Teacher Inquiry

Dawson, Kara

doi:10.1080/15391523.2006.10782460

Cited by 47 publications

(6 citation statements)

References 16 publications

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“…In this study, the participants were given the task of designing a lesson that required justification and reflection throughout their experiential learning of CT. Literature suggests that pre-service teachers' higher levels of reflection can be achieved when support structures are provided (Dawson, 2006;Rodman, 2010). The results of this study are consistent with the literature.…”

Section: Implications Of the Ct Module On Pre-service Teachers' Ct Ex...supporting

confidence: 89%

Developing pre-service teachers’ computational thinking through experiential learning: hybridisation of plugged and unplugged approaches

Voon¹,

Wong²,

Wong³

et al. 2022

RPTEL

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Computational thinking (CT) is one of the skills that are critical for problem-solving in a technology-driven society. Although the importance of CT as a goal in education is increasingly acknowledged, there is scant research on developing pre-service teachers’ CT competencies so that they can integrate CT in their lesson design. In this study, drawing from the experiential learning framework, we discuss the design of a module using a novel approach that is a hybridisation of plugged and unplugged CT approaches. The aim is to facilitate pre-service teachers in making connections between CT and their teaching contexts. Thirty-eight pre-service teachers attended the CT module for twelve weeks. The results indicated that the participants developed better CT competencies by integrating, justifying and reflecting CT in their lesson design. This study demonstrates the importance of providing a practical CT module to conduct unplugged activities for pre-service teachers, especially for those without prior computing knowledge, before introducing CT in the context of programming.

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Section: Implications Of the Ct Module On Pre-service Teachers' Ct Ex...supporting

confidence: 89%

Developing pre-service teachers’ computational thinking through experiential learning: hybridisation of plugged and unplugged approaches

Voon¹,

Wong²,

Wong³

et al. 2022

RPTEL

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“…The first review can be attempted from the topic of the paper and the variables applied in the study. The review could be practically aiming for the keywords that have the similar bearing to the research questions (Dawson & Ferdig, 2006).…”

Section: The Importance Of Using Checklist In Measuring the Comprehen...mentioning

confidence: 99%

The Importance of Using Checklist in Measuring the Comprehensiveness of English Teaching Materials: A Systematic Literature Review

Basaruddin,

Mustafa

2023

AJATeL

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The aim of this paper was to provide evidence pertaining to the practice of using checklists in analysing the comprehensiveness level of the English teaching materials prepared to be used during the teaching and learning process. A systematic literature review (SLR) of empirical studies exploring the practices of using checklists in analysing the English teaching materials was performed. A total of 12 papers were included in the SLR. It was discovered that the use of a checklist in analysing teaching materials could highlight the differences in teachers’ perceptions; promote convenient methods to keep record; identify the strengths and weaknesses of the materials; encourage systematic method of analysis; offer flexibility for current changes; lead to adaptation of the existing materials. It is also suggested in the future, bigger-scale research should be conducted and repeating analysis using the similar checklist could be done in order to improve the accuracy in obtaining the data.

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“…Dalam riset sebelumnya, calon guru menarik perhatian peneliti untuk dilihat aspek kemampuannya dalam mengenali bukti pemahaman konsep siswa (Bartell et al, 2013). Cara mahasiswa calon guru bertanya, berdasarkan pengalaman dan implementasinya dalam kurikulum juga sudah diteliti sebelumnya (Dawson, 2006). Pada intinya, proses mengajar di kelas sebenarnya adalah transformasi calon guru dari belajar menuju mengajar (Assis et al, 2018).…”

Section: Ways Of Understandingunclassified

Analisis situasi didaktis dalam pembelajaran matematika berbantuan ICT pada siswa SMP

Prabowo

Juandi

2020

Pytha Jurnal Pend. Math

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Penelitian ini bertujuan untuk mengidentifikasi apakah mahasiswa calon guru matematika mampu membangun situasi didaktis matematis pada siswa SMP dalam pembelajaran matematika berbasis ICT (Information and Communications Technology). Penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian adalah mahasiswa calon guru yang telah praktik mengajar di sekolah. Subjek menggunakan aplikasi yang dibuat sendiri oleh subjek. Aplikasi yang dibuat berupa Augmented Reality (realitas bertumbuh), yaitu teknologi yang menggabungkan benda maya dua dimensi dan atau pun tiga dimensi ke dalam sebuah lingkungan nyata tiga dimensi lalu memproyeksikan benda-benda maya tersebut dalam waktu nyata. Hasil penelitian menunjukkan karakteristik situasi didaktis dalam pembelajaran matematika berbantuan ICT pada siswa SMP yang dibangun oleh mahasiswa calon guru adalah sebagai berikut: situasi didaktis matematis yang dibangun belum mengonstruksi pengetahuan siswa secara mandiri; situasi didaktis matematis yang dibangun cenderung berasal dari informasi yang disampaikan guru, bukan dari media ICT yang digunakan; dan ICT yang dilibatkan dalam pembelajaran belum mampu mengelaborasikan proses kognitif siswa dalam jejak pembelajarannya. Analysis of a didactic situation in ICT-assisted mathematics learning in junior high school studentsAbstractThis study aims to identify whether prospective mathematics teacher students are able to build mathematical didactic situations in junior high school students in ICT-based mathematics learning. This research is descriptive qualitative research. The research subjects were prospective teachers who had practiced teaching at school. The subjects used applications made by themselves. Those applications were in the form of augmented reality (reality grows), namely technology that combines two-dimensional and or three-dimensional virtual objects into a real three-dimensional environment and then projecting these virtual objects in real-time. The results showed the characteristics of didactic situations in ICT-assisted mathematics learning in junior high school students built by prospective teacher students were as follows: didactic mathematical situations that were built had not constructed students' knowledge independently; the built mathematical didactic situation tends to originate from the information conveyed by the teacher, not from the ICT media used; and ICT involved in learning has not been able to elaborate the cognitive processes of students in their learning footprint.

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Teacher Inquiry

Cited by 47 publications

References 16 publications

Developing pre-service teachers’ computational thinking through experiential learning: hybridisation of plugged and unplugged approaches

Developing pre-service teachers’ computational thinking through experiential learning: hybridisation of plugged and unplugged approaches

The Importance of Using Checklist in Measuring the Comprehensiveness of English Teaching Materials: A Systematic Literature Review

Analisis situasi didaktis dalam pembelajaran matematika berbantuan ICT pada siswa SMP

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