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The Comparison of Science Education Record in Life and Environment Subject Using The 7 Steps Learning Cycle Using Multiple Intelligences and Metacognitive Techniques with a Teacher Handbook Learning That Affecting to Learning Achievement, Critical Thinking and Environmental Preservation Behavior of Secondary School Students, Year 2 Who Have a Different Learning Results
Chadaporn Rookhached,Paitool Suksringarm,Adisak Singseewo
Pakistan Journal of Social Sciences , 2012, DOI: 10.3923/pjssci.2010.287.291
Abstract: This research aims to study science education record in life and environment using the model of 7 steps learning cycle using multiple intelligences and metacognitive technique with a teacher handbook learning that affecting to learning achievement, critical thinking and environmental preservation behavior of secondary school student, year 2 in the amount of 82 students who come from 2 different class rooms with Cluster Random Sampling and divided them into 2 groups as the experimental students group in the amount of 41 students who would be learned with 3 parts of the 7 steps learning cycle using multiple intelligences and metacognitive as Intelligibility, Plausibility, wide-applicability which was in the total amount of 7 plans in case of another divided group was 41 students who were in the controlled student group using 7 plans of teacher handbook learning management plan, 3 h/plan/week, totals of 7 weeks. The used instrument for testing the learning results were 40 sections of learning achievement test form, 54 sections of 5 aspects of critical thinking and 40 sections of 4 aspects of environmental preservation behavior questionnaire and the used statistic in hypothesis test was F-test (Two-way MANCOVA and Two-way ANCOVA). The research result has shown as following): The experimental group has critical thinking in generally and each of 5 aspects and environmental preservation behavior in the aspects of seeing environmental and natural values and using resources economically and valuably more than students who are in the controlled group statistically at the significant rate of (p<0.0001), Students with a high record of science education have critical thinking generally and aspectively of 2 aspects which are interpretation and argument evaluation more than students with a low record of science education statistically at the significant rate of (p<0.0001), There was no interaction between the science education record and the learning model of science education achievement and environmental preservation behavior generally and aspectively but the science education record and critical thinking education model were interacted in each 2 aspects statistically at the s significant rate of 0.05 which were deduction and argument evaluation aspects.
Scientific discourse as modern linguistics inquiry subject  [PDF]
Nadezhda D. Fedorenko
European Researcher , 2011,
Abstract: The article analyses “scientific discourse” terminological description in modern linguistics. Special attention is attached to style-forming features of scientific discourse varieties.
Verkhoturova Tatyana Leontievna
Magister Dixit , 2011,
Abstract: The article deals with the problem of the universal scientific notion subject . The notion is highly polysemious. This fact gives rise to various interpretations of the term in scientific discourse. Several subcategories covered by the notion subject are analyzed and interpreted below.
Metacognitive Strategies and Logical/ Mathematical Intelligence in EFL Context: Investigating Possible Relationships  [cached]
Hossein Khani Arani,Sajad Davoudi Mobarakeh
Theory and Practice in Language Studies , 2012, DOI: 10.4304/tpls.2.2.304-313
Abstract: The current study aimed to investigate the possible relationship between logical/mathematical intelligence and metacognitive strategies Iranian EFL learners used in their reading comprehension process. To this end, 98 students (55 females and 43 males) who were all EFL learners participated in our study. We used MIDAS (multiple intelligences development assessment scales) in order to measure the students’ logical/ mathematical intelligence. Furthermore, to measure the metacognitive strategies they applied, MASRI (Metacognitive Awareness of Reading Strategies Inventory) was used. Using Pearson correlation, we analyzed the obtained data. Data analysis revealed that logical/mathematical intelligence had a significant relationship with metacognitive strategies in EFL context. Moreover, males and females, except for logical/mathematical intelligence usage, didn't have any significant difference in the application of metacognitive strategies.
Multiple Intelligences within the Cross-Curricular Approach  [cached]
Anthoula Vaiou
Research Papers in Language Teaching and Learning , 2010,
Abstract: The present study was realized in a Greek 6th grade State Primary School class and was based on Howard Gardner’s theory of multiple intelligences, which was first introduced in 1983. More particularly, it was explored to what extent the young learners possess multiple intelligences through the use of a specially-designed questionnaire and a series of interviews. The findings of the above have served as a tool to the construction of a project work based on students’ learning preferences within a cross-curricular framework, easily applicable to the Greek State School curriculum. All learners were activated to participate within a school environment that traditionally promotes linguistic and mathematical skills matching dominant multiple intelligences or a combination of some of them to thematic units already taught by Greek teachers. The suggested project was assessed through observation and student portfolio, showing that the young learners’ multiple intelligences were exploited to a great extent, promoting the learning process satisfactorily. The results of this study can provide a contribution to the literature of multiple intelligences in the Greek reality and suggest a need for further consideration and exploration in the field. Finally, the researcher of this study hopes the present work could function as a springboard for more elaborated studies in the future.
Recognition and development of "educational technology" as a scientific field and school subject  [PDF]
Danilovi? Mir?eta S.
Zbornik Instituta za Pedago?ka Istra?ivanja , 2004, DOI: 10.2298/zipi0436106d
Abstract: The paper explores the process of development, establishment and recognition of "educational technology" as an independent scientific field and a separate teaching subject at universities. The paper points to: (a) the problems that this field deals with or should deal with, (b) knowledge needed for the profession of "educational technologist", (c) various scientific institutions across the world involved in educational technology, (d) scientific journals treating issues of modern educational technology, (e) the authors i.e. psychologists and educators who developed and formulated the basic principles of this scientific field, (f) educational features and potentials of educational technologies. Emphasis is placed on the role and importance of AV technology in developing, establishing and recognition of educational technology, and it is also pointed out that AV technology i.e. AV teaching aids and a movement for visualization of teaching were its forerunners and crucial factors for its establishing and developing into an independent area of teaching i.e. school subject. In summary it is stressed that educational technology provides for the execution of instruction through emission transmission, selection, coding, decoding, reception, memorization transformation of all types of pieces of information in teaching.
Multiple Intelligences and quotient spaces  [PDF]
Mike Malatesta,Yamilet Quintana
Mathematics , 2006,
Abstract: The Multiple Intelligence Theory (MI) is one of the models that study and describe the cognitive abilities of an individual. In [7] is presented a referential system which allows to identify the Multiple Intelligences of the students of a course and to classify the level of development of such Intelligences. Following this tendency, the purpose of this paper is to describe the model of Multiple Intelligences as a quotient space, and also to study the Multiple Intelligences of an individual in terms of this new mathematical representation.
Students’ Metacognitive Strategies in the Mathematics Classroom Using Open Approach  [PDF]
Ariya Suriyon, Maitree Inprasitha, Kiat Sangaroon
Psychology (PSYCH) , 2013, DOI: 10.4236/psych.2013.47084

This paper describes a study investigating students’ metacognitive behavior and abilities in the mathematic class using the open approach. Four 1st grade students, ages six to seven years, served as a target group from the primary school having participated since 2006 in the Teacher Professional Development Project with innovation of lesson study and open approach. The research was based on Begle’s conceptual framework (1969), focusing on observing the nature of occurrences in order to describe emerging facts in the class. In addition, the data were examined by triangulation among three sources: video recording, field notes, and students’ written works. Data analysis rested upon 4 open approach-based teaching steps (Inprasitha, 2010). The study results showed that the open approach-based mathematic class helped students exhibit metacognitive behavior and abilities relevant to the four teaching steps: 1) posing open-ended problem, 2) students’ self learning, 3) whole class discussion and comparison, and 4) summarization through connecting students’ mathematical ideas emerging in the classroom.

Socioscientific Decision Making in the Science Classroom: The Effect of Embedded Metacognitive Instructions on Students' Learning Outcomes  [PDF]
Sabina Eggert,Frauke Ostermeyer,Marcus Hasselhorn,Susanne B?geholz
Education Research International , 2013, DOI: 10.1155/2013/309894
Abstract: The purpose of the present study was to examine the effects of cooperative training strategies to enhance students' socioscientific decision making as well as their metacognitive skills in the science classroom. Socioscientific decision making refers to both “describing socioscientific issues” as well as “developing and evaluating solutions” to socioscientific issues. We investigated two cooperative training strategies which differed with respect to embedded metacognitive instructions that were developed on the basis of the IMPROVE method. Participants were 360 senior high school students who studied either in a cooperative learning setting (COOP), a cooperative learning setting with embedded metacognitive questions (COOP+META), or a nontreatment control group. Results indicate that students in the two training conditions outperformed students in the control group on both processes of socioscientific decision making. However, students in the COOP+META condition did not outperform students in the COOP condition. With respect to students' learning outcomes on the regulation facet of metacognition, results indicate that all conditions improved over time. Students in the COOP+META condition exhibited highest mean scores at posttest measures, but again, results were not significant. Implications for integrating metacognitive instructions into science classrooms are discussed. 1. Introduction Over the past decades curriculum authorities as well as science educators and researchers worldwide have called for changes in the way science is taught at schools (e.g., [1–4]). Modern science education should not only foster the acquisition of scientific content knowledge but engage students in scientific inquiry, in lifelong learning and in discussions about modern science problems, their technological applications as well as their personal and societal implications [1–5]. In a similar vein, the implementation of socioscientific issues into the science classroom has been proposed for more than two decades (e.g., [6–10]). Socioscientific issues represent modern science problems, such as global climate change or the loss of worldwide biodiversity, that are tightly linked to social, political, and economical concerns (e.g., [11]). They are complex, real-world scenarios at the interplay between science and society and thus, can no longer be solved by relying on scientific knowledge only [8, 10, 11]. Consequently, they fundamentally challenge the aims and scope of traditional science instruction. A growing body of research within the area of science education highlights
Role of metacognitive processes in developing learning strategies  [PDF]
Mirkov Sne?ana I.
Zbornik Instituta za Pedago?ka Istra?ivanja , 2005, DOI: 10.2298/zipi0501028m
Abstract: Within the context of effects that findings in the domain of cognitive psychology produce on the improvement of learning process in teaching, the results for examinations on student learning strategies and some of their implications were analyzed. Diverse methods for the operationalization of strategies, both cognitive and metacognitive, applied by students are featured. It is demonstrated that engagement of metacognitive processes is of crucial importance, firstly for developing efficient learning strategies and then for achieving better quality outcomes of educational process. Metacognition is treated in some studies as a process parallel to cognition and accordingly, distinction is made between cognitive and metacognitive learning strategies. But metacognitive processes are also often treated as intrinsic factors acting in the process of developing and using cognitive strategies in learning and they determine features and quality of those strategies and their effects. Some prospects for further intervening trends in the process of teaching are presented using the findings. It is emphasized that influence exerted by social environment i.e. school setting where the process of learning is going on can not be disregarded.
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