Active Learning by Innovation in Teaching (Alit)

Izadi, Dina; Milner-Bolotin, Marina

doi:10.1007/978-3-319-00297-2_55

Cited by 1 publication

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“…They must identify what they need to learn to gain a better understanding of the problem, and determine where to get the necessary information (books, magazines, teachers, other students, the internet, etc). As educators we should consider how to help students become independent learners while applying their knowledge to solve real life problems, such as global warming, generation of renewable energy, reduction of carbon dioxide emissions [7,8].…”

Section: Literature Viewmentioning

confidence: 99%

Science motivation by discussion and controversy (SMDC) model

2017

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Succeeding theories and empirical investigations have often been built over conceptual understanding to develop talent education. Opportunities provided by society are crucial at every point in the talent-development process. Abilities differ and can vary among boys and girls. Although they have some responsibility for their own growth and development, the educational system and psychosocial variables influence on the successful development of high levels of education. This research explores students' attitudes to science education to establish why many disengage with the subject in class and what can be done to reverse this trend to produce unimaginable scientific and practical benefits to society. The control group is students from several schools with traditional education in Iran and the experimental group is teams who have taken part in several activities such as national and international tournaments (2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013). This research has two parts: 1-how innovation in teaching and 2-discussion and controversy in class can improve science education and cause motivation. The average scores are divided into 5 ranges in both experimental and traditional groups. As shown by Spearman's correlation rank (ρ) the difference between boys' and girls' average scores is about (2.71) in the control group but it has decreased to (0.29) in the experimental group. The main point of discussion is on problems in class which advance a set of interrelated scientific arguments for outstanding achievement.

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Section: Literature Viewmentioning

confidence: 99%