very good instructional resources for teaching about and for global citizenship. The validators’ feedback improved the phenomenon-based GCED-enriched Grade 7 English lessons. Critical themes and local and global phenomena covered in the lessons are helpful in emphasizing GCED. Recommendations to disseminate and utilize the validated phenomenon-based GCED-enriched lessons and conduct a study to determine the effectiveness of the lessons are forwarded.
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Asanbekova, G. K. "Lessons on creating 3d models in SketchUp." Informatics in school 1, no. 9 (2020): 31–50. http://dx.doi.org/10.32517/2221-1993-2020-19-9-31-50.
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The article presents a fragment of a tutorial created to study the theme "3D modeling" based on the implementation of practical works in the editor of 3D graphics SketchUp. It is proposed to master this theme during one quarter — seven lessons, one hour a week (not counting the introductory and final lessons). Lessons include 11 practical works on modelling, from 2D model creation to 3D animation. As part of the study of the theme, students are offered problem situations taken from real life, to solve which the capabilities of SketchUp can be used. Additional resources that teachers and students can use to learn more about SketchUp are described. Also, as an alternative to using SketchUp, working in the online 3D editor Tinkercad is considered.
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Wang, Claudia, Dong-Chul Seo, and Roy W. Geib. "Developing a mind–body exercise programme for stressed children." Health Education Journal 76, no. 2 (2016): 131–44. http://dx.doi.org/10.1177/0017896916652433.
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Objective: To describe the process of developing a Health Qigong programme for stressed children using a formative evaluation approach. Methods: A multi-step formative evaluation method was utilised. These steps included (1) identifying programme content and drafting the curriculum, (2) synthesising effective and age-appropriate pedagogies, (3) consulting an expert panel, (4) teaching pilot lessons and soliciting feedback from students and (5) revising and finalising the programme. Results: A total of 16 theme-based lessons were generated in order to help children manage stress by imitating interesting plants and animals, such as sunflowers, pine trees, white cranes, tigers, sleeping lions and deer. Five age-appropriate teaching strategies were synthesised to make the programme fun and enjoyable for children. These included (1) using theme-based lesson plans, (2) building mind–body connections, (3) balancing repetition and creativity, (4) interweaving pictures, stories, volunteers and teamwork and (5) involving parents and school teachers. Modifications based on feedback from the expert panel and students were incorporated to make the programme relevant to elementary school settings. Conclusion: This Health Qigong for Stressed Children programme appears effective in reducing stress over a 16-week period. Future studies should explore the efficacy and wider applicability of the programme with a larger and more diverse population of children.
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Samad, Farida, Rosita Wondal, and Nurhasanah Nurhasanah. "Early Listening Skill on Lesson Study-Based Activities." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, no. 3 (2021): 1930–37. http://dx.doi.org/10.31004/obsesi.v6i3.1895.
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This study aimed to describe children's listening skills in lesson study-based learning activities at Telkom preschool group B1 in Ternate City. The students involved were 24 early students. The lesson study process included preparing, observing, and reflecting lessons in the context of listening skills. In data analysis, Miles and Huberman interaction model was employed to describe the data qualitatively and quantitative data analyzed using descriptive statistics. The results showed that children listening skill on lesson study-based learning activity on the ‘market day’ topic implemented at Telkom Preschool Group B1 in Ternate City was categorized as good (81.8) and sufficient (68.2). Furthermore, the data the development of a non-cognitive assessment instrument for listening ability in early childhood based on lesson study is feasible to be implemented .The result can be used as a basis for improvement and strengthening a lesson study activities dealing with listening skills in preschool that lesson study-based activities can improve children early listening skills in understanding subjects on the theme ‘market day’.
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Mohirakhon, Abdumalikxodjayevna Usmonkhodjaeva. "GAMES, SONGS AND POEMS IN GERMAN LESSONS." International Journal of Education, Social Science & Humanities. Finland Academic Research Science Publishers 11, no. 5 (2023): 1214–20. https://doi.org/10.5281/zenodo.7964772.
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<em>In article was discussed music, activities, and poems based on the lesson theme. Their characteristics are critical in developing students' knowledge based on their abilities. The most crucial rule for the game is that they thoroughly comprehend the students and the game's regulations. The game must not be very complicated; it must be enjoyable, interesting, and inspiring, and it must provide the opportunity to compete without penalty.</em>
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Ndruru, Dafid Timothy, Rahmat Kartolo, and Sutikno Sutikno. "The Effect of Implementing Visual Learning Method Using Picture Media to Improve Poetry Writing Learning Competencies." International Journal of Educational Research Excellence (IJERE) 4, no. 1 (2025): 147–57. https://doi.org/10.55299/ijere.v4i1.1263.
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This study aims to examine the differences and effectiveness of using nature-themed image media in poetry writing lessons among eighth-grade students at SMP Negeri 2 Alasa, North Nias Regency, during the 2024-2025 academic year. The subjects of this study were 28 students. The experimental method with an experimental research design was applied. Data were collected through poetry writing tests and using analyzed statistical tests. The analysis results indicate a significant difference in poetry writing performance between students taught using nature-themed image media and those taught without it. The average score of the experimental group was higher than that of the control group, demonstrating that using nature-themed image media effectively improves students' poetry writing skills. Furthermore, this media aids students in developing their imagination and a deeper understanding of the given theme, leading to more creative and expressive writing outcomes. Based on these findings, it is recommended that teachers consider using nature-themed image media in poetry writing lessons to enhance student interest and skills. Visual media relevant to the lesson theme can serve as inspiration for students, improving the quality of their written work.
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Henriet, Julien. "Artificial Intelligence-Virtual Trainer: An educative system based on artificial intelligence and designed to produce varied and consistent training lessons." Proceedings of the Institution of Mechanical Engineers, Part P: Journal of Sports Engineering and Technology 231, no. 2 (2016): 110–24. http://dx.doi.org/10.1177/1754337116651013.
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AI-Virtual Trainer is an educative system using Artificial Intelligence to propose varied lessons to trainers. The agents of this multi-agent system apply case-based reasoning to build solutions by analogy. However, as required by the field, Artificial Intelligence-Virtual Trainer never proposes the same lesson twice, whereas the same objective may be set many times consecutively. The adaptation process of Artificial Intelligence-Virtual Trainer delivers an ordered set of exercises adapted to the objectives and sub-objectives chosen by trainers. This process has been enriched by including the notion of distance between exercises: the proposed tasks are not only appropriate but are hierarchically ordered. With this new version of the system, students are guided towards their objectives via an underlying theme. Finally, the agents responsible for the different parts of lessons collaborate with each other according to a dedicated protocol and decision-making policy since no exercise must appear more than once in the same lesson. The results prove that Artificial Intelligence-Virtual Trainer, however perfectible, meets the requirements of this field.
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Nuryadi, Achmad, Mulyono, Shandy Pieter Pelamonia, I. Gede Dharma U, Ramadhany Hananto P, and Riga Mardika. "Learning Innovation With The Theme Of Online-Based Learning Innovation." GANDRUNG: Jurnal Pengabdian Kepada Masyarakat 3, no. 1 (2022): 399–403. http://dx.doi.org/10.36526/gandrung.v3i1.1598.
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To implement based on the results of the rapid survey analysis of learning from home during the COVID-19 prevention period, Ministry of Education and Culture April 2020, the obstacles faced by teachers in learning from home include the percentage of teachers' ability to operate digital devices of 67.11%, the availability of facilities and infrastructure owned by students. by 29.45%. Difficulty in understanding lessons is a complaint of the majority of students in almost all types of education units. There are difficulties in understanding related to subjects that are almost the same experienced by every level of our education, of course there needs to be a way how to need student assistance. In preparation for offline learning, SMPN 1 Tegalampel Bondowoso requires many references on how to innovate online learning. Therefore, it is necessary to hold counseling about Online Learning Innovation at SMPN 1 Tegalampel Bondowoso. The implementation of the Community Service Program activities by the Physical Education Lecturer Team at PGRI University Adi Buana Surabaya went smoothly. The teachers of SMPN 1 Tegalampel Bondowoso were very enthusiastic about participating in every scheduled activity. In order to prepare for offline learning, SMPN 1 Tegalampel Bondowoso needs many references on how to innovate online learning. Starting from knowledge of other innovations that can benefit all
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Smolnyakov, V. G. "Using the Tinkercad environment when studying the theme "Control" in an informatics course at the level of basic general education." Informatics in school, no. 5 (November 25, 2023): 50–56. http://dx.doi.org/10.32517/2221-1993-2023-22-5-50-56.
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The article discusses the author's methodology for teaching the theme "Control" of an informatics course of basic general education based on the Tinkercad environment. The place of this theme in the Work Program of Basic General Education in the subject "Informatics" is highlighted. The main advantages of using the Tinkercad environment are described. Two options for covering this theme are considered, depending on the availability of robotic equipment at the school. For each option, thematic planning is provided, and the main features of conducting lessons are highlighted. The types of activities of the teacher and students at each stage of the theme's lessons are considered. For all classes, projects are proposed, each of which covers the stages of prototyping and programming. The proposed projects have varying complexity, but at the same time they are interconnected, which makes it possible to build a holistic methodology for studying the topic. All projects are aimed at developing students' subject and meta-subject results for each subsection of the "Control" theme. Sources are provided in which project code is available for downloading to students' personal accounts on the Tinkercad platform.
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Kurganova, N. A. "Using digital storytelling technology studying the theme "Computer viruses" at an informatics lesson." Informatics in school, no. 1 (June 10, 2022): 16–21. http://dx.doi.org/10.32517/2221-1993-2022-21-1-16-21.
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The article discusses the main features of organizing a lesson using digital storytelling technology. The main points that need to be taken into account before creating the digital story and in the process of implementing digital storytelling technology are highlighted: the place of the digital story in the lesson or in the system of lessons; the purpose and structure of the digital story; the type of the story; the digital product and digital tools; the slide scenario of the story. An example of the digital story based on a narrative in the Canva service is given when studying the theme "Computer viruses", the multimedia presentation acts as the digital product. Tasks for students are proposed, which it is advisable to implement with the help of digital storytelling technology, in order to involve students in the educational process.
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Zdir, Daryna. "The «5E» Educational Model as a Means of Designing Stem Lessons in Elementary School." Problems of Education, no. 2(101) (November 4, 2024): 76–91. http://dx.doi.org/10.52256/2710-3986.2-101.2024.05.
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The article examines the features of applying the «5E» educational model as a means of designing STEM lessons in elementary school. It is determined that the «5E» model consists of five stages (Engage, Explore, Explain, Elaborate, Evaluate), each of which contributes to the consistent and systematic development of key and subject-specific competencies in younger students during STEM lessons. It is established that the «5E» educational model, when adapted, can be successfully used for preparing and conducting not only a cycle of lessons united by a common theme but also individual STEM lessons, significantly expanding its applicability in the educational process of elementary school. The correspondence between parts of a lesson and the stages of the «5E» educational model is identified. For instance, the introductory part of a STEM lesson corresponds to the «Engage» stage, aimed at capturing students' attention and stimulating their interest in the new topic. The main part of the lesson encompasses the «Explore», «Explain», and «Elaborate» stages, during which students actively explore the material, develop their own understanding of the topic, and complete practical tasks. The final part of the lesson corresponds to the «Evaluate» stage, where students assess their achievements, analyze the results obtained, and receive feedback on the quality of their material comprehension. An example of a STEM lesson on the topic «Getting to Know Water Better» is provided, demonstrating the practical implementation of the «5E» educational model in elementary school. Special attention is given to the teacher's preparation for conducting STEM lessons using the «5E» educational model, including the selection of teaching methods, the development of a practical work plan, and the assessment of results. The advantages of using the «5E» educational model for designing STEM lessons in elementary school are substantiated. The main advantages include the alignment of different teaching strategies, flexibility, active learning, connection with the real world, and research-based learning. The article notes the promising use of the «5E» model in elementary school, as it provides a systematic and structured approach to organizing STEM lessons, enhances students' motivation to learn, and contributes to a deeper understanding of the material.
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Shaw, Carol A., and Melissa D. Maxfield. "Evidence-Based Practice Mission Possible." Journal for Nurses in Professional Development 40, no. 1 (2024): 57–60. http://dx.doi.org/10.1097/nnd.0000000000001027.
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Interactive strategies to teach nurse residents about evidence-based practice (EBP) can instill the confidence to question practice and ensure best care for patients. A nurse residency program with the Mission Possible theme transformed nurses into EBP agents that must solve the EBP process, step-by-step. Clues interspersed with didactic lessons guide the teams through the EBP mission. This creative option for teaching EBP may assist other educators in finding interactive learning opportunities for this content.
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Carmen, Pârvu, Mocanu George Dănuț, Harabagiu Neculai, Ungurean Bogdan Constantin, and Szabo Dan Alexandru. "Monitoring The Effort Curve In Physical Education For Normal And Overweight Students Using Smartwatches And Mobile Applications." Indonesian Journal of Physical Education and Sport Science 4, no. 4 (2024): 324–40. http://dx.doi.org/10.52188/ijpess.v4i4.821.
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Study purpose. In physical education and sports lessons, correctly dosing effort is essential for optimising physical performance and adapting effort parameters, including breaks, in line with physiological principles. The study hypothesises that using smart-watches and mobile apps to monitor effort in middle school physical education lessons will reveal significant differences in effort and heart rate between overweight and average BMI students. Modern technology is expected to enhance understanding of students' physical exertion, facilitating adjustments to programs based on health status and fitness level. Material and method. The study involved 45 students (average age 13.5 years) using 15 Xiaomi 8 smart-watches, phones, Wi-Fi, the Mi Fit app, and other devices to analyse body composition. Data on heart rate and BMI were collected during lessons, which followed the same theme and effort dosage. The Mi Fit app provided detailed aerobic and anaerobic exertion analyses. Parental consent was obtained, and data collection was done under routine lesson conditions. The technology aimed to improve performance and customise programs, offering a personalised approach to physical education. Real-time data transfer enabled accurate analysis of physical effort, promoting healthier lifestyles and better lesson adaptation by teachers. Results. A significant interaction between heart rate and BMI steps (p < 0.01) shows different cardiovascular adaptations to exercise based on BMI. MANOVA confirmed the significant impact of these variables on heart rate, and post hoc comparisons showed differences between weight categories, except between overweight and extremely obese groups. These results highlight the need to tailor physical education programs to BMI categories to optimise cardiovascular health and performance. Conclusion. Results suggest that monitoring the effort curve using modern technologies, such as smart-watches and mobile apps, provides valuable information for adjusting and optimising physical education lessons, especially for overweight and obese students.
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Kachan, Yulia E. "THE STUDING OF LEO TOLSTOY.S CREATIVITY: TALK ABOUT THE RUSSIAN BALL." Proceedings of Southern Federal University. Philology 26, no. 3 (2022): 145–57. http://dx.doi.org/10.18522/1995-0640-2022-3-145-157.
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This article analyses the function of integrated lessons, and emphasizes their necessity for a group of foreign students. The purpose of the study is to identify the features of an integrated lesson for foreign students based on the lesson developed by the author. Literature lesson dedicated to the ballroom theme in the works of Leo Tolstoy is being integrated with other disciplines of the humanities, and various types of art. The emphasis is made on literary, historical, and linguistic coverage of this European phenomenon, transferred to the public life of Russia. Questions and assignments are focused on the development of speech, strengthening the skill of independent work, expanding the lexical and cultural vocabulary of students. The concept of integrative learning is being defined in relation to a foreign group of students; the specificity of interdisciplinary connections for given conditions is determined, the results of the experiment are analyzed.
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Bosova, L. L., V. I. Filippov, and A. Yu Bosova. "Programming graphics and animation in the informatics course of basic school." Informatics in school, no. 5 (December 5, 2022): 5–15. http://dx.doi.org/10.32517/2221-1993-2022-21-5-5-15.
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The article analyzes new opportunities in the study of the thematic section "Algorithms and Programming" of the informatics course of basic school, which appeared during the transition to updated Federal State Educational Standards. The planning of lessons of the theme "Computer graphics and animation" is given, invariant with respect to the graph and turtle modules of the Python programming language ("Introduction to the module", "Rectangle, circle. Building images from graphic primitives", "Using loops to create images", "Simple shape closed area hatching", "Procedures", "Nested loops", "Animation", "Controlled animation"). The main features of the turtle module are described. A detailed description of each of the eight lessons of the theme is presented, including an example of solving a basic problem and its analysis, as well as tasks for modifying the proposed solution and developing solutions to other problems based on it. The solution by means of turtle graphics of the problem of the Unified State Exam in informatics is presented.
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Rutkiewicz, Wojciech. "Rola lekcji filozofii wobec programu nieoficjalnego w szkole." Polska Myśl Pedagogiczna 7 (November 30, 2021): 191–214. http://dx.doi.org/10.4467/24504564pmp.21.010.13940.
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The Role of Philosophy Lessons in Context of Non-Official Curriculum in School Bohdan Chwedeńczuk has asked provocatively: what is the purpose of doing philosophy? We can treat this question as a philosophical one. Nevertheless in this article I would like to treat it as a question concerning education. Polish philosophical community basically agrees that providing philosophy lessons would be a valuable supplement for general education in Poland. However there is no agreement in case of how and what exactly we should teach in philosophy class. I argue that philosophy lessons are beneficial for students. My argumentation is based on critical theory in educational research, in which key theme is educational curriculum’s inquiry. I separate three kind of educational curriculum: hidden curriculum, null curriculum and informal curriculum. I’m going to argue that philosophy lessons are not only beneficial for future students’ lives, but also helpful for coping with school routine.
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Haryanto, Z., N. F. Sulaeman, A. Nuryadin, P. D. A. Putra, S. A. Putri, and A. Z. Rahmawati. "Learning how to plan a science lesson: An exploration of pre-service science teacher reflection in online microteaching." Journal of Physics: Conference Series 2104, no. 1 (2021): 012017. http://dx.doi.org/10.1088/1742-6596/2104/1/012017.
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Abstract As a compulsory approach in shaping pre-service teachers for Technological Pedagogical Content Knowledge (TPACK), microteaching is either essential and challenging. During the COVID-19 pandemic, the shift from offline to the online microteaching course had occurred. This major shift drives the change of planning science lessons. Our research examined how pre-service science teachers designed and reflected their planning on a 30-minute microteaching unit. The participants of our study were four groups of pre-service science teachers that consisted of five students. The participants were pre-service science teachers from two national universities in Indonesia that were chosen by purposive sampling. The data was collected through the lesson plan, self-reflection to the lesson plan, and group discussion. We conducted both qualitative and quantitative analysis on research data for content analysis. The qualitative analysis dealt with the themes and patterns of the theme, while quantitative analysis dealt with the duration and frequency of the theme. Based on the analysis, the single domains such as CK, PK, TK were shown in the lesson plan. However, the complex domain of TPACK was rarely seen. The group discussions revealed that teacher educators need to become specific and explicit about which technology is being infused to support learning. It is significant to enhance the TPACK during planning in online microteaching classes and conduct further study of the implementation of this planning in the lesson.
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Gunawan, Sofian, Muhammad Syifa, Dede Margo Irianto, and Rendi Restiana Sukardi. "Investigates The Implementation of Kinesthetic Intelligence-based Thematic Learning: A Case Study in Elementary School's Second-Grade." Equator Science Journal 1, no. 1 (2023): 1–8. http://dx.doi.org/10.61142/esj.v1i1.2.
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Kinesthetic intelligence-based thematic learning is a theme learning approach where learning activities entail more movement and physical activity (kinesthetic) using an active learning paradigm. The fact that each learner has a unique learning and information-capture potential serves as motivation for applying this knowledge. Therefore, it is crucial for teachers to present their lessons in unique and original ways so that students will readily accept them. Applying kinesthetic intelligence-based theme learning has a number of benefits, including making it simpler to directly explain subject to kids because learning includes students' physical abilities. This study aims to characterize learning, how learning is put into practice, and how thematic learning based on kinesthetic intelligence is evaluated in Baros Mandiri 3 Elementary School's second grade. A case study research design was chosen as the research methodology in this study. employing observation and interviewing as data collection methods. The findings of this study are recommendations for (1) kinesthetic intelligence-based learning planning, which comprises, and (2) kinesthetic intelligence-based theme learning implementation. (3) Kinesthetic intelligence class 2-based evaluation of thematic learning, which involves formative and daily evaluation.
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Fitra, Asyifa. "Improvement of Syudents` Ecoliteracy in Consuming Healthy Food Via Food Vlogs on Social Studies Learning." International Journal Pedagogy of Social Studies 5, no. 1 (2020): 84–91. http://dx.doi.org/10.17509/ijposs.v5i1.26060.
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This research is motivated by the researcher’s findings from an observation at SMPN 45 Bandung. The observation showed the high consumption of VII-G class students on food sold in the school environment. Therefore, researchers felt the need to increase the students’ Eco literacy in consuming healthy food. Researcher used project-based learning through the making of food vlogs on social studies. This study used John Elliot’s class action research method consisted of three cycles with 3 actions in each cycle. Based on the research’s result, it is safe to state that the lessons were planned well by educators; lesson implementation of project-based learning model through the creation of food vlog ran well in each cycle. The final product in the form of food vlog was done in groups with different themes in each cycle; in the first cycle of food vlogs made with the theme "Knowing the benefits of healthy food", the second cycle themed "Processing pre-historic human food" and the theme in the third cycle is "Indonesian Golden Spices". Reflection has been carried out to determine the obstacles encountered and the solutions to overcome them. The conclusion of this study is that the student’s ecoliteracy in consuming healthy food increased in every cycle as it was evidenced by the changing patterns of students’ consumption to be healthier than before.
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Pel-Littel, Ruth E., Diny E. Stekelenburg, Hanna C. Willems, Steffy W. M. Jansen, Jan Festen, and Carolien M. J. van der Linden. "Lessons Learned From the COVID-19 Pandemic as Experienced by Older Adults Treated for COVID-19." Gerontology and Geriatric Medicine 8 (March 2022): 233372142210868. http://dx.doi.org/10.1177/23337214221086831.
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Background In order to provide the best care, the perspective of older COVID-19 patients must be involved in the development of treatment protocols. This study describes the experiences of older adults affected by COVID-19 who recovered in the hospital or at home. Methods Qualitative semi-structured interviews were conducted with 23 older adults affected by COVID-19. A content-based thematic analysis was conducted. Results Nine categories were identified as recurring topics, which were grouped into three major themes. The first theme describes experiences in the first phase of the disease when older adults fell ill. The second theme includes experiences during the illness, ranging from illness severity to participation in decision-making, communication barriers and isolation effects. The final theme covers the recovery course, residual symptoms and social aspects. Conclusion Older adults treated for COVID-19 experienced a feeling of being in a fast-paced whirlwind and lost total control over the situation. Extra attention should be paid to shared decision making, coordinated information provision and the instalment of a primary contract to the patient. The uncertainty of their situation, isolation measures and fears could result in psychological consequences and hinder rehabilitation in older adults.
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Park, Hui-won. "Content-language integrated learning (CLIL) in EFL primary English writing based on coding theme." Korea Association of Primary English Education 29, no. 4 (2023): 179–200. http://dx.doi.org/10.25231/pee.2023.29.4.179.
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For future industrial transformation and job structure reform, 2015 and 2022 revised curricula was established as competency-based curriculum. To enhance competencies effectively in the English classroom, content-language integrated learning (CLIL) was presented. CLIL is supposed to achieve both subjects(coding education) and language(English) goals that share the main information processing competency in an integrated approach. The purpose of this study is to adapt CLIL with coding theme. The CLIL model (the 4Cs Framework) that focused on EFL students in previous studies (Kim & Heo, 2020) was applied as a method of teaching coding. Specifically, the framework of content, communication language, cognition, and culture was described in detail as codes, computational thinking, English commands, higher-order and lower-order thinking, learning motivation, and interest. To elaborate the instruction, the 17th lessons of coding-English integrated class templates following the 4C components and support was suggested. As a result of the experimental class, learners who took the CLIL class had a positive change in English writing fluency, and they improved their coding problem-solving ability and interests. This study implies to show reality in CLIL classes and demonstrate the implementation of content-language integrated classes in the field by describing examples of the CLIL approach based on coding theme.
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Natalia, Natalia, Mesra Mesra, Sugito Sugito, Adek Cerah Kurnia Azis, and Vivi Destri Yumielda. "Painting Lessons On Ceramic Plates For Grade VIII SLB-E Students At The Provincial Level Of North Sumatra." V-art: Journal of Fine Art 4, no. 1 (2024): 53. https://doi.org/10.26887/vartjofa.v4i1.4888.
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This research was motivated by class VIII SLB-E students who were less motivated to learn painting because the media used was less varied. Hence, students were less interested in painting. This research aims to assess the painting work of SLB-E students at the North Sumatra Province level based on four aspects: theme, technique, neatness and beauty. The method used is descriptive qualitative research with data collection techniques through demonstrations, practical tests, observation and documentation. The research sample consisted of 18 Deaf Grade VIII students. The target to be achieved in implementing painting learning is to increase motivation, creativity and students' interest in practising. The expected achievements in this research are the ability to express ideas according to the theme, master painting techniques with alternative media such as ceramic plates, and produce neat and beautiful work. The research results showed an average score of 86 (Very Good), with details: theme (82), technique (87), neatness (88), and beauty (85). In conclusion, students can use ceramic plates as media to apply these four aspects in painting.
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Insuasty Cardenas, Andres, and Valeria Eraso Ibarra. "Didactic Briefcases as a Means to Foster Colombian Culture in the EFL Classroom." Journal of English Language Teaching and Applied Linguistics 4, no. 1 (2022): 64–71. http://dx.doi.org/10.32996/jeltal.2022.4.1.6.
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The purpose of this paper is to show the importance of implementing the didactic briefcases (maletas didácticas) from El Museo del Oro in the EFL classroom as a means to foster culture through the use of a theme-based approach. To this end, a bibliographical review was carried out by searching different research articles master and BA theses in order to know about the implementation of the didactic briefcases in Colombia. Thus, the information presented in this paper is to help EFL teachers to realize how beneficial it could be to integrate the didactic briefcases and Theme-Based Instruction (TBI) in their lessons to make them more didactic, flexible, engaging, collaborative, and dynamic while integrating culture in the curriculum. In fact, some studies showed that the didactic briefcases have been used in different areas of Colombian education, such as Arts and Social Science, but not in English. Finally, the results showed that it is possible to implement the didactic briefcases through a theme-based approach because it allows students to open their minds to their own roots and become more critical when interacting with people from different cultural backgrounds.
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Erkinova, Odinaxon. "TEACHING TO SOLVE COMPLEX PROBLEMS THAT CAN BE SOLVED WITH SINGLE-VARIABLE EQUATIONS." MODERN SCIENCE AND RESEARCH 2, no. 10 (2023): 112–15. https://doi.org/10.5281/zenodo.10077582.
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<i>In order to improve the quality and effectiveness of the general secondary education process, it is necessary to study and spread the advanced pedagogical experience in the process of the continuous mathematical education system, to create the theoretical and practical foundations of modern pedagogical technology.</i><i>The process of teaching equations will be improved if lessons are taught using advanced pedagogical technology in elementary math classes. The main theme is based on this.</i>
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POLAT, İlhan, and Cengiz KESİK. "Parents' Views on Initial Literacy Teaching in the Distance Education Process." Cukurova University Faculty of Education Journal 51, no. 1 (2022): 443–72. http://dx.doi.org/10.14812/cuefd.947383.
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The aim of this study was to determine the views of parents of primary school 1st grade children regarding their experiences in primary literacy teaching in the distance education process. For this purpose, qualitative phenomenology was used as a research design. The study group of the research consists of 76 parents of students studying in the firstgrade branches of two different primary schools affiliated to the Ministry of National Education. The data of the study were collected with a standardized interview form and demographic information test prepared by the researchers. The data collected with the standardized interview form were analyzed using content analysis. As a result of the analyzes, 4 themes and categories and codes were formed under these themes, based on the experiences and opinions of the parents regarding the first literacy learning in the distance education process. The themes revealed are, respectively, the theme of tools used or recommended outside of textbooks, the theme of teacher-parent communication in the distance education process, the theme of the role of parents in homework, and the theme of their views on online lessons in the distance education process.
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Bashir, Joko Nurkamto, M. Furqan Hidayatullah, and Asrowi. "THE IMPACT OF LEARNING CULTURAL HISTORY OF ISLAM USING VIDEO MEDIA ON SPIRITUAL STUDENTS: A STUDY OF UMAR BIN ABDUL AZIZ." Humanities & Social Sciences Reviews 8, no. 3 (2020): 320–27. http://dx.doi.org/10.18510/hssr.2020.8334.
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Purpose of the study: The purpose of this study was to determine the impact of learning the history of Islamic culture using Video Media on the spirit of students. Spiritual students in the story of Umar bin Abdul Aziz in terms of Umar bin Abdul Aziz's achievements and lessons (ibrah).
 Methodology: The research method used was pedagogical action research, data obtained from students' questionnaires, then analyzed descriptively qualitatively. The sample involved in learning consisted of 28 11th grade students in one of the Aliyah Madrasahs in Sukoharjo district, Central Java, Indonesia.
 Main Findings: The results showed that the impact of learning the history of Islamic culture using video on the spiritual of students was categorized very well, this was based on four main themes, namely the idea of God, leadership, social, and nature.
 Application of this study: While the average percentage of student responses on the ability to pick In from the highest is, the theme of nature or example is 99.11%, the theme of God is 97.62%, the social theme is 96.43%, and the theme of Leadership is 95.24%. Based on these results, video technology provides an effective impact on learning.
 Novelty/Originality of this study: Novelty the learning media of the history of Islamic culture, using animated videos. Cultural history is made in the form history of Umar bin Abdul Aziz.
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Donesia, Erik Aprilian, Pujo Widodo, Herlina Juni Risma Saragih, Panji Suwarno, and Widodo Widodo. "National Character Development and Character Education in Schools Malaysia." International Journal of Progressive Sciences and Technologies 38, no. 2 (2023): 502. http://dx.doi.org/10.52155/ijpsat.v38.2.5346.
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ABSTRACK - Character building in schools in Malaysia has been carried out since the British colonial period. The rapid economic growth in Malaysia has brought about changes in the structure of society and its behavior, which has resulted in character education becoming a mandatory lesson to anticipate social change and the implementation of character education in schools for students. Starting in the 1980s, sixteen pure values were introduced, understood by students, and became the main theme for teachers, which is applied in various lessons and aspects of life. Education must be based on core values rooted in social life. Basic education has implemented character education both in curriculum and educational practice. Educational institutions responsible for developing and implementing education of national character in order to promote national civilization. The purpose of this research is to analyze the development of character education in the school curriculum in Malaysia. This type of research is qualitative research using the descriptive analysis method of literature study.
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Fajrudin, Lili, Khoerunnisa Nur Awaliah Rahmat, and Yusup Junaedi. "PENGGUNAAN MEDIA TORSO UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI ORGAN PENCERNAAN DI SD NEGERI BOJONGJENGKOL 03 KABUPATEN BOGOR." Journal of Professional Elementary Education 1, no. 1 (2022): 65–72. http://dx.doi.org/10.46306/jpee.v1i1.9.
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This study aims to determine the implementation of the use of learning media using Torso media in improving student learning outcomes in science lessons on the subject of Digestive Organs in Theme 3 Sub-theme 1. The research method used is Kurt Lewin's CAR (Classroom Action Research) with the following steps: (1) planning, (2) action, (3) observation, and (4) reflection. From the results obtained in the pre-cycle learning, it can be seen that only 8 students have completed the KKM with a percentage of 36% with an average value of 62.27. Then proceed to cycle 1 and get a score that only 12 students have completed the KKM with a percentage of 55% with a class average of 67.27. After that, cycle 2 was carried out again with the score that 22 students all completed the KKM with a percentage of 100% with a class average of 90.00. Thus there has been an increasing change so there is no need to take further action because it has been successful. Based on all these data, it can be concluded that using the demonstration method can improve student learning outcomes in Natural Science Subjects Theme 3 Sub-theme 1 in class V SD Negeri Bojongjengkol 03 Ciampea District, Bogor Regency, West Java Province
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Fabula, Dominik Máté, and Zsuzsanna Angyal. "Use of Waste, Processing the Theme of Circular Economy in School with the Help of Recycling Clothes." Journal of Environmental Geography 17, no. 1-4 (2024): 132–43. https://doi.org/10.14232/jengeo-2024-45792.
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The pedagogy of environmental education and sustainability has long been an important part of children's education both worldwide and in Hungary. We have been aware of our planet's problems for decades, and finding solutions to them is an increasingly pressing issue. The pedagogy of environmental education and sustainability aims to target these questions during the education of children. In Hungary, these goals are mostly to be achieved with the help of natural science subjects and with the sustainability subject, which can be chosen as an independent matriculation subject from September 2022. The subject of sustainability is still taught in a few institutions. However, the issue of sustainability and the lessons associated with it have been supported by the program called Sustainability Theme Week since 2016. A lesson plan by Dominik Máté Fabula that was created during a public tender they announced is also the basis of the present work, which is about the reuse and recycling of clothes based on a circular economy. The students, learning the difference between the linear and circular economy, must work out the possibilities of recycling clothes in group work. In our study, we will present the possibility of implementing the lesson plan, possible practical changes, and experiences after implementation.
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Bual, Israel C. "TEXTUAL METAFUNCTIONS OF AWARD-WINNING SHORT STORIES: DEVELOPING A THEME-BASED FRAMEWORK FOR TEACHING WRITING." Ignatian International Journal for Multidisciplinary Research 3, no. 3 (2025): 365–88. https://doi.org/10.5281/zenodo.15034459.
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This study is to analyze the first paragraphs of three Don Carlos Palanca award-winning short stories to develop a theme-based framework for teaching writing. The first paragraphs were chosen because they can establish the information flow. The researcher perceived this as an advantage, especially in teaching novice writers to help them construct cohesive paragraphs. The study is limited only to the selected Filipino writers who received the first prize in the Don Carlos Palanca Memorial Awards for Literature. The following works were selected with their corresponding authors and year: “Phallic Symbols” by Abola, Alexis A.L., 2015; “Zoetrope” by Cornelio, Richard C., 2016; and, “Disguise” by Bengan, John., 2017. The selected winning pieces belong to the short stories category. The researcher utilized short stories instead of other literary genres because short stories are given to the students to integrate the lessons into the English subject. The researcher used content analysis to focus on the interpretation and understanding of the three award-winning short stories by analyzing the thematic selection and thematic progression. This design is appropriate for use in this study because it extracted meaningful information from the texts. Based on the analysis of the thematic selection and thematic progression of the first paragraphs of Don Carlos Palanca's first-prize award in literature pieces, it can be concluded that cohesive texts can create communicative outcomes. It can reflect the message the writer wants to imply. It was concluded that it can help students achieve cohesion in writing when integrated into writing classes.
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Alwahid, Azhar, and Agus Suryana. "Pengembangan Media Pembelajaran Berbasis Video Model Addie di SMA Citra Nusa Cibinong Bogor." Mimbar Kampus: Jurnal Pendidikan dan Agama Islam 20, no. 2 (2021): 151–58. http://dx.doi.org/10.47467/mk.v20i2.513.
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This study aims to develop a model of learning media development in Civics lessons in high school. This development research using the ADDIE model (analysis, design, development, implementation, and evaluation). The resulting product is a video-based learning media on Civics subjects at SMA Citra Nusa Cibinong. This media was developed through the stages of analysis, design, development, implementation, and evaluation. The media component developed is a learning video based on the main theme that is adjusted to the core competencies and basic competencies in the syllabus for Civics subjects. All of these learning videos are implemented through a project based learning learning system, with the following learning steps: Opening the lesson with a challenging question (start with the big question), Planning a project (design a plan for the project), Arranging an activity schedule (create a schedule), Supervise the course of the project (monitor the students and the progress of the project), Assessment of the resulting product (assess the outcome), Evaluation (evaluate the experience). At the end of the learning process, the Civics teacher and students reflect on the activities and results of the projects that have been carried out.
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Lampa, Elin, Anna Sarkadi, and Georgina Warner. "Implementation and Maintenance of a Community-Based Intervention for Refugee Youth Reporting Symptoms of Post-Traumatic Stress: Lessons from Successful Sites." International Journal of Environmental Research and Public Health 18, no. 1 (2020): 43. http://dx.doi.org/10.3390/ijerph18010043.
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Over the last few years there have been attempts to scale-up Teaching Recovery Techniques (TRT), a community-based group intervention for refugee youth reporting symptoms of post-traumatic stress, across Sweden using the distribution network pathway model. This implementation model allows for quick spread, but only for a low level of control at local sites. This study explores factors and agents that have facilitated the implementation and maintenance of the community-based intervention in successful sites. Seven semi-structured interviews were conducted with personnel from “successful” community sites, defined as having conducted at least two groups and maintaining full delivery. Data were analyzed using content analysis to identify a theme and categories. The main theme “Active networking and collaboration” was key to successful maintenance of community-based delivery. Categories included “Going to where the potential recipients are”, relating to the importance of networks, and “Resource availability and management for maintenance”, relating to the challenges due to the lack of a lead organization supplying necessary funds and support for maintenance. Additionally, “Careful integration of the interpreter” underlined that interpreters were essential co-facilitators of the intervention. Although the interviewed professionals represented successful sites, they remained dependent on informal networks and collaboration for successful maintenance of community-based delivery.
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Visseren-Hamakers, Ingrid J. "Integrative governance: The relationships between governance instruments taking center stage." Environment and Planning C: Politics and Space 36, no. 8 (2018): 1341–54. http://dx.doi.org/10.1177/0263774x18803634.
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The fragmentation and complexity of governance are well recognized among scholars and policy makers. The debate on fragmentation has itself, however, also remained rather fragmented. This has inhibited the drawing of common lessons among the different communities, and has delayed the development of more concerted efforts to enhance synergies and address trade-offs between different societal goals. In order to move forward, this theme issue shows that the various disconnected debates are in essence trying to do the same thing—contribute to the discussion on the relationships between governance instruments. In order to do so, it is based on and advances the notion of Integrative Governance, defined as the theories and practices that focus on the relationships between governance instruments and/or governance systems. The theme issue serves the debate in two ways: (1) it contributes to the “defragmentation” of the debate by bringing together the different concepts and approaches used to study Integrative Governance and (2) it furthers the debate by addressing the main gaps in the Integrative Governance literature. Each article contributes to both aims of the theme issue by making conceptual links between the different approaches, and by addressing multiple gaps in the literature. As such, the theme issue as a whole contributes to a better understanding of the relationships between governance instruments, with a view to enhance these relationships and governance performance.
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Anker, Helle Tegner. "Integrated Resource Management — Lessons for Europe?" European Energy and Environmental Law Review 11, Issue 7 (2002): 199–209. http://dx.doi.org/10.54648/5096234.
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This article argues that in order to facilitate integration it is desirable to look at various spheres or contexts for integration within the legal framework. Different integration aspects deserve attention and the article draws upon the New Zealand experiences with integrated resource management legislation. Integrated resource management is a key component in the New Zealand Resource Management Act which was adopted in 1991. Taking a resource management perspective means that the environment rather than sectoral) activities is in focus — expressed by the “effects-based” approach of the RMA. Taking a legal or regulatory perspective means that the integration of different measures or instruments to protect the environment is a central theme. This could be termed instrumental integration. However, other integration aspects as mentioned above are relevant in a legal and regulatory context. These include cross-media integration and cross-agency integration horizontal and vertical). The structure of this article is first to point out different integration aspects and the need to focus on such aspects in the legal framework. The article then explores the key components of integrated resource management in a New Zealand context, and finally returns to the relevance of such a concept in a European context. While the European context encompasses the Community level as well as the national level of Member States and Associated States, environmental legislation of individual Member States will not be touched upon. At both levels, however, it is necessary that the design and implementation of law pays attention to the ways in which a goal of integration can be achieved.
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Link, Jason S., and Howard I. Browman. "Operationalizing and implementing ecosystem-based management." ICES Journal of Marine Science 74, no. 1 (2017): 379–81. http://dx.doi.org/10.1093/icesjms/fsw247.
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There is now a large literature on ecosystem-based management (EBM; also known as the ecosystem approach). Our sense is that EBM is moving - albeit slowly - from the “what's, why's and when's” to the “how's” of operationalization and implementation; as such it seemed timely to develop this article theme set (TS). Our objectives were to ascertain the state of the discipline and to advance EBM by offering practical examples of its implementation - or attempts at such - in a variety of incarnations and at various scales, including what has or has not worked, suggestions for best practice, and lessons learned. As exemplified by the articles in this TS, key lessons learned include the need for: constant and clear communication with all parties involved; clear objectives and governance; the distillation of complex ecosystem information into digestible indicators; the establishment of reference levels on which management decisions can be made; and clear protocols to evaluate tradeoffs. Instances of truly multisectoral EBM remain rare, with EBM having advanced farthest within specific ocean-use sectors. Although progress towards implementing operational EBM has been somewhat limited, and although EBM is by its very nature complex and difficult to operationalize, there has been progress nonetheless. We hope that this TS will encourage even further operationalization of EBM.
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Scharlach, Andrew, and Laila Tingvold. "DEVELOPING COMMUNITY-BASED AGING SERVICES IN NORWAY: LESSONS FROM THE US." Innovation in Aging 8, Supplement_1 (2024): 62–63. https://doi.org/10.1093/geroni/igae098.0193.
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Abstract Ongoing transformations in the Norwegian welfare state reflect decreasing reliance on government and an increasing role for civil society. Norway’s current “Live Safely at Home” policy, for example, aims to expand community-based supports to enable older adults to live at home for as long as possible, while simultaneously promoting community engagement and social participation. In an effort to learn from the US’ well-established mix of governmental and non-governmental aging support services, we began a study of the experiences of community-based aging service providers in the US. In the first phase, we conducted six weeks of ethnographic fieldwork and 31 in-depth interviews with staff and participants at aging service provider organizations in Northern California. Data were analyzed following thematic analysis procedures proposed by Braun and Clarke (2006, 2019). An overarching theme emerging from the data was tension between the goals of personal support and social inclusion. Organizations focused primarily on community engagement (e.g., senior centers, Villages) appeared to have limited ability to serve individuals as their physical or cognitive functioning declined, while organizations focused primarily on personal care typically provided little attention to fostering community engagement or social participation. These findings reflect a tension between the goals of “aging-in-place” and “aging-in-community.” As Norway develops a more comprehensive community-based aging services system, it will be important to ground services in existing social institutions and informal social networks, enabling older Norwegians with functional disabilities to live safely at home while maintaining meaningful social and community engagement.
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Billingham, J., E. DeVore, D. Milne, K. O'Sullivan, C. Stoneburner, and J. Tarter. "The Life in the Universe Series." International Astronomical Union Colloquium 162 (1998): 326–31. http://dx.doi.org/10.1017/s0252921100115349.
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Students, young and old, find the existence of extraterrestrial life one of the most intriguing of all science topics. The theme of searching for life in the universe lends itself naturally to the integration of many scientific disciplines for thematic science education. Based upon the search for extraterrestrial intelligence (SETI), the Life in the Universe (LITU) curriculum project at the SETI Institute developed a series of six teachers guides, with ancillary materials, for use in elementary and middle school classrooms, grades 3 through 9. Lessons address topics such as the formation of planetary systems, the origin and nature of life, the rise of intelligence and culture, spectroscopy, scales of distance and size, communication and the search for extraterrestrial intelligence. Each guide is structured to present a challenge as the students work through the lessons. The six LITU teachers guides may be used individually or as a multi-grade curriculum for a school.
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Webb, Travis P., and Taylor R. Merkley. "The Surgical Learning and Instructional Portfolio: What Residents at a Single Institution Are Learning." Journal of Graduate Medical Education 3, no. 1 (2011): 104–8. http://dx.doi.org/10.4300/jgme-d-10-00034.1.
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Abstract Background The Accreditation Council for Graduate Medical Education (ACGME) Learning Portfolio is recommended as a tool to develop and document reflective, practice-based learning and improvement. There is no consensus regarding the appropriate content of a learning portfolio in medical education. Studying lessons selected for inclusion in their learning portfolios by surgical trainees could help identify useful subject matter for this purpose. Methods Each month, all residents in our surgery residency program submit entries into their individual Surgical Learning and Instructional Portfolio (SLIP). The SLIP entries from July 2008 to 2009 (n = 420) were deidentified and randomized using a random number generator. We conducted a thematic content analysis of 50 random portfolio entries to identify lessons learned. Two independent raters analyzed the “3 lessons learned” portion of the portfolio entries and identified themes and subthemes using the constant comparative method used in grounded theory. Results The collaborative coding process resulted in theme saturation after the identification of 7 themes and their subthemes. Themes in decreasing order of frequency included complications, disease epidemiology, disease presentation, surgical management of disease, medical management of disease, operative techniques, and pathophysiology. Junior residents chose to focus on a broad array of foundational topics including disease presentation, epidemiology, and overall management of diseases, whereas postgraduate year-4 (PGY-4) and PGY-5 residents most frequently chose to focus on complications as learning points. Conclusions Lessons learned reflect perceived needs of the trainees based on training year. When given a template to follow, junior and senior residents choose to reflect on different subject matter to meet their learning goals.
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Laimena, Marce, Smarty Jabez Samuel Satumalay, and Stella Rose Que. "A Critical Discourse Analysis on Instagram @Sajak Maluku based on the Van Dijk’s model." MATAI: International Journal of Language Education 3, no. 2 (2023): 80–92. http://dx.doi.org/10.30598/matail.v3i2.9141.
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This research discusses critical discourse analysis based on Van Dijk's theory on the Instagram account of @Sajak_Maluku. It aims to explain the theme and moral lessons embedded in the discourse on the Instagram account of @Sajak_Maluku. This was descriptive qualitative research. The data source in this research was the Instagram account of @Sajak_Maluku. The technique of data collection was done by documenting the screenshots of the images containing the discourse on the @Sajak_Maluku Instagram account. Furthermore, the discourse was analyzed using the critical discourse analysis method with a content analysis model based on Van Dijk's theory. The critical discourse analysis method was carried out to explain the hidden purpose in the discourse, while content analysis aims to explain the content of the discourse. The results of this research show that there are two themes in the discourse on the @Sajak_Maluku Instagram account from June 1 until June 10, 2022, which are self-reflection and religious themes. Moral values which can be concluded from religious themes are how we have to be thankful for our everyday life, and we have to keep praying for everything from self-reflection theme is advice to ourselves in relation to what we face every day.
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Muhammad Jamil, Shahzad Rasool, and Muhammad Moin. "Sustainability Education in English Textbook Grade VIII Based On SNC (2022)." International Journal of Social Science & Entrepreneurship 4, no. 2 (2024): 180–96. http://dx.doi.org/10.58661/ijsse.v4i2.276.
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The primary objective of the study was to analyze the depiction of sustainability in the English textbook of grade eight based on Single National Curriculum (SNC), 2022. The study employed the Sustainability Framework of Marco Tavanti (2010) and qualitative content analysis through NVivo 12 with purposive sampling of the textbook. The findings reveal that sustainability is not the central theme of the textbook content, however, various dimensions of environmental, social, cultural, and values sustainability are being promoted through lessons, narratives, and activities. It was revealed that the environmental dimension is promoted through responsible use of resources by tree plantation, conservation of wild animals and birds, and responsible use of water and electricity. The social dimension is reflected through empathy, kindness, and respect for all professions. The economic dimension is indirectly reflected through the promotion of education, and the facilitation of agriculture to improve productivity. The cultural dimension is promoted through the cultural diversity and cultural heritage of Pakistan. Values-based dimension of sustainability at school is primarily based on moral values, spirituality, and personal development. There is no explicit attention to the institutional one, but responsible citizens are being promoted, which is a component of the institutional dimension. Even though sustainability is not the central theme of the textbook, it contributes towards providing a holistic and comprehensive understanding of sustainable development to the students.
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Yüksel, Hidayet Suha, and Fehmi Tuncel. "Experiences of 5th Grade Students Participating in Active Gaming-Assisted Physical Education Lessons." Journal of Education and Training Studies 5, no. 13 (2017): 19. http://dx.doi.org/10.11114/jets.v5i13.2882.
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The aim of present study is to explore the experiences of 5th grade students, who participated in physical education courses structured based on the active gaming program. The qualitative case study model was employed in this study. Twelve 5th grade students attending the physical education lessons were involved in present study. The physical education lessons were taught by using “SMART Trainer” system having 3 wall units for 12 weeks. The data were collected using semi-structured focus group discussions, observation notes, rubric, and video records. The content analysis method was used in analyzing the data. The findings were gathered under two categories, two main themes, and four sub-themes. In first category, the previous experiences of students regarding the physical education lessons are to play same games, to watch movies or to take other lessons when they were in the classroom, and to play traditional games or to be left free when they were outside. The fun, the skill-difficulty level, the decrease in awareness of time, the visual-auditory stimulants and the teacher support, which are reflected to the physical education lessons under the motivation theme, are among the important experiences playing role in motivation of students. In physical competence and confidence dimension, the fundamental movement skills assessments made by practitioners as their main function indicate that the majority of students are at adequate levels, whereas it was determined that the self-confidence from the physical aspect developed in parallel with the development of fundamental movement abilities that teachers perceive from their students.
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Jarman, Michelle, Mary Burman, Mary Anne Purtzer, and Katie Miller. "“Those lessons learned went right out the window once I was atop the soil where it all happened”: Transformative Learning in a Study Abroad Course." Frontiers: The Interdisciplinary Journal of Study Abroad 34, no. 4 (2022): 26–52. http://dx.doi.org/10.36366/frontiers.v34i4.546.
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This project investigated the learning process and outcomes of a study abroad course in England and France that focused on dramatic social shifts in the world war eras. Well-established adult learning theories provided the course framework, and this study examines the characteristics and elements contributing to transformative learning. Eleven undergraduate students participated in this descriptive qualitative study. Three themes emerged from the research: students experienced a journey of intense emotion (Theme I) and meaning making (Theme II) sparking profound developmental changes (Theme III). Learning involved the whole body with students referring to visceral sensations stimulated by specific places visited during the course. Subsequent disorientation triggered the transformative learning process. Dialogue, journaling, and follow-up projects led to critical self-reflection whereby students questioned their perspectives and self-concepts. Post-travel focus groups revealed the impact of the course on validation and/or revision of student perspectives which led to informed decisions and actions. These findings contribute to a deeper understanding of the complexities inherent in transformative learning, especially through place-based and embodied learning practices. Implications include embracing holistic learning, fostering awareness of the learning environment including historical context, developing authentic relationships, and role-modeling critical thought and reflection.
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Macedo Junior, Ronaldo Porto. "Freedom of Expression: what lessons should we learn from US experience?" Revista Direito GV 13, no. 1 (2017): 274–302. http://dx.doi.org/10.1590/2317-6172201711.
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Abstract Freedom of Expression is becoming a theme of growing importance and visibility in Brazil. Newspapers report daily legal suits against “hate speech” concerning race and religious discrimination. Many courts are also imposing high compensation damages that are challenging the “right to ridicule” in comedy shows and newspapers cartoons. The Brazilian public opinion in general tends to be sympathetic to more restrictive rules that may threaten freedom of expression in Brazil. There is nowadays in Brazil an unexpected agreement among the right wing, religious groups, and many human rights movements that support a European model of free speech. In many ways, the “Brazilian Model” based on balancing doctrine and a vague conceptualization of Human Dignity gives a lot of discretion for courts to decide the limits of freedom of expression. Court decisions based on balancing rhetoric is becoming dominant in Brazilian Constitutional court and usually try to avoid some epistemological issues concerning objectivity and moral justification. This article advocates that Brazilian interpretation of freedom expression has a lot to learn from the US model and doctrine. The US more strict and conceptual jurisprudence on this issue offers a powerful and democratic alternative to the balancing model and represents a rich conceptual analysis still unknown by Brazilian courts.
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Ok, Mustafa. "Examining the effectiveness of systematic education applied in Turkish lesson." Research in Pedagogy 13, no. 1 (2023): 67–78. http://dx.doi.org/10.5937/istrped2301067o.
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The aim of this research is to examine the effect of systematic education on the teaching of the text called "The Story of a Book", which is expressed within the scope of the "Our Values" theme in the 4th grade Turkish lesson. The model of the research is mixed method in which pre-test, post-test single-group quasi-experimental design and interview form are used together. The study group of the research consisted of 21 students in Konya province. The study was carried out in the experimental group of 21 people for 6 lesson hours according to the systematic education. "Turkish Achievement Test" and an interview form developed by the researcher were used as data collection tools. The test was applied to the experimental group as a pre-test before the program prepared according to the systematic education was applied, and as a post-test after it was applied. After 4 weeks, it was given to the experimental group again as a permanence test. In the analysis of the data, t test, mean and standard deviation were used. As a result of the study, it was observed that there was a significant difference between achievements in knowledge, practice and total score levels in the systematic education group. However, it was determined that there was no statistically significant difference between their achievements at the level of comprehension. Based on these data, it can be said that systematic education is significantly effective in increasing the students' level of knowledge, practice and total achievement and permanence of the cognitive domain. According to the results of the interview form, it was concluded that the students had a lot of fun in the lessons and they were happy to continue the lessons in this way.
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Yulinda, Tita. "Peningkatan Hasil Belajar Bahasa Indonesia melalui Media Audiovisual pada Siswa Kelas III Sekolah Dasar." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 4 (2020): 828. http://dx.doi.org/10.20961/shes.v3i4.54409.
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<pre><em>This Classroom Action Research is to improve learning outcomes of Indonesian language lessons on the theme of growth and development of living things in third grade students of SD Negeri Karangbandung 02, Keanggungan District, Brebes Regency using audiovisual media. In this model, classroom action research is carried out through four stages, namely planning, action implementation, observation, and reflection and is carried out in two cycles. From this class action research, it was obtained that the average pre-cycle score of students was 59.64 with a completeness percentage of 39.28%. In the first cycle it increased to 63.21 with a completeness percentage of 57.14%. In the second cycle the average score of students became 66.96 with a completeness percentage of 71.42%. Based on the data obtained, it can be concluded that the use of audiovisual media can improve learning outcomes of Indonesian language with the theme of growth and development of living things in third grade students of SD Negeri Karangbandung 02, Keanggungan District, Brebes Regency.</em></pre>
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Hartley, Kris, Nicole Sher Wen Lim, and Cecilia Tortajada. "Policy Note: Digital Feedback-Based Interventions for Water Conservation." Water Economics and Policy 07, no. 01 (2021): 2071004. http://dx.doi.org/10.1142/s2382624x20710046.
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Progress in water conservation is dependent as much on human behavior as on the promise of new technologies. Digital feedback-based interventions present an opportunity to bring these two factors together, as increasingly sophisticated technologies can help change behaviors rather than simply solving problems caused by those behaviors. This paper explores the various options and opportunities for adopting feedback-based interventions — those that communicate information for the purpose of encouraging individuals to alter water consumption habits. Lessons proposed are applicable to any realm in which individual human behavior contributes to a collective environmental or social problem. Focusing on five determinants of success (design, delivery, content, integration, and commitment), this paper presents findings of related studies and fashions them into a suite of recommendations that serves as a template for practice and agenda for future research. The underlying theme — that technology is no absolute substitute for behavioral change but can be one catalyst for it — contributes to broader discussions about the relationship between human systems and the environment.
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Almira Darlin, Rarasaning Satianingsih, and Cholifah Tur Rosidah. "PENGARUH LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS HIGHER ORDER THINKING SKILL (HOTS) TERHADAP HASIL BELAJAR TEMATIK PESERTA DIDIK." Jurnal Pendidikan dan Sastra Inggris 2, no. 2 (2022): 59–64. http://dx.doi.org/10.55606/jupensi.v2i2.295.
Full textAbstract:
This research is motivated by the importance of HOTS-based student worksheets in thematic learning. HOTS-based student worksheets were used in this study with the aim of actively interacting between teachers and students as well as students and students as well as improving learning outcomes and increasing students' higher-order thinking skills. The goal to be achieved in this study is to find out the thematic learning outcomes of students before and before being treated with HOTS-based student worksheets. This study uses experimental quantitative research on fourth grade students at State Elementary School. Dr.Sutomo V/327 Surabaya with a population of 281 students evenly distributed in 8 classes. The sampling technique in this study used a post-test only control group design technique. The research sample was students in grades IV A - IV H. The experimental class of learning using HOTS-based thematic worksheets and the control class were given lessons as is usually done in schools in the form of lectures and given demonstrations. The research was conducted at the public elementary school of Dr. Sutomo V/327 Surabaya. The research instrument used is a test (posttest). The results showed that the learning outcomes of students had increased by using the HOTS-based student worksheets in thematic learning Theme 3 Sub Theme 2 Learning 1 State elementary school students Dr. Sutomo V/327 Surabaya based on One Way Anova test with sig. less than 0.05.
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Gurera, Dev, and Bharat Bhushan. "Passive water harvesting by desert plants and animals: lessons from nature." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 378, no. 2167 (2020): 20190444. http://dx.doi.org/10.1098/rsta.2019.0444.
Full textAbstract:
Fresh water sustains human life and is vital for human health. For some of the poorest countries, 1 in 10 people do not have access to safe and easily accessible water sources. Water consumption by man continues to grow with an increasing population. The current supply of fresh water needs to be supplemented to meet future needs. Living nature provides many lessons for water harvesting. It has evolved species which can survive in the most arid regions of the world by passively collecting water from fog and condensation of water vapour in the night. Before the collected water evaporates, species have mechanisms to transport water for storage or consumption. These species possess unique chemistry and structures on or within the body for collection and transport of water. Among the high diversity of species surviving in deserts, only a handful of species have been studied. Based on lessons from nature, bioinspired water harvesters can be designed. In this paper, an overview of various desert plants and animals is given and known water harvesting mechanisms of some are presented. This article is part of the theme issue ‘Bioinspired materials and surfaces for green science and technology (part 3)’.
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Anis Lestari, Karisma, Tri Wardati Khusniyah, and Widyo Trio Pangestu. "PENGARUH MODEL PROJECT BASED LEARNING TERHADAP HASIL BELAJAR SISWA PADA MUATAN PELAJARAN IPA TEMA EKOSISTEM DI KELAS V." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 8, no. 2 (2022): 1731–40. http://dx.doi.org/10.36989/didaktik.v8i2.479.
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-Project-based learning model as a learning model that focuses on a fairly planned cycle, centered on the problem of coordinating ideas from various pieces of information, sequences, or areas of learning.The purpose of the study was to determine the effect of the use of the Project Based Learning Model on student learning outcomes on the content of the ecosystem theme science lesson in class V. The efforts made to improve student learning outcomes were by applying the project based learning model. The population in this study were fifth grade students at SDN Kedungpitri 5 with a total sample of 18 students. The sampling technique in this study used saturated sampling, while the data collection techniques used were observation, tests, interviews. The data analysis technique used is validity test, reliability test, normality test, homogeneity test, and hypothesis testing. The results of this study indicate that the t-test analysis of student learning outcomes in the use of project based learning learning models, there is a significant difference to student learning outcomes. This can be proven by testing the hypothesis using the paired sample t test and it can be seen that the value of sig.(2-tailed) is 0.00 less than 0.05 so that in this case Ho is rejected and Ha is accepted. So there is an influence in the use of project based learning models on student learning outcomes in the content of science lessons with ecosystem themes in class V.