OPAC - Pencarian Artikel Jurnal & Majalah Library USD
Menampilkan semua artikel (Halaman 502 dari 34170, Total: 341698 data)
EVANGELISASI BARU DALAM DUNIA MASA KINI
klik untuk membaca file PDF
| Pengarang | : | Albert Arina |
| Nama Majalah/Jurnal | : | Fenomena |
| Volume / Edisi | : | VI/- (No. 0) |
| Halaman | : | 49-54 |
| Abstrak | : | - |
Identifying Potential Secondary School Teachers among Science University Students: A Latent Profile Analysis
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 5) |
| Halaman | : | 556-577 |
| Abstrak | : | The STEM teacher shortage in secondary education makes it impor tant to investigate who is interested in becoming a STEM teacher, so that recruitment initiatives can be adjusted to these students’ char acteristics. A latent profile analysis on data from 905 STEM university students identified two types of students with teaching aspirations. The first type (14%) consisted of undecided students who were interested in many careers, had high social interest, and wanted to work in a nice environment with much social contact. The second group (12%) was interested in research, science communication, and teaching. This group had high intellectual and social interest, and wanted to be intellectually challenged. Both groups had high teacher self-efficacy. Implications for teacher education recruitment are discussed. |
KERASULAN AWAM UNTUK MENGATASI KETIDAKADILAN
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Fenomena |
| Volume / Edisi | : | VI/- (No. 0) |
| Halaman | : | 44-48 |
| Abstrak | : | - |
Facilitating Scientific Engagement Online: Responsive Teaching in a Science Professional Development Program
| Pengarang | : | Jaber, Lama Z.,Watkins, Jessica,Dini, Vesal |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 5) |
| Halaman | : | 515-536 |
| Abstrak | : | Given the widespread adoption of the Next Generation Science Standards in the United States, there is a need to study new models of professional development to prepare teachers to enact practice-based visions of science learning and to address problems of access to reach teachers nationwide. While studies of online professional development offer promise in addressing both of these challenges, there is still much to be learned about how to design and orchestrate these learning environments. In particular, researchers have highlighted instructor facilitation as critical for teacher learning and reflection, yet there is a need for greater specification of online facilitation and how it can achieve targeted professional development goals. In this paper we explore responsive teaching as an approach to facilitating upper ele mentary and middle school teachers’ scientificengagement inasyn chronous online learning environments. Using a case study approach, weexamineinstructors’ facilitation and teachers’ participation over four weeksinanonlinethreadeddiscussionforum.Thisepisodewassituated within a 12-month hybrid-online professional development program, which had an explicit goal of supporting teachers to experience “doing science” themselves. Building on our prior work showing that the program was successful in fostering teachers’ engagement in scientific practices online, we characterize the responsive nature of instructors’ facilitation and how it supported teachers’ individual and collective inquiry. Our analysis provides an existence proof of a responsive approach tofacilitating scientific engagement online and offers insights into the design of online professional development that supports tea chers in “doing science.” |
PERAN KENABIAN AWAM DALAM MASYARAKAT
| Pengarang | : | Mulyatno B.C |
| Nama Majalah/Jurnal | : | Fenomena |
| Volume / Edisi | : | VI/- (No. 0) |
| Halaman | : | 36-43 |
| Abstrak | : | - |
Developing a Critical Discourse About Teaching and Learning: The Case of a Secondary Science Video Club
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 5) |
| Halaman | : | 491-514 |
| Abstrak | : | Video is used widely to support teachers’ learning and enactment of responsive instruction. Informed by principles of video club design, we designed a video club to support secondary science teachers developing a vision of responsive teaching, attention to student thinking, and a critical discourse to analyze their own and others’ efforts to enact responsive practices. In this study, we investigate if and how teachers developed a critical discourse in this context. Analysis reveals that the group developed a more collaborative, interpretive, and evidence-based discourse about teaching and learn ing. These findings contribute to research on video clubs as a professional development model to support teacher learning, as well as make visible how teachers shifted to develop a more critical lens for discussing teaching and learning. This study has implications for designing professional learning that will result in sustained, gen erative development in the context of instructional reform. |
PERAN GEREJA PADA AWAL ABAD XX BERDASARKAN SURAT ENSIKLIK PAUS PIUS X IL FERMO PROPOSITO TENTANG AKSI KATOLIK DI ITALIA (11 JUNI 1905)
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Fenomena |
| Volume / Edisi | : | VI/- (No. 0) |
| Halaman | : | 31-35 |
| Abstrak | : | - |
PENGGILAN DAN PERUTUSAN KAUM AWAM MENURUT CHRISTI FIDELES LAICI
| Pengarang | : | Ola Tukan |
| Nama Majalah/Jurnal | : | Fenomena |
| Volume / Edisi | : | VI/- (No. 0) |
| Halaman | : | 23-30 |
| Abstrak | : | - |
PERANAN KAUM AWAM DALAM LITURGI GEREJA
| Pengarang | : | Andreas Indrawan Effendi |
| Nama Majalah/Jurnal | : | Fenomena |
| Volume / Edisi | : | VI/- (No. 0) |
| Halaman | : | 18-22 |
| Abstrak | : | - |
Using Teaching Rehearsals to Prepare Preservice Teachers for Explanation-Driven Science Instruction
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 4) |
| Halaman | : | 414-434 |
| Abstrak | : | Within two sections of science methods for elementary and middle school teachers, an embedded, multi-case study design was employed to explore whether teaching rehearsals would better pre pare preservice teachers (PSTs) to implement explanation-driven science instruction. A teaching rehearsal allows PSTs to practice teaching a segment of their lesson and receive in the moment feed back and an opportunity to redo instruction before implementing a lesson with children. One section (or case) engaged in a teaching rehearsal before implementing their first science lesson in their field experience classroom. They practiced how to support children with organizing, analyzing, and interpreting data, introduce the Claim, Evidence, and Reasoning (CER) framework, and guide students through the process of constructing a scientific explanation. The other section (or case) did not engage in a teaching rehearsal. All PSTs in the teaching rehearsal group were able to successfully engage students in a sense-making discussion to identify patterns in the data, introduce the CER framework, and support students in collaboratively forming a claim as well as multiple pieces of evidence. These findings are contrary to the non-teaching rehearsal group where an in-depth discussion of the data occurred when providing evidence to support a claim. As a result, some inaccurate or incom plete claims were constructed and supported by vague evidence. Both groups struggled to support students through the process of constructing a reasoning statement that fully justified the claim and evidence. These results demonstrate that teaching rehearsals help prepare PSTs to implement several aspects of an explanation-driven science lesson. |