Toolbox of teaching strategies

Pan, Lei; Xi, Hui-Qin; Shen, Xiaowei; Zhang, Chenyu

doi:10.1515/fon-2018-0033

Cited by 4 publications

(1 citation statement)

References 33 publications

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“…If students hear and understand the things referred to in the discussion process, then students can apply it by making work and presenting the work well on the practice that has been done independently by students, so that they can develop and present good work based on creative ideas or ideas that have been found. Research results from Pan et al (2018) state that presenting a work requires the delivery of information that is convincing and easy to understand. This will be directly related to creative thinking that has been composed to prepare relevant material, including reason, and a trustworthy level of originality (elaboration), as an auditory-aural learning style in communicating the presence of the work.…”

Section: Test the Variable Hypothesis Of Creative Thinking Skillsmentioning

confidence: 99%

The effect of problem-based learning using VARK approach on biology students’ creative thinking skills

Kariimah

Susilo

Hastuti

et al. 2022

bino

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Learning that does not enable creative thinking skills does not facilitate student learning styles. This study aims to determine the effect of the PBL learning model with the VARK approach on the creative thinking skills of Biology students. This research uses quasi-experiment. The research subject was the 58 third-semester of Bachelor’s Degree students in the Department of Biology who took the Plant Physiology course. Data analysis used a single ANCOVA. The results showed that the PBL models with the VARK approach to creative thinking skills were 0.000, which means less than 0.05. These results prove that the research hypothesis is accepted, which means that the application of the learning model has a significant effect on students' creative thinking skills. The results of the 5% on LSD further test for the difference in the results of the two classes were 86.551 for the experimental class using the PBL model with the VARK approach, and 77.828 for the control class using the PBL models without the VARK approach. These results indicate that creative thinking skills using the PBL with the VARK approach have a higher effect than the PBL model without the VARK approach. However, the PBL models with the VARK approach effect increasing the creative thinking skills.AbstrakPembelajaran yang kurang memberdayakan keterampilan berpikir kreatif tidak memfasilitasi gaya belajar mahasiswa. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem-based Learning (PBL) dengan pendekatan VARK terhadap keterampilan berpikir kreatif mahasiswa biologi. Metode penelitian ini kuasi eksperimen. Analisis data menggunakan anakova tunggal. Hasil penelitian menunjukkan model pembelajaran PBL dengan pendekatan VARK terhadap keterampilan berpikir kreatif sebesar 0,000 artinya lebih kecil dari 0,05. Ini membuktikan bahwa hipotesis penelitian diterima, artinya penerapan model pembelajaran berpengaruh signifikan terhadap keterampilan berpikir kreatif mahasiswa. Hasil uji lanjut BNT 5% terhadap perbedaan hasil kedua kelas yakni 86.551 untuk kelas eksperimen dengan penerapan model PBL dengan pendekatan VARK, sedangkan 77,828 untuk kelas kontrol dengan penerapan model PBL tanpa pendekatan VARK. Hasil tersebut menunjukkan bahwa keterampilan berpikir kreatif yang menggunakan PBL dengan pendekatan VARK memberikan pengaruh lebih tinggi dibandingkan dengan model PBL tanpa pendekatan VARK. Untuk itu model pembelajaran PBL dengan pendekatan VARK berpengaruh terhadap peningkatan keterampilan berpikir kreatif.

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Section: Test the Variable Hypothesis Of Creative Thinking Skillsmentioning

confidence: 99%

The effect of problem-based learning using VARK approach on biology students’ creative thinking skills

Kariimah

Susilo

Hastuti

et al. 2022

bino

View full text Add to dashboard Cite

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The influence of intensive clinical skills ‘bootcamps’ on nursing students' perceptions of ability to provide acute care: A mixed methods study

Monica,

Jen

2024

Nurse Education Today

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Nursing Students’ Perceptions and Expectations Regarding the Use of Technology in Nursing Education

Harerimana

Mtshali

2019

AJNM

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Technological innovations are changing the face of nursing education, with teachers being expected to integrate best teaching practices in the classroom and to ensure that nursing students are motivated and engaged. Taking into consideration students’ needs is essential to provide successful integration of the technology in teaching and learning. This paper aims to explore nursing students’ perceptions and expectations regarding the use of technology in nursing education. A descriptive quantitative research design was used, and the study was conducted at a selected university in South Africa. A total of 150 nursing students completed the questionnaires, with the data being analysed descriptively using SPSS version 25. The nursing students reported that educators used technology to deliver course instructions (96.7%), and encouraged students to use it for creative or critical thinking tasks (95.3%). They were encouraged by their educators to use their own technology devices (94.7%) and online platforms (94.7%). More undergraduate students perceived that nurse educators used technology at school (15.63 ± 2.54) than postgraduate students (14.41 ± 3.07) (U =1341.00, p = .044). Overall, 77.3 per cent of the nursing students expected the use of technology in teaching, mainly Moodle (88.7%), search tools (75.3%), podcasts and videocasts (66.7%), EndNote (62.7%), and Turnitin (48.7%). The majority of the students (82.1%) from the lower academic levels (first and second year) had a high expectation of the use of technology compared to 71.2 per cent of the higher levels (third and fourth year). The use of technology in teaching requires nurse educators to have adequate skills to make it a powerful tool for teaching and learning. Much more effort should be put in motivating students to use various technological tools, and ensuring that they have adequate skills, particularly at the entry level.

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Toolbox of teaching strategies

Cited by 4 publications

References 33 publications

The effect of problem-based learning using VARK approach on biology students’ creative thinking skills

The effect of problem-based learning using VARK approach on biology students’ creative thinking skills

The influence of intensive clinical skills ‘bootcamps’ on nursing students' perceptions of ability to provide acute care: A mixed methods study

Nursing Students’ Perceptions and Expectations Regarding the Use of Technology in Nursing Education

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