Role of environmental interaction in interdisciplinary thinking: from knowledge resources perspectives

Tan, Esther; So, Hyo Jeong

doi:10.1080/00958964.2018.1531280

Cited by 18 publications

(15 citation statements)

References 30 publications

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“…Whereas the control class with no treatment, the score has increased, steady, and decreased (Kusuma, 2017). Besides, based on the results of the calculations, the T-test explains that there is a difference in the average between the control class and the experimental class, which means that this study was successful (Tan & So, 2018). Furthermore, Figure 3 provided the comparison percentage of students' understanding between the experimental class and the control class, before and after the environmental geophysical survey is given, based on pre-test and post-test results.…”

Section: Discussionmentioning

confidence: 96%

“…Cooperative learning is a continuous learning method (Abdullah, 2010) which is accompanied by feedback followed by evaluation (Dunlap, 2010). The cooperative learning model is a learning model by forming small groups (Tan & So, 2018). In those small groups, students who have different understandings are demanded to teach one another (Amato & Krasny, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Besides, in many studies, the cooperative learning method has proven can improve significant achievements in the fields of science (Parmin, Nuangchalerm & El, 2019) and other relevant fields such as; arts, humanities (Amato & Krasny, 2011), and social sciences. Cooperative learning also improves students' positive attitudes towards learning (Zaky, Islami & Nuangchalerm, 2018), enhances social relations (Tan & So, 2018), and builds students' high self-esteem and cohesiveness (Yumuşak, 2015). Cooperative learning can also be expressed in learning strategies where students work together to achieve learning targets (Dubois & Krasny, 2016).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Academic Achievement and Conceptual Understanding of Electrodynamics: Applications Geoelectric Using Cooperative Learning Model

Prastowo

Huda

Umam³

et al. 2019

JIPFAlBiruni

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Students' comprehension of the theory is often implemented as an effort to improve their achievements. However, other learning processes are rarely carried out by teachers, such as the practice or tools uses as the lesson application. The purpose of this study is to analyze the learning effectiveness by applying the geophysical surveys practice method or the use of environmental geophysics tools. The assessment of students' abilities is based on the interpretation results of environmental geophysical survey data and the presentations and discussions about the results of interpretation. The TGT Cooperative learning model was used with a quasi-experimental method and quantitative design. Data collection was carried out using a series of research instruments in the form of questionnaires. The results of the study were based on comparisons between the experimental class and the control class. The results show that the experimental class has excellent findings. 1) Based on the results of the post-test, the TGT cooperative learning method is very effective in this study, because teamwork can maintain students' enthusiasm and understanding during the learning process. 2) Retrieval of field data makes students better understand the application of geoelectric concepts and determination of rock resistivity.

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Section: Discussionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Academic Achievement and Conceptual Understanding of Electrodynamics: Applications Geoelectric Using Cooperative Learning Model

Prastowo

Huda

Umam³

et al. 2019

JIPFAlBiruni

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show abstract

“…This methodology offer connectivity many knowledge such as ecology, technology, social and economic. Interdisciplinary enhance students capacity to development new concept and perspective [4]. Several activity could increase awareness environment of the students for the example the students and lecturer minimal using lift.…”

Section: Resultsmentioning

confidence: 99%

Enviroment Knowledge Implementation to Senior High School and Collage Students Activities

Noriko

2019

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Abstract - Al Qur’an is the word of Allah SWT as the rules and guidance to get harmony and success life in here and after. The explanation and ways how to implement command of Al Qur’an are found in Al Hadist Muhammad SAW. Al Qur’an teaches may aspect of life and one of them is how using and managing the natural resources and conserve of environment, using the source of energy, water, health and sanitation. In the other hand the people of the world included Indonesia facing environment problem. Sustainable Development Goals (SDGs) from United nation are collected of 17 global goal or agenda 2030 for transforming our world 2030 and containing strategy to solve environment problem. Base on the fact, the problem is how awareness the senior high school and higher education (university) students specially Islamic students to contribute conserve the environment?. The goals of the research were to know how environment awareness and action performance of students from senior high school and university. Methodology of the research was survey and observation concerning in 320 student from 4 senior high schools and in 1 university. The result of the research showed 41,5% of natural and 40.35% social science students from Islamic values senior high schools (SMAI IPA and IPS) showed the awareness action to environment. In SMAN IPA students showed their awareness 51.1% and SMAN IPS 20.6% Based on observation students from university with Islamic values showed low awareness of environment. Keyword - Al Qur’an, Awareness, Environment, Hadist, Students

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“…Outdoor learning provides a good ground for interdisciplinary activities making it possible to fade different disciplines together (Tan & So, 2019). Yet, bringing in interdisciplinarity into learning designs was another challenging aspect for the teachers.…”

Section: Discussionmentioning

confidence: 99%

Designing learning experiences for outdoor hybrid learning spaces

Mettis¹,

Väljataga²

2020

Brit J Educational Tech

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With the support of various personal and institutional mobile technologies, numerous physical and virtual spaces can be turned into interesting and motivating hybrid learning settings. By its nature, outdoor mobile learning happens on the move is connected to specific locations and settings inviting learners to study their surroundings, inquire about natural phenomena and solve complex real‐life problems. This poses challenges for teachers to design meaningful, contextualized and comprehensive learning experiences. The paper aims to explore what kind of mobile learning scenarios K‐12 teachers create and what are the limitations and development perspectives of these scenarios. Content analysis of 25 location‐based outdoor learning tracks with 465 questions and tasks was carried out. The results demonstrate that designing and implementing learning activities outside the safe, familiar classroom environment in new hybrid learning spaces is a challenging task for the teachers on many different levels. Taking Bloom’s revised taxonomy, types of contextualization and integrated learning models as frameworks for content analysis of the learning scenarios, the study shows that the teachers do not perceive the potential hybrid spaces and mobile technologies offer in order to design consistent learning experiences that emphasize higher order thinking levels, encompass contextual information and integrate knowledge from multiple disciplinary sources. The paper concludes that there is a need for more teacher training and systemic interventions into current teaching practices that encourage teachers to step outside of their existing teaching paradigms to acknowledge the pedagogical potential of hybrid learning spaces as well as the technological affordances.

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Role of environmental interaction in interdisciplinary thinking: from knowledge resources perspectives

Cited by 18 publications

References 30 publications

Academic Achievement and Conceptual Understanding of Electrodynamics: Applications Geoelectric Using Cooperative Learning Model

Academic Achievement and Conceptual Understanding of Electrodynamics: Applications Geoelectric Using Cooperative Learning Model

Enviroment Knowledge Implementation to Senior High School and Collage Students Activities

Designing learning experiences for outdoor hybrid learning spaces

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