Student Teachers’ Perception on Using Stakeholders’ Discussion as a Teaching Strategy in Engaging in Active Learning and Critical Thinking
Article Sidebar
Main Article Content
Abstract
Teaching methods and strategies are considered to engaging in active learning and critical thinking skill that have the highest impact on students’ learning performance and support the development of the learners’ characteristics. The aim of this study was to find out student teachers’ perception on Using Stakeholders’ Discussion as a teaching strategy in engaging student teachers’ active learning and to improve critical thinking skill of general science- Environmental subject. The qualitative research was used by applying survey design for conducting the research and the participants of the research were the first-year student teachers (75). The research was conducted with observation, distributed questionnaire, and conducted interview. It was found that the student teachers had a positive perception on the use of Stakeholders’ Discussion as teaching strategy in engaging in active learning and critical thinking skill. Most respondents agreed that Stakeholders’ Discussion can help them in improving in learning performance and critical thinking skill; 57.89% strongly agree and 42.11% agree. However, the research was also found the student teachers’ negative perception about the difficulty in having an internet access to support the data for Stakeholders’ Discussion. For the contribution in active learning, Stakeholders’ Discussion can make student teachers’ learning performance skill acceptable and effective. While for the contribution in critical thinking, Stakeholders’ Discussion can make the student teachers’ critical thinking skill develop well. Finally, the future research is expected and it will focus on dealing with the shortcomings issue about the negative perception of internet access for learning materials so that any strengths and weaknesses can be identified and solved.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright: CC BY-NC-ND 4.0
References
Becker, D. (2007). The effect of patient simulation on the critical thinking of advanced practice nursing students (Doctoral thesis, Drexel University). Retrieved from http://idea.library.drexel.edu/bitstream/1860/1758/1/Becker_Deborah.pdf
Nith. B., Wayne, E.W., Hor, S., Kurt, B., and Mini, S. (2010). Active-Learning Pedagogies as a Reform Initiative: The Case of Cambodia. American Institutes for Research Under the EQUIP1 LWA.
Bonwell, C. C., and Eison, J.A. (1991). Active learning: creating excitement in the classroom. ASH#-ERIC Higher Education Report No. 1, Washington, D.C.: The George Washington University, School of Education and Human Development.
Brandon, A. F.& All, A.C. (2010). Constructivism theory analysis and application to curricula. Nursing Education Perspectives, 31(2), 89-93
Broadbent, J. (2017). Comparing online and blended learner’s self-regulated learning strategies and academic performance. Internet High. Educ. 33, 24–32. doi: 10.1016/j.iheduc.2017.01.004
Carr, R., Palmer, S., and Hagel, P. (2015). Active learning: the importance of developing a comprehensive measure. Active Learning in Higher Education 16, 173-186.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London: Routledge
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York, NY: Macmillan. Retrieved from: http://www.ilt.columbia.edu/publications/dewey.html
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston, MA: Heath and Co.
Doody, O., & Condon, M. (2012). Increasing student involvement and learning through using debate as an assessment. Nurse Education in Practice, 12(4), 232-237. https://doi.org/10.1016/j.nepr.2012.03.002
Ekwunife-Orakwue, K. C. V., and Teng, T. L. (2014). The impact of transactional distance dialogic interactions on student learning outcomes in online and blended environments. Comput. Educ. 78, 414–427. doi: 10.1016/j.compedu.2014.06.011
Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43(2), 44.
Ennis, R. H., Millman, J., & Tomko, T. N. (2005). Cornell critical thinking tests Level X and Level Z manual (5th ed.). Seaside, CA: The Critical Thinking Co.
Ferguson, J. M., and DeFelice, A. E. (2010). Length of online course and student satisfaction, perceived learning, and academic performance. Int. Rev. Res. Open Distance Learn. 11, 73–84. doi: 10.19173/irrodl.v11i2.772
Freely, A. J. (1969). Argumentation and Debate (2nded.). Belmont: Wadsworth Publishing Company
Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., and Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences USA 111, 8410-8415.
Handelsman, J., Miller, S., and Pfund, C. (2007). Scientific teaching. New York: W.H. Freeman.
Johnson, D.W., Johnson, R.T. and Tjosvold, D. (2000). Constructive Controversy: The Value of Intellectual Opposition. In M. Deutsch and P.T. Coleman, eds., The Handbook of Conflict Resolution: Theory and Practice San Francisco: Jossey-Bas Publishers, pp.65-85.
Kemmis, S., & McTaggert, R. (1992). The action research planner. Victoria: Deakin University Press.
Kosciulek, J., & Wheaton, J. (2003). On critical thinking. Rehabilitation Education, 17, 71-79.
Krieger, D. (2005). Teaching debate to ESL students: A six-class unit. The internet TESL journal, 11(2), 25-45.
Krivickas, R. V. (2005). Active Learning at Kaunas University of Technology. Global Journal of Engineering Education, 9(1).
Law, K. M. Y., and Geng, S. (2019). How innovativeness and handedness affect learning performance of engineering students? Int. J. Technol. Des. Educ. 29, 897–914. doi: 10.1007/s10798-018-9462-3
Li, J. Y., Ye, H., Tang, Y., Zhou, Z. K., and Hu, X. G. (2018). What are the effects of self-regulation phases and strategies for chinese students? A meta-analysis of two decades research of the association between self-regulation and academic performance. Front. Psychol. 9:2434. doi: 10.3389/fpsyg.2018.02434
Li, L. Y., and Tsai, C. C. (2017). Accessing online learning material: quantitative behavior patterns and their effects on motivation and learning performance. Comput. Educ. 114, 286–297. doi: 10.1016/j.compedu.2017.07.007
Miles, Mathew B., and Michael Huberman. (1994). An expanded sourcebook: Qualitative Data Analysis, London: Sage Publication.
Nickels, K. M. (2000). Do's and don'ts of introducing active learning techniques. In 2000 Annual Conference (pp. 5-237).
Omelicheva, M. Y. (2007). Resolved: Academic debate should be a part of political science curricula. Journal of Political Science Education, 3(2), 161-175.
Partnership for 21st Century Skills. (2008). 21st Century skills, education & competitiveness: A resource and policy guide. Retrieved from http://www.p21.org/storage/documents/21st_century_skills_education_and_competitiveness_guide.pdf
Quinn, S. R. (2005). Debating. Brisbane: International Debate Education Association.
Rudd, R. D. (2007). Defining Critical Thinking. Techniques (ACTE), 82 (7), 46-49. Retrieved November, 2, 2016.
Sahin, A., Top, N., & Delen, E. (2016). Teachers’ first-year experience with chromebook laptops and their attitudes towards technology integration. Technology, Knowledge and Learning, 21(3), 361-378.
Stones, E., & Morris, S. (1972). The assessment of practical teaching. Educational research, 14(2), 110-119.
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard university press.
Wei, H. C., and Chou, C. (2020). Online learning performance and satisfaction: do perceptions and readiness matter? Distance Educ. 41, 48–69. doi: 10.1080/01587919.2020.1724768
Yang, J. C., Quadir, B., Chen, N. S., and Miao, Q. (2016). Effects of online presence on learning performance in a blog-based online course. Internet High. Educ. 30, 11–20. doi: 10.1016/j.iheduc.2016.04.002
Yuan, C. H., Wang, D. J., Mao, C. Y., and Wu, F. X. (2020). An empirical comparison of graduate entrepreneurs and graduate employees based on graduate entrepreneurship education and career development. Sustainability 12:10563. doi: 10.3390/su122410563
Zare, P., & Othman, M. (2013). Classroom debate as a systematic teaching/learning approach. World Applied Sciences Journal, 28(11), 1506-1513.
Zare, P., & Othman, M. (2015). Students' perceptions toward using classroom debate to develop critical thinking and oral communication ability. Asian Social Science, 11(9), 158.