The contextual teaching–learning mapping of academically successful Pasifika students

Tait, Carolyn; Horsley, Jenny; Tait, Kirstin

doi:10.1007/s12564-018-9547-4

Cited by 5 publications

(3 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To prepare the next generation schools and teachers must be transformed in order to facilitate students to be able to think ahead, have flexible problem solving skills, and have the communication and collaboration skills needed in the workforce and everyday life (Care & Griffin, 2015;Care, Griffin, & Wilson, 2018;Griffin, Care, & McGaw, 2012;Shidiq & Yamtinah, 2019;Trilling & Fadel, 2009;Urbani, Roshandel, Michaels, & Truesdell, 2017) Several studies have proven that contextual learning can improve students' critical thinking skills, conceptual abilities (Gayatri, Soegiyanto, & Rintayati, 2018;Wahyuningtyas & Wuryadi, 2018), social participation, behavior (Strogilos & Stefanidis, 2015), problem solving skills, scientific attitudes (Suryawati, Osman, & Meerah, 2010), creativity (Kurniasari et al, 2018). Besides that contextual learning is an effective strategy to be applied in the classroom (Bryk, Harding, & Greenberg, 2012;Hobri, Septiawati, & Cahya Prihandoko, 2018;Mauliana, Ikhsan, & Subianto, 2018;Selvianiresa & Prabawanto, 2017;Tait, Horsley, & Tait, 2018;Vermunt, 2005;Wahyuningtyas & Wuryadi, 2018) Contextual thematic learning is one opportunity to make thematic learning more meaningful. However, if we look at the existing reality, the teaching materials or textbooks that the school has are still general, not specific to each region in Indonesia.…”

Section: Teacher Of Th Gradementioning

confidence: 99%

Thematic Learning in Elementary School: Problems and Possibilities

Wardani¹,

Sunardi²,

Suharno³

2020

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

View full text Add to dashboard Cite

Thematic learning is one of the recommended approaches for elementary schools in Indonesia. Thematic approaches use themes to create active, interesting and meaningful learning. However, there are still problems in the implementation of thematic learning. The purpose of this study is to identify problems and opportunities of thematic learning in elementary schools. Qualitative research methods were used in this study. This study is limited in the area around Boyolali and Surakarta. Observation, interviews, questionnaires and document analysis techniques were carried out to collect data. A total of 22 elementary school teachers from grade one to six became the respondents for this study. These respondents were randomly selected and spread from various elementary schools. The results of this study indicate that the thematic learning carried out in school is good, but still has problems they are (1) the thematic teaching materials provided by the government are not in accordance with the daily conditions of students, (2) teachers who have not conveyed the benefits of learning a theme and interactions between themes taught, and (3) students who are still having difficulty understanding the link between the themes studied and learning content. For this reason, as the opportunity that can be taken, this study proposes thematic learning with a contextual approach. The implication of this opportunity is the need for the development of contextual thematic teaching materials so that learning is carried out closer to students' daily lives and is more meaningful.

show abstract

Section: Teacher Of Th Gradementioning

confidence: 99%

Thematic Learning in Elementary School: Problems and Possibilities

Wardani¹,

Sunardi²,

Suharno³

2020

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

View full text Add to dashboard Cite

show abstract

“…There is a constant change among participants and transformations in community practice (Gutiérrez et al, 2003). These changes include visible aspects of culture such as language and less visible aspects of culture that may not be visible to teachers (Tait et al, 2018). Ethnophysics, rooted in students' everyday lives, is a contextual experience.…”

mentioning

confidence: 99%

Exploration of Students' Conceptual Understanding and Ethnophysics: A Case Study of Tifa In The Tanimbar Islands, Indonesia

Batlolona

Leasa

Papilaya

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

Contemporary culture has disturbed the local community's culture, which has been maintained since the time of the ancestors. The Tanimbar culture has been preserved and maintained. Tifa Tanimbar is a small musical instrument used for arts and cultural performances of the community. It is one of the heritage and wealth of an area different from other regions. This study shows something different, namely Tifa, in learning physics. This study aimed to analyze the conceptual physics of students based on ethnoscience on the Tifa concept in the Tanimbar Islands. The research was conducted in 10 elementary schools in the Tanimbar Islands Regency with 300 students with 175 male students and 125 female students. The questions given to test students' conceptual tests were physics diagnostic tests, totaling 6 questions. The study results informed that the average conceptual physics of students related to Tifa was 55.42. It indicates that the conceptual physics of elementary school students is still very weak with a good category. Therefore, there is a solution to develop ethnophysics-based teaching materials with orientation to local potentials affiliated with science in improving students' conceptual physics. This research implies that teachers can develop teaching materials that foster students' cognition with surrounding phenomena based on local culture

show abstract

“…The T-L map of Hall and Kidman has been used as a framework for research in education including master's and doctoral studies (Astuti, 2015Doan, 2012Joskin, 2013;Tait, Horsley & Tait, 2018). The use of the T-L map allows a deep understanding of cultural and social features as important contextual factors that may influence academic success (Astuti, 2015;Tait, Horsley & Tait, 2018). The map provides a framework for studies about the interaction among three key components of learning-learner, teacher, and content.…”

Section: The Teaching-learning Map (T-l Map)mentioning

confidence: 99%

Questioning in English as a Foreign Language University Classes

Phan¹

View full text Add to dashboard Cite

<p>Vietnam has experienced many changes in education and in teaching and learning English as a foreign language since 1986 (Hoang, 2010). There are ongoing concerns about how to best develop English proficiency in EFL classes, especially how to promote students’ English communicative competency in this context. Questioning is an essential tool to help EFL teachers fulfil instructional goals (Boyd, 2015). Questioning particularly plays an important role in creating interactions to promote student’s English language proficiency in EFL classroom (Tuan & Nhu, 2010). Therefore, my study investigated how teachers and students perceived and used questioning to promote English teaching and learning in tertiary EFL classrooms in Vietnam. This also shed light on the implementation of communicative language teaching (CLT) in Vietnam. My study uses a sociocultural lens, with a qualitative multiple case design (Creswell, 2015; Johnson & Christensen, 2014). The two cases investigate questioning in classes where English was taught as a non-major subject, and questioning in classes where English was taught as a major. Data were triangulated through semi-structured and stimulated recall interviews with eight teachers, focus groups with eight groups of students, and observations of eight EFL classes. Thematic analysis was conducted to analyse data to find out the themes, the “important idea that occurs multiple times” in the data (Johnson & Christensen, 2014, p. 600) Three themes about questioning arose from studying these Vietnamese EFL classes. Firstly, questioning involved communicative interaction, which created opportunities for participants to communicate in the target language. This interaction also empowered students to engage in the lesson. Secondly, using questioning teachers orchestrated learning, diagnosed learning needs, and facilitated classroom relationships. The third theme, “My home, my rules” indicates that questioning was contextually situated. Questioning within these EFL classrooms in Vietnam reflected cultural features, such as the traditional roles of teacher and student, the concern for face or status, and the use of Vietnamese in English classes. My data show that both teachers and students can use questioning to promote language learning through critical thinking and collaborative learning. These are central interactive and communicative skills in tertiary EFL teaching and learning in Vietnam. The effectiveness of questioning in my study depended on teachers’ skills. It was a commonly used technique to develop English language learning. This study proposes an adapted model of learning and teaching to capture EFL learning. The model captures how teachers apply CLT and teach English for different purposes. It also emphasises the contextual features influencing questioning and therefore teaching and learning the target language. In this model, questioning is at the centre, promoting learning relationships among the teacher and students. The study contributes to an understanding of using questioning to promote language learning in EFL classroom in an Asian context, and may be relevant to CLT application for language learning classrooms in a wider international context.</p>

show abstract

The contextual teaching–learning mapping of academically successful Pasifika students

Cited by 5 publications

References 25 publications

Thematic Learning in Elementary School: Problems and Possibilities

Thematic Learning in Elementary School: Problems and Possibilities

Exploration of Students' Conceptual Understanding and Ethnophysics: A Case Study of Tifa In The Tanimbar Islands, Indonesia

Questioning in English as a Foreign Language University Classes

Contact Info

Product

Resources

About