The effect of teaching methods on cognitive achievement in biology studying

Veselinovska, Snezana Stavreva; Gudeva, Liljana Koleva; Djokic, Milena

doi:10.1016/j.sbspro.2011.04.138

Cited by 29 publications

(24 citation statements)

References 6 publications

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“…Practical cases (case‐based learning) help to illustrate facts, general principles, and proper handling of real life situations. Recently, Veselinovska () reported that case studies were remarkably flexible as a teaching tool in cell biology. This author found that the use of a good case gives a teacher an immediate advantage making it easier to capture students’ attention.…”

Section: Discussionmentioning

confidence: 99%

Students’ Views on Difficulties in Learning Histology

Garcı́a

Victory

Navarro‐Sempere

et al. 2018

Anatomical Sciences Ed

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The aim of this study was to provide a better understanding of the main difficulties hindering undergraduate biology students in learning histology. The study utilized a selfadministered questionnaire which included three closed-ended and two open-ended questions: (1) if students had difficulty in learning about each tissue type;(2) what might be the problem in learning about the tissue at hand; (3) which topics were the most difficult; (4) what were the possible reasons that made image identification of tissue types difficult; and (5) how to improve the course curriculum from a student perspective. The survey was administered to 139 undergraduate biology students enrolled in a histology course, of which 101 surveys were completed and analyzed both qualitatively and quantitatively. The topics that students experienced the most difficulties with were: nervous tissue, plant tissues, bone tissues, and glandular epithelial tissue. The main reasons students experienced difficulties with these tissue types, according to the students themselves, were the nature of the topic, grasping the terminology used, and insufficient teaching time. Students suggested the adoption of strategies such as: teaching based on practical tasks; reducing the content of the histology curriculum; adding anatomy subjects; and making histology education more interesting. Anat Sci Educ 12:541-549.

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Section: Discussionmentioning

confidence: 99%

Students’ Views on Difficulties in Learning Histology

Garcı́a

Victory

Navarro‐Sempere

et al. 2018

Anatomical Sciences Ed

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“…Similarly, Howatt (1974) believes that following cyclical approach to teaching grammar is preferable as it leads to the gradual acquisition of grammar that is in harmony with what is known about interlanguage development. In a similar direction, Veselinovska, Gudeva, and Djokic (2011) believe that creating new circumstances leads to new learning experiences which educate more autonomous, self-conscious, creative, and active language learners. Similarly Dowding (1993) and Kabara (1972) believe that spiral curriculum leads to the reinforcement for what is already known as new knowledge and skills are introduced in subsequent lessons.…”

Section: Review Of the Related Literaturementioning

confidence: 97%

“…Many scholars believe that language acquisition process would benefit from a cyclical syllabus (Dowding, 1993;Howatt, 1974;Kabara, 1972;Skehan, 1996;Veselinovska, Gudeva, & Djokic, 2011). Skehan (1996) believes that language acquisition process is much more of an organic, natural process that would benefit from a recycling syllabus, although you can hardly ever see cyclically designed syllabi and lessons.…”

Section: Review Of the Related Literaturementioning

confidence: 99%

Exploring Language Teachers’ Perceptions of Cyclical Presentation of Materials in an EFL Context: A Grounded Theory

Ostovar-Namaghi¹,

Gholami²

2018

ELT

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Numerous studies have tested and verified the potential of cyclical presentation of materials in developing proficiency and achievement in various contexts. None of them, however, have explored language teachers’ perceptions of cyclical presentation of materials. Since teachers’ perceptions may catalyze or nullify the effect of this approach, this study aims at exploring experienced language teachers’ perceptions through the reformulated grounded theory (Stauss & Corbin, 1990). Using non-probability sampling procedures, fifteen experienced teachers, both male and female, were selected from the population of language teaches teaching in junior high schools of Shahrood, a major city in Semnan province, Iran. Iterative data collection and analysis and the constant comparative techniques yielded “Merits of Cyclical Presentation” and “Suggestions for Practice” as the two main categories each subsuming some propositions. Among other things, the emerged propositions revealed that cyclical presentation: helps students internalize materials; reduces students’ level of stress and tension; serves a remedial function; and increases students’ motivation. Since the syllabus imposed by central agencies is linear in nature, participants suggested down-to-earth techniques to modify the syllabus and pave the way for cyclical presentation of materials where possible. The findings have clear implications for language teachers, syllabus designers and language learners.

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“…Such learning patterns enable the students to understand the concepts of tissues and motion system better. Veselinovska [11] explains that in science learning, students use laboratory experiments or slide demonstrations at the beginning of the lesson to attract lthe students' attention and motivation. However using oral explanation might not attract the students attention to learning material.…”

Section: A the Effect Of Pbl On Biology Concept Gainingmentioning

confidence: 99%

The Effectiveness of Problem-Based Learning on Biology Concept Gaining of Senior High School Multiethnic Students in Samarinda, Indonesia

Boleng

Maasawet

2019

Proceedings of the Educational Sciences International Conference (ESIC 2018)

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A quasi-experimental research has been conducted in Samarinda senior high schools. This research was conducted in the odd semester of the 2017/2018 academic year. The purpose of this research was to determine the effectiveness of the Problem-Based Learning based learning materials and conventional based learning material, ethnic, and the interaction of Problem-Based Learning material, and conventional based learning material and ethnic on biology concept gaining. The samples of this research were the Natural Science students taken by using purposive sampling. The class XI Science 2 and XI science 6 of senior high school 2 were selected as the control group, and class XI Science 5 and XI Science 6 of senior high school 3 were selected as the experimental group. The instruments of this research were in the form of a questionnaire and a test. The data were analyzed using ancona with 5% significance level (p˂0,05). The results of ancova analysis indicate that learning model had a significant effect on biology concept gaining; ethnic and the interaction between learning model and ethnic did not have a significant effect on biology concept gaining. The senior high school biology teachers are advised to prepare and implement Problem-Based Learning based learning materials more frequently to empower the students biology concept gaining. Further similar research are necessary to obtain more information.

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The effect of teaching methods on cognitive achievement in biology studying

Cited by 29 publications

References 6 publications

Students’ Views on Difficulties in Learning Histology

Students’ Views on Difficulties in Learning Histology

Exploring Language Teachers’ Perceptions of Cyclical Presentation of Materials in an EFL Context: A Grounded Theory

The Effectiveness of Problem-Based Learning on Biology Concept Gaining of Senior High School Multiethnic Students in Samarinda, Indonesia

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