Ecology of Learning: Experiment, Risk, High Reliability (original) (raw)

Utilization of the Surrounding Environment as a Source of Learning Forum for Social Sciences

The Innovation of Social Studies Journal

The environment is a place for human growth and development including the growth and development of each child, such as patterns of social interaction, culture and customs, and habits in an area affect the growth and development of children such as instincts, habits, and acquired behavior. The surrounding environment is something that can affect students through phenomena (events, situations, or conditions) physical or social factors that affect the development of the students themselves who are located around the place where they live and can feel and see the events, circumstances or conditions around them. Utilization of environmental learning resources in IPS can be done by way of surveys, camping, field trips, project-based and scientific observing to direct exploration. The advantage gained in using environmental learning resources in IPS is that learning is more interesting and not boring for students, so that student motivation will be higher, the learning process will be mor...

Intellectual Risk Taking When Learning about Technology: Case of Prospective Science Teachers * Teknolojiyi Öğrenirken Zihinsel Risk Alınması: Fen Bilgisi Öğretmen Adayları Örneği

Gazi Eğitim Fakültesi Dergisi, 2019

ABSRTACT Learning about technology in a classroom environment necessitates intellectual risk taking because intellectual risk taking involves active participation in learning. Hence prospective science teachers should adopt high intellectual risk-taking levels when learning about technology to improve their participation in learning. By determining their level of intellectual risk taking and ways of promoting such risk taking, we can decide on the degree of intellectual risk taking of prospective teachers and which ways of increasing intellectual risk taking are effective in learning about technology. Accordingly, this study explores the intellectual risk-taking levels of prospective science teachers when learning about technology and ways of increasing intellectual risk taking during their learning. The participants comprised 207 prospective science teachers from departments of science education at universities in Turkey. For the data collection, three "intellectual risk-taking questionnaires about learning technology" and "personal information forms" were utilized. For analyzing data, inductive content analysis was used. The findings revealed that the intellectual risk-taking level of prospective teachers was higher than their avoidance of taking intellectual risks. The findings also showed that conditions of intellectual risk taking are an important factor in taking intellectual risks when learning about technology. This study provides implications for shaping an environment in which to take the required level of intellectual risk in learning about technology in teacher education programs and presents examples of intellectual risk taking. 38 ÖZ Her öğrenmede olduğu gibi teknolojiyi öğrenme sürecinde de, zihinsel risk alma ve dolayısıyla öğrenme sürecine aktif katılım gerekmektedir. Bu nedenle, fen bilgisi öğretmeni adayları, teknoloji hakkında öğrenme sürecine katıldıklarında, yüksek düzeyde ve nedenleri belli şekilde zihinsel risk alma sürecini deneyimlemelidirler. Öğretmen adaylarınca gösterilen zihinsel risk alma düzeyleri ve bu tür riskleri alma yollarını belirleyerek, öğretmen adaylarının zihinzel risk alma derecesine ve zihinsel risk alma süreçlerini hangi yollarla geliştireceklerine dair kararlar verebiliriz. Bu çalışmada, fen bilgisi öğretmeni adaylarının zihinsel risk alma düzeyleri araştırılmıştır. Çalışmanın katılımcılarını Türkiye'deki iki farklı üniversitede eğitim gören fen bilimleri eğitimi bölümlerinden 207 öğretmen adayı oluşturmuştur. Veri toplama sürecinde "teknolojiyi öğrenme sürecinde zihinsel risk alma durumu anketleri" ve "kişisel bilgi formları" kullanılmıştır. Verileri analiz etmek için tümevarımcı içerik analizi kullanılmıştır. Bulgular, öğretmen adaylarının teknoloji öğrenirken zihinsel risk alma etkinlikleri açısından oldukça farklı örnekler sergilediklerini göstermiştir. Bulgular ayrıca, zihinsel risk alma koşullarının, teknolojiyi öğrenirken zihinsel risklerin alınmasında önemli bir faktör olduğunu göstermiştir. Bu çalışma, öğretmen eğitimi programlarında, teknoloji hakkında öğrenme sürecinde gerekli olan zihinsel risk alma koşullarının neler olduğu ve zihinsel risk almanın ne gibi örneklerinin olduğu konusunda kanıt sağlamaktadır. Anahtar Kelimeler: Zihinsel risk alma, Teknoloji hakkında öğrenme, Fen bilgisi öğretmeni adayları, Öğretmen eğitimi.

The Experimental Zone of Learning: Mapping the Dynamics of Everyday Experiment

Mind, Culture, and Activity , 2017

Arguments in science and technology studies have prompted us to rethink the meaning of experimentation in the wider context of our everyday life, though its dynamics have not been fully analyzed. This article argues that the legacy of the sociocultural approach to learning, with special reference to the Becker-Lave/Wenger dialogue, provides such a clue, and hence proposes a framework—“experimental zone of learning”—for such purpose. This zone is the outcome of the dynamic interface between constraints and sociotechnical devices, and this framework enables analysis of the diversity of such conditions, as well as their longitudinal changes through time.

Edubiotik: Jurnal Pendidikan, Biologi dan Terapan

Basic ecology is the basic science that studies the interrelationships between living things and their environment. One of the content in this course is terrestrial ecosystems. The aim of learning this subject is students can carry out experiments (practicum) both in the laboratory or in the UNWAHA environment. This research aims to improve the cognitive learning outcomes of students by applying guide discovery learning in making miniature ecosystems. This research uses a pra experiment design. This research uses a one-group pretest-posttest design research design that is doing a pre-test before implementation and a posttest after implementation. To know the increase of student's cognitive learning outcomes through guide discovery learning, used N-gain test and paired sample ttest. The research instruments used are observation sheets and tests (pre-test and post-test). The results showed that the cognitive learning outcomes of students increased with an average grade of 64 to 84. N-Gain results show that two students of low category, 16 students of moderate category, and three students of high category students. Based on the results of the t-test obtained Sig < 0.05 is 0.00. Then it can be stated that there is a significant difference between the value of pre-test and post-test. In other words, there was an increase in student learning outcomes after the implementation of discovery learning guide learning. Based on the average class and t-test results, concluded that guided discovery learning can increase student's cognitive learning outcomes.