Scaffolding Discovery Learning Spaces

Hai-Jew, Shalin

doi:10.1007/978-1-4419-1428-6_653

Cited by 11 publications

(7 citation statements)

References 5 publications

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“…By using discovery learning model, students are involved directly in learning the problems, to find the answer through searching and discovering the problem. This research is in tune with the opinion of Zydney et al, (2012) that stated discovery learning model gives room for students to learn in making decision and to make new competency.…”

Section: Resultssupporting

confidence: 68%

Using Discovery Learning to Encourage Creative Thinking

Rahman¹

2017

IJSSES

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Creative thinking ability development is needed to be implemented by every educator including lecturers to their students. Therefore, they need to seriously act and design their learning process. One of the ways to develop student's creative thinking is using discovery learning model. This research is conducted in physics education study program in 2016 with students who took learning and teaching class as research subject. From the research analysis result and discussion, it can be concluded that discovery learning model can encourage students' creative thinking ability in learning and teaching strategy subject.

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Section: Resultssupporting

confidence: 68%

Using Discovery Learning to Encourage Creative Thinking

Rahman¹

2017

IJSSES

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“…This process made students develop a deeper understanding of grammar rules. The corrective feedback was done in this study in order to avoid inaccuracy suggested by Kirschner et al (2006) or misconception (Hai-Jew, 2008).…”

Section: Discussionmentioning

confidence: 99%

“…In this study, as elaborated previously, the way to motivate the students in writing is by applying TPS and TCF within discovery learning strategy. The learning task or activity is seen in the form of scaffolding discovery (Hai-Jew, 2008) which enables them to produce their own sentences accurately. It is in line with the concept of input hypothesis by Krashen (1985); Krashen (1994); Krashen (2003) which stated that the input should be 1 +1 and with the output hypothesis as well stated by Swain (1985); Swain and Lapkin (1995) and Ellis (1991) who stated that when a learner uttered or produced wrong expressions or sentences, s/he could also find relevant input.…”

Section: Discussionmentioning

confidence: 99%

Discovery Learning Strategy: Integrating Think-Pair-Share and Teacher’s Corrective Feedback to Enhance Students’ Writing Language Accuracy

Flora

Raja

Mahpul

2020

International Journal of Education and Practice

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This research aimed at finding out the students" writing language accuracy and their experience (perception) after learning how to use the integration of Think-Pair-Share (TPS) and Teacher"s Corrective Feedback (TCF) within discovery learning strategy. A quantitative study in the form of pre-experimental design was conducted which involved 24 students of English study program in the Faculty of Education at Lampung University-Indonesia who took Pre-Intermediate writing class. These students were prepared to be junior and/or senior school English teachers. Therefore, language accuracy was badly needed. The results demonstrate that there was improvement of students" writing language accuracy after the implementation of integrating Think-Pair-Share and teacher"s corrective feedback within discovery learning strategy. Grammar accuracy was the highest compared to vocabulary and spelling accuracy. In addition, the students demonstrated positive perception among the five categories of perception, interest and motivation were the highest. It is because of the steps of TPS and minimum TCF in the form of scaffolding and constructive questions of the teacher.Contribution/Originality: This study contributes to the existing literature in the areas of discovery learning, TPS, TCF and perception. The study provides evidence how the integration of TPS and TCF within the concept of discovery learning can be beneficial in attaining students" writing language accuracy. INTRODUCTIONIn this modern era with the massive development of technology, written form of communication has become more essential than ever (

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“…Motivation also influences this independence; motivation is essential in completing learning activities (Geng et al, 2019). If motivation is not disturbed, memory, cognition, intelligence, and reasoning will run well (Hai-Jew, 2012;Sangsawang, 2020). Good cognition makes learners act consciously of their own accord, plan their learning activities, and do practice questions even though the teacher has not assigned the task.…”

Section: Indicatormentioning

confidence: 99%

Profile of Self-Regulated Learning on First-Year Students at Science Education Department in Online Learning

Patriot,

Laksono

2024

PAEDAGOGIA

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<p dir="ltr"><span>Online learning requires students to study independently and manage lectures according to the time set. Researchers need to know the criteria for self-regulated learning of first-year students at the Physics Education Department. This paper aims to determine self-regulated learning during online learning. The study used a quantitative research approach with a survey method. The Online Self-Regulated Learning Questionnaire (OLSQ) collected the data, a 20-item scale with a 5-point Likert-type response format. The sample of this study was 131 students of physics and chemistry education study programs. Each was randomly selected to see how their respective study programs implemented independent learning activities during online learning. The results showed that each indicator of independent learning in online learning received a positive response through the OLSQ instrument that had been distributed. The disciplined behavior indicator has a higher percentage, followed by the exercise self-control indicator. Generally, the pre-service students have self-regulated learning with high criteria. This result can provide a good contribution and open for further research. The implication of this research can be a reference for lecturers to improve online and self-regulated learning quality.</span></p><div><span><br /></span></div>

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Scaffolding Discovery Learning Spaces

Cited by 11 publications

References 5 publications

Using Discovery Learning to Encourage Creative Thinking

Using Discovery Learning to Encourage Creative Thinking

Discovery Learning Strategy: Integrating Think-Pair-Share and Teacher’s Corrective Feedback to Enhance Students’ Writing Language Accuracy

Profile of Self-Regulated Learning on First-Year Students at Science Education Department in Online Learning

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