Teacher – Pedagogical Creativity and Developer Promoter

Živitere, Marga; Riashchenko, Viktoriia; Markina, Iryna

doi:10.1016/j.sbspro.2015.01.1156

Cited by 10 publications

(10 citation statements)

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“…The methodology was designed using different kinds of classroom pedagogies (Caciuc, 2014;Davies, 2013;Elena, 2015;Guerra, 2014;Higashimura, 2012;Petrenko, 2017;Saliceti, 2015;Valderrama-Hernandez et. al., 2017;Zivitere et al, 2015) to study changes in participant's attitudes towards H. cordata and M. bombycis, as delineated in Table 1. Sample selection was done through purposeful selection with a citywide advertisement (Palinkas et al, 2015).…”

Section: Methodsmentioning

confidence: 99%

“…Sharif et al, 2018), in order to see which might have deeper effects. The lesson structure followed the characteristics of intercultural humanitarian education (Petrenko, 2017) having pedagogical creativity (Zivitere et al, 2015).…”

Section: Methodsmentioning

confidence: 99%

“…In addition, the ETB realia employed in this study was thought to be possibly beneficial for TK retention and cultural evolution. The use of creative craft activities and kinesthetic learning in the humanistic environment was utilized for deep impact on participants (Elena, 2015;Petrenko, 2017;Zivitere et al, 2015) and to find what is effective for the PO of ETBs.…”

Section: Environmental Educationmentioning

confidence: 99%

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The Psychological Ownership of Ethnobotanicals through Education

Penabaz-Wiley

Terada

Kinoshita

2018

E-BPJ

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A qualitative research case study was conducted over two summers with caretakers and children. The aim was studying how ethnobotanical content-based environmental education (EE) in English classes can impact psychological ownership (PO) of plants. The objectives were to study reactions to classroom scenarios. Subjects were selected through purposive sampling, and data through notes, observation, and recording. The second summer, a questionnaire was integrated into the lesson. Results showed that caretakers hinder children’s enthusiasm about disliked plants. However, they also change their perspectives with EE. Impact on PO increased from traditional teacher-centered lessons, more with crafts, and the most with ingestion. eISSN: 2398-4287 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/e-bpj.v3i8.1415

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Environmental Educationmentioning

confidence: 99%

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The Psychological Ownership of Ethnobotanicals through Education

Penabaz-Wiley

Terada

Kinoshita

2018

E-BPJ

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“…To form professional teacher policies, teachers are required to develop and create creative and innovative teaching tailored to the development of an increasingly modern era. The development of pedagogical creativity and innovation can directly influence the development of students (Zivitere, Riashchenko, & Markina, 2015). The following describes the teacher policy chart in class management strategies, especially in the combination of musical rhythm and learning material that occurs in one elementary school in Sleman Regency.…”

Section: How Can Teacher Policies Determine Class Management Strategies?mentioning

confidence: 99%

Teacher’s Policy Using Dangdut Music to Support Classroom Learning

Rusdyaningtyas¹,

Hanum²

2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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Every teacher has their own strategy in managing their class. In addition, in the learning process, teachers need new innovations that can arouse students in the class. This study aims to determine the teacher's policy in managing class using dangdut music rhythm to support the learning process in the classroom. The research method used is a qualitative research method with a phenomenological approach. The results obtained based on this study were easier for students to memorize learning material by using the dangdut music rhythm. The combination made by the teacher is the rhythm of the music that is often heard by students with learning material. In addition, students are more enthusiastic, easy to understand learning material, and able to improve students' memory of the material learned in class. This research is also one of the teacher's strategies to be creative in using learning methods in the classroom.

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“…In the term of the actualization, in teaching and learning activities, the teachers not only get used to involve students in problems solving aiming to exercise the ability to think and teach how to solve problems, but the more essential and substantial goal is to instill understanding to students that there is something good (something beyond) through question and answer method (Rostika & Junita, 2017;Zivitere, Riashchenko, & Markina, 2015). During communication processes, the teachers give an example and show how to learn listening to the opinions of others, and answer with polite language as what is illustrated in the Qur'an.…”

Section: Introductionmentioning

confidence: 99%

Teaching Arabic Language Base on Character Building Through Qur'an Perspective

Sanusi

Albantani

2020

j. arabic learning

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This study aims to reinforce character building through the Qur’an perspective during Arabic teaching and learning processes at MA Al-Musdariah 2 Cimahi, Indonesia. There are six principles of politeness in language use in Qur’an, namely; qaulan sadidan, ma’rufan, balighan, maysuran, layyinan, dan kariman. The research method used in this study was phenomenology, scientific approach, and formal juridical approach. This study was classified as a descriptive qualitative study. The results of this study showed that in terms of Arabic lessons plan, they were not properly and perfectly implemented the reinforcing of politeness in language use in the light of Qur’an perspective. Whilst, in terms of teaching and learning activities including opening, core, closing and evaluating activities, they reflected several principles of politeness in language use namely; truth, honesty, fairness, kindness, being straight, smoothness, politeness, appropriateness, being respectful, solemnity, optimism, beauty, fun, logic, fluency, clearness, precision, meaningfulness, harmony, being impressive, calmness, effectiveness, gentleness, and being humble.

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Teacher – Pedagogical Creativity and Developer Promoter

Cited by 10 publications

References 0 publications

The Psychological Ownership of Ethnobotanicals through Education

The Psychological Ownership of Ethnobotanicals through Education

Teacher’s Policy Using Dangdut Music to Support Classroom Learning

Teaching Arabic Language Base on Character Building Through Qur'an Perspective

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