When we already establish the topic of learning, target group, and goals, and finish the conceptual analysis, we need to order and arrange the results of all this into sequence of educational activities as an outline of our design. This outline must be structured hypothetically. The outline that we made is also known as Hypothetical Learning Trajectory.
There are some problems in science and education that can be solved by Context-Concept Approach (Co-Co) especially in mathematics, such as:
Lack of relevance for students (all subjects) that lead to few students choose science and mathematics; The contexts demonstrate the application of concepts in meaningful situation that can increase motivation and the retention.
Lack of coherence (in biology and chemistry) that lead to difficulties in relating and remembering concepts.
Overload concepts (in Biology) that lead to superficial treatment of concepts.
Conceptual analysis is a step in the design process, after the general MDA analysis, and before the designing of a model elaborated and outlined hypothetical learning trajectory. Conceptual analysis identifies the concepts at which the design focuses, including the targeted cognitive structure with its meaning/difficulties/uses/…
The topic of Conceptual analysis is related to how to make a concept map. Concept map is a way to visualize and concretize the learning process. We can use concept map to introduce the subject by a simple form, then during the learning process we can add some branches, We can also use it as a kind of assessment. Baca lebih lanjut →
This essay is a critical analysis of an article named, “When Are Graphs Worth Ten Thousand Words? An Expert-Expert Study”. In order to show my critical perspective on this article, to be specified; the methodological aspect of the research I will elaborate the analysis on study conducted by Roth and Bowen (2003) as follows. Baca lebih lanjut →
For my last project in this master program, I would like to design a learning activity about addition of positive and negative integers. I concern on this problem because based on several interviews that I have done right exactly before leaving Indonesia, some teachers stated that their students faced serious problem with it. Why does it happen? and how will my design would be? Well, this post will be my first series of development that would be happen during the study for my thesis. Check this out.
Tulisan ini merupakan bagian dari portfolio yang saya tulis pada saat sedang mengikuti mata kuliah Design Science Education and Communication (DSEC). DSEC merupakan mata kuliah yang wajib saya ambil saat sedang melaksanakan studi di Utrecht University. Portfolio ini diberi nama Personal Design Manual (PDM). Tujuan dari tugas ini sediri adalah agar nantinya, PDM ini dapa digunakan sebagai pedoman dalam proses menciptakan desain pembelajaran. Paragraf berikut ini merupakan kalimat yang saya kutip dari Guideline dalam menulis PDM yang bisa didownload di BlackBoard Utrecht University. Semoga tulisan ini bermanfaat buat pembaca yang sedang merancang desain pembelajaran.
The aim of the task is to throughout the course develop a collection of ideas, principles, approaches and strategies that the student personally expects to be helpful in his/her future designing activities. The personal manual can be a selection of existing ideas but can also include self-developed strategies. The final result consists of the set of design principles, exemplified by concrete examples and complemented by a motivation why and how this design principle seems useful. It is hoped that the PDM document will serve as a personal guideline to start a new design activity later in the study or in a future professional career, and as such as an efficient means to access and refresh the course’s learning outcomes.
The explanation of this manual will be a part of the oral assessment. Although the manual should be a personal product, there are still general criteria that have to be met; Baca lebih lanjut →
Tulisan berikut ini merupakan percobaan pertama dalam menulis critical analysis terhadap serangkaian riset yang dilakukan oleh Lederman (1997). Tulisan ini merupakan salah satu tugas yang diberikan oleh Dolly, dosen pengasuh mata kuliah Research Science Education and Communication (RSEC). RSEC sendiri merupakan salah satu mata kuliah yang saya ikuti di block 4 yang lalu. Sebenarnya terdapat banyak sekali kekurangan dari versi ideal yang disyaratkan, akan tetapi saya tetap mempertahankan versi ini guna melihat sejauh mana perubahan yang telah saya lakukan selama mengikuti mata kuliah ini. Mohon masukannya.
The development and students’ and teacher’ understanding and conception has been a concern of science education for over 40 years ago (Lederman, 1998). Many studies and reviews on the studies have been conducted in order to answer this problem and to validate the finding (for more information see in Lederman, 1998 & Fouad Abd-El-Khalick, 2000). This article is one of the efforts to do so. The author considers that giving this critical review on the research conducted by Lederman (1997) as the author critical perspective thinking in judging the reliability and validity of this research. Therefore this article mainly intend to give a critical review on the research conducted by Lederman (1997) as well addressed in report written in article namely “Teacher understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship”. Baca lebih lanjut →