Applying appropriates methods for teaching cell biology

Veselinovska, Snezana Stavreva; Gudeva, Liljana Koleva; Djokic, Milena

doi:10.1016/j.sbspro.2011.04.199

Cited by 11 publications

(11 citation statements)

References 4 publications

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“…Ditemui banyak permasalahan terkait dengan suksesnya suatu pembelajaran dalam mencapai tujuan seperti yang ditetapkan. Proses pembentukan kelompok, kerjasama, kemampuan menyelesaikan masalah, persaingan, penggunaan logika, miskonsepsi, presentasi, motivasi dan termasuk juga evaluasi (Veselinovska, Gudeva, & Djokic, 2011) merupakan beberapa masalah yang sering ditemui. Menyelesaikan permasalahan yang ditemui dalam setiap kegiatan pembelajaran di kelas tersebut membutuhkan penyelesaian dengan mempergunakan banyak cara dengan tujuan utama adalah mengaktifkan siswa belajar sekaligus meningkatkan kemandiriannya dalam belajar.…”

Section: Mendukungunclassified

Potensi Penggunaan Peta Pikiran Melalui Learning Community Sebagai Upaya Meningkatkan Aktifitas Belajar Siswa Pada Materi Sistem Gerak

Lukitasari

Pujiati

Banconowati³

2019

Educ. Sci.

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POTENTIAL OF MIND MAPS THROUGH COMMUNITY LEARNING TO IMPROVE LEARNING ACTIVITY ON SKELETAL SYSTEM CONCEPT AbstractThis research described the use of mind map with discussion during learning activity that potentially increased learning community to deliver skeletal system concept. The mind map was applied in four meeting with 27 second-grade senior high school students. Students were put in groups and each groups was assigned to design a mind map of skeletal system concept. The data of learning community was obtained from: 1) The mind map results from all groups, 2) The discussion along every group to arrange the mind map, and 3) The students’ scores of skeletal system concept test. The instruments used were rubric of mind map assessment, observation sheet, and essay test. Qualitative descriptive was used to analyse data. The results showed that 80% of the mind map achieved the assessment rubric while the activity of students was 64.4%. The last, the highest grade of students’ test was gained by group 4, that was 8.84 out of 10. AbstrakPenelitian ini mendeskripsikan potensi penggunaan peta pikiran melalui learning community (LC) sebagai upaya meningkatkan aktifitas belajar siswa pada materi system gerak. Penerapan peta pikiran dilakukan sebanyak empat kali tatap muka untuk satu kompetensi dasar pada siswa kelas XI dengan jumlah siswa sebanyak 27 orang. Seluruh kegiatan dilakukan secara berkelompok dengan mendesain peta pikiran yang dikerjakan sesuai materi. Data aktifitas belajar dengan LC yang dikumpulkan didapatkan dari 1) rubrik peta pikiran kelompok siswa, 2) aktifitas diskusi, dan 3) skor tes untuk materi system gerak. Instrumen penelitian yang dipergunakan adalah lembar penilaian, lembar observasi dan tes essay. Analisis data dilakukan secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa peta pikiran yang dikerjakan kelompok siswa adalah 80%, keaktifan diskusi memiliki rata-rata 64,64 dan rata-rata skor tes per kelompok dicapai oleh kelompok 5 dengan skor tertinggi adalah 8,84.

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Section: Mendukungunclassified

Potensi Penggunaan Peta Pikiran Melalui Learning Community Sebagai Upaya Meningkatkan Aktifitas Belajar Siswa Pada Materi Sistem Gerak

Lukitasari

Pujiati

Banconowati³

2019

Educ. Sci.

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“…Não é interessante amarrar uma única prática metodológica em sala de aula, já que toda metodologia tem suas limitações. Para Veselinovska et al (2011), o sucesso do aprendizado em ciências está intimamente relacionado aos métodos utilizados por professores e estudantes. Cada vez mais, os docentes têm que dispor e saber usar metodologias que atraiam a atenção dos estudantes e que, ao mesmo tempo, facilitem e tornem efetivo o processo de ensino aprendizagem.…”

Section: Diferentes Estratégias Para Diferentes Objetivosunclassified

“…Historicamente, modelos representativos têm desempenhado um papel importante nas descobertas científicas, onde o jogo de imagens visuais geralmente nasce de um enunciado conceitual extraído do discurso científico (Ferreira et al, 2013). Na Biologia Celular, a necessidade da formação de representações não linguísticas é particularmente importante, tendo em vista as especificidades da matéria, permitindo compreender fenômenos e analisar estruturas que não poderiam ser visualizados com facilidade (Martini, 2015;Veselinovska et al, 2011).…”

Section: Representações Não Linguísticasunclassified

“…Muitos autores defendem a utilização de mapas conceituais como ferramenta de avaliação, além de própria estratégia de ensino em si (Rocha & Spohr, 2016;Yeong, 2013). É interessante ressaltar que na avaliação por mapas conceituais há uma exigência de que o estudante realmente tenha se apropriado do vocabulário, dos conceitos e dos conteúdos específicos da matéria, e que seja capaz de fazer associações coerentes para a elaboração do seu produto.…”

Section: Como Avaliar a Performance Dos Estudantes Nas Metodologias Aunclassified

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Representações Não Linguísticas E Jogos Cooperativos Como Estratégia De Ensino E Aprendizagem Da Biologia Celular

Leão

Padial

Randi

2018

IENCI

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Enquanto as aulas expositivas têm assegurado seu lugar de destaque nas práticas docentes, metodologias diferenciadas são utilizadas de maneira tímida em sala de aula. Representações não linguísticas e jogos cooperativos são alternativas que podem promover o protagonismo e a participação ativa dos estudantes, facilitando o processo de ensino e aprendizagem. Para avaliar o potencial didático dessas estratégias, aulas de Biologia Celular foram desenvolvidas com estudantes do 1º ano do ensino médio em escolas públicas no Paraná. As turmas foram organizadas em grupos que participaram de aulas expositivas, onde os professores utilizaram a exposição oral ilustrada como metodologia de ensino; representações não linguísticas (RNL), que envolveu a construção de modelo tridimensional e a confecção de um cartaz bidimensional; ou aprendizagem cooperativa, realizada através de aventuras de Role-Playing Game (RPG). Os estudantes foram avaliados antes das aulas, e em curto e médio prazos posterior às aulas. Nas avaliações por questões e por mapas conceituais, os melhores resultados foram alcançados pelos estudantes que participaram dos grupos das RNL e RPG, indicando um aprendizado mais efetivo e significativo. Além dos resultados positivos em relação à performance em curto e em médio prazo, as metodologias diferenciadas tiveram boa aceitação por parte dos estudantes e professores.

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“…The material tends to be abstract thus many students think that cell biology subject is a difficult subject to be learnt due to its abstract characteristics. Reference [23] shows that the difficulty level of the Cell Biology subject is high for it covers many materials such as the main differences of prokaryotic cell and eukaryotic cell, the structure and the function of organelle cells, cells metabolism, cells reproduction called mitosis and meiosis, cells communication, necrosis, and research development related to cells. In this case, it is necessary to apply appropriate techniques to activate and motivate the students to obtain the learning objectives.…”

Section: Introductionmentioning

confidence: 99%

Lesson Study in Improving the Role of E-Portfolio on the Metacognitive Skill and Concept Comprehension: A Study on Cell Biology Subject in IKIP PGRI Madiun, Indonesia

Lukitasari¹,

Susilo²,

Ibrohim³

et al. 2014

EDUCATION

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The purpose of the study was to examine the potency of the implementation of e-portfolio supported by the implementation of Lesson Study to improve the metacognitive skill and concept comprehension of Cell Biology. The activities of the lesson study aimed for developing and enhancing e-portfolio implementation habit carried out done seventh times with the same Cell Biology material. The study was followed by quasi experimental study conducted on two classes, consisting of 26 and 27 students. One class underwent seven meetings of portfolio and another class underwent seven meetings of e-portfolio. The data of the study related to the concept comprehension were obtained by valid and reliable pretest and posttest. The data related to the metacognitive skill were obtained too by the pretest and posttest supported by a special rubric. The data of the lesson study were analyzed qualitatively. The data of the quasi experimental study were analyzed by ANACOVA test, to uncover the difference between the two treatments. The results of the study showed that there were significant effects of the implemented treatment on the metacognitive skill and the cell biology concept comprehension of the students. The average score of the metacognitive skill of e-portfolio class supported by lesson study was 39,4% higher than that of the portfolio class. The average score of the concept comprehension of e-portfolio class supported by lesson study was 15% higher than that of the portfolio class without lesson study. The implementation of lesson study was significantly effective in improving the metacognitive skill and the concept comprehension of e-portfolio class compared to that of portfolio class, regardless the previous research reported that the implementation of e-portfolio had unsignificant effect.

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Applying appropriates methods for teaching cell biology

Cited by 11 publications

References 4 publications

Potensi Penggunaan Peta Pikiran Melalui Learning Community Sebagai Upaya Meningkatkan Aktifitas Belajar Siswa Pada Materi Sistem Gerak

Potensi Penggunaan Peta Pikiran Melalui Learning Community Sebagai Upaya Meningkatkan Aktifitas Belajar Siswa Pada Materi Sistem Gerak

Representações Não Linguísticas E Jogos Cooperativos Como Estratégia De Ensino E Aprendizagem Da Biologia Celular

Lesson Study in Improving the Role of E-Portfolio on the Metacognitive Skill and Concept Comprehension: A Study on Cell Biology Subject in IKIP PGRI Madiun, Indonesia

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