Terima kasih karena telah membuka blok saya.
dalam kesempatan ini saya ingin mempublikasikan materi tentang belajar dan pembelajar, terlebih lagi materi dibawah berdasarkan beberapa jurnal dalam format kutipan dan dalam bahasa Inggris. jadi, jika kalian ingin menerjemahkan juga boleh. selamat menyimak.
Pertanyaan
1. Bagaimana Konsep / Definisi belajar dan pembelajaran
2. Apa hekekat pembelajaran sains
The concept of
Learning and Teaching
A.
Learning
1. “Learning is
associated with gaining right answers, and thinking and personal understanding
are just different and often frustrating ways of achieving the required
outcomes. The learning process and thinking are difficult to associate with
school work, and texts and notes are important indicators that school learning
is occurring. Linking experiences is very demanding and unreasonable when added
to the classroom demands for students. The final grade is the critical outcome
and the basis by which progress is judged. Enjoyment is not always associated
with school learning—real learning is hard and not usually enjoyed. Learning is
done to students, and teachers have a major responsibility for achieving
learning.” (Loughran, 2002;41) .
2. “The process of learning and how students are
socialized into learning should be highlighted as a distinguishing feature of
student mentoring programmes in higher
education.” (Norodine, 2011:20).
3. “Learning is equated to a change in behavior. Although
experiential, or experience-based learning can be regarded as the earliest
approach to learning for the human race, Kolb (1984) argued that defining
learning in terms of the change in behavior is limiting and it poorly
characterizes the learning process. Kolb defined learning as a human adaptation
process. “It is a process whereby knowledge is created through the
transformation of experience” (p. 38). (Hansen, 2000:23).
B. Teaching
1. “Where possible, students should have opportunities
to be active and think about their learning experiences. Students should
experience success in learning and gain the confidence and skills to become
better learners. Linking experiences from both within and outside school
greatly assists learning. Effort and involvement are important outcomes of
school activities, and students need to gain credit and encouragement for their
efforts. Enjoyment and satisfaction with learning are important outcomes. Learning
involving the above features requires learner consent.” (Loughran, 2002;41).
2. “The mentorship process can be seen as a vehicle for
addressing and connecting the academic learning and student development, the
successful mediation of academic learning and student development represents a
challenge for mentoring programmes at higher education
institutions.” (Norodine, 2011:20).
3. “Teaching includes broad cultural competence and relational
sensitivity, communication skills, and the combination of rigor and imagination
fundamental to effective practice. Teaching, defined as helping others learn to
do particular things, is an everyday activity in which many people engage
regularly.” (Ball & Forzani, 2009:498).
1. According to McComas, Clough e Almazroa (1998), “the phrase ‘nature of science’ is used to
describe the intersection of issues addressed by the philosophy, history,
sociology, and psychology of science as they apply to and potentially impact
science teaching and learning. As such, the nature of science is a fundamental
domain for guiding science educators in accurately portraying science to
students” (p.5). (Ferreira & Morais, 2013:1)
2. “Enabling students to achieve learning objectives focused on
informed epistemological understandings about the generation and validation of
scientific knowledge and the nature of the resultant knowledge.” (Khalick, 2012:4)
3. “Encourage participants to reflect on their experiences around
issues related to the role of established theory, ethical and regulatory
mechanisms in science, creativity in scientific investigation, the nature of
scientific explanations, and the human aspects of engaging with science.” (Akindehin, 1988:74).
4. “The authors describe seven aspects of the nature of science
that are important for students to understand:
• the difference
between observation and inference
• the difference
between laws and theories
• that science is
based on observations of the natural world
• that science
involves creativity, that scientific knowledge is partially subjective
• that science is
socially and culturally embedded
• that scientific
knowledge is subject to change.”
(Lederman & Lederman, 2004: 36-39)
Reference
—Akindehin, F. 1988. Effect of an instructional package on preservice
science teachers’ understanding of the nature of science and acquisition of
science-related attitudes. Science Education, 72(1), 73–82.
—Ball, Debora L. & Forzani, Francesa M. 2009. Journal
of Teacher Education. America:
Sage.
—Ferreira, Silvia & Morais, Ana M. 2013. The nature of science in science
curricula Methods and concepts of analysis. Lisbon: Institute of Education of the University of Lisbon
—Hansen, Ronald E. 2000. Journal of Technology Education. Ontario, Canada:
University of Western.
—Khalick, Abd-El. 2012. Teaching
With and About Nature of Science, and Science Teacher Knowledge Domains. Urbana: Springer Science+Business Media B.V.
—Lederman, N.G., and J.S. Lederman. 2004. Revising
instruction to teach nature of science. The Science Teacher 71(9):36-39.
—Loughran, J. John. 2002. Journal of Teacher Education. America: Sage.
—Najwa Norodine-Fataar and friends. 2011. Journal
for Research and Debate into Teaching and Learning in Higher Education. South Africa: Cape
Peninsula University of Tecnology.
Sekali lagi saya mengucapkan terima kasih yang sebanyak-banyaknya, tolong tinggalkan komen dibawah agar saya bisa lebih baik
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