Effect of demonstration method on learning success
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Published:
Nov 30, 2022
Keywords:
Demonstration method, Lecture method, Learning success
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Abstract
The purpose of teaching carried out in the classroom according to Mager is to focus on student behavior or performance as a type of out put that exists in students and can be observed and shows that these students have carried out learning activities. Thus the alternative hypothesis formulated has been able to know the truth in this research so that it can be taken as a conclusion from this study, namely that "The demonstration method applied in learning has had a real influence, in the sense that it can be relied upon as a good method for teaching. As one of the alternative learning methods that can activate students, the demonstration method can be applied in the classroom which is expected to increase the level of thinking and experience of students, especially if students are expected to practice about a material that is understood.
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How to Cite
Loiser, P. T., & Endne, W. (2022). Effect of demonstration method on learning success. International Journal of Curriculum Development, Teaching and Learning Innovation, 1(1), 1–6. https://doi.org/10.35335/curriculum.v1i1.51
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Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
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Serbessa, D. D. (2006). Tension between traditional and modern teaching-learning approaches in Ethiopian primary schools. Journal of International Cooperation in Education, 9(1), 123–140.
Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & Health Sciences, 15(3), 398–405.
Wasserman, S., & Faust, K. (1994). Social network analysis: Methods and applications.
Zimmerman, B. J. (2011). Motivational sources and outcomes of self-regulated learning and performance: Graduate center of city university of new york. In Handbook of self-regulation of learning and performance (pp. 63–78). Routledge.
Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers & Education, 39(4), 395–414.
Bean, J. C., & Melzer, D. (2021). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. John Wiley & Sons.
Beers, K. (2003). When Kids Can’t Read: What teacher’s can do (Vol. 20, Issue 3). Heinemann Portsmouth, NH.
Bell, J., & Waters, S. (2018). Ebook: doing your research project: a guide for first-time researchers. McGraw-hill education (UK).
Bliss, T. V. P., & Lømo, T. (1973). Long‐lasting potentiation of synaptic transmission in the dentate area of the anaesthetized rabbit following stimulation of the perforant path. The Journal of Physiology, 232(2), 331–356.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. 1991 ASHE-ERIC higher education reports. ERIC.
Boud, D., & Falchikov, N. (2006). Aligning assessment with long‐term learning. Assessment & Evaluation in Higher Education, 31(4), 399–413.
Braxton, J. M., Milem, J. F., & Sullivan, A. S. (2000). The influence of active learning on the college student departure process: Toward a revision of Tinto’s theory. The Journal of Higher Education, 71(5), 569–590.
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141–178.
Carlone, H. B., Haun‐Frank, J., & Webb, A. (2011). Assessing equity beyond knowledge‐and skills‐based outcomes: A comparative ethnography of two fourth‐grade reform‐based science classrooms. Journal of Research in Science Teaching, 48(5), 459–485.
Chitpin, S. (2011). Can mentoring and reflection cause change in teaching practice? A professional development journey of a Canadian teacher educator. Professional Development in Education, 37(2), 225–240.
Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014). What makes great teaching? review of the underpinning research.
Cronin‐Jones, L. L. (1991). Science teacher beliefs and their influence on curriculum implementation: Two case studies. Journal of Research in Science Teaching, 28(3), 235–250.
Dey, I. (2003). Qualitative data analysis: A user friendly guide for social scientists. Routledge.
Durkin, D. (1978). What classroom observations reveal about reading comprehension instruction. Reading Research Quarterly, 481–533.
Felder, R. M., Woods, D. R., Stice, J. E., & Rugarcia, A. (2000). The future of engineering education: Part 2. Teaching methods that work. Chemical Engineering Education, 34(1), 26–39.
Fishman, B. J., Marx, R. W., Best, S., & Tal, R. T. (2003). Linking teacher and student learning to improve professional development in systemic reform. Teaching and Teacher Education, 19(6), 643–658.
Fu, Y.-X. (1997). Statistical tests of neutrality of mutations against population growth, hitchhiking and background selection. Genetics, 147(2), 915–925.
Garfinkel, H. (1963). A conception of and experiments with “trust” as a condition of concerted stable actions. The Production of Reality: Essays and Readings on Social Interaction, 381–392.
Grow, G. O. (1991). Teaching learners to be self-directed. Adult Education Quarterly, 41(3), 125–149.
Günther, S. (2006). Be masters in that you teach and continue to learn: Medieval Muslim thinkers on educational theory. Comparative Education Review, 50(3), 367–388.
Gutiérrez, K. D. (2016). 2011 AERA presidential address: Designing resilient ecologies: Social design experiments and a new social imagination. Educational Researcher, 45(3), 187–196.
Herman, L., & Mandell, A. (2005). From teaching to mentoring: Principles and practice, dialogue and life in adult education. Routledge.
Höttecke, D., Henke, A., & Riess, F. (2012). Implementing history and philosophy in science teaching: Strategies, methods, results and experiences from the European HIPST project. Science & Education, 21(9), 1233–1261.
Kukla-Acevedo, S. (2009). Leavers, movers, and stayers: The role of workplace conditions in teacher mobility decisions. The Journal of Educational Research, 102(6), 443–452.
Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575–614.
McBer, H. (2001). Research into teacher effectiveness. Early Professional Development Of Teachers, 68(216), 1–69.
Meguid, E. A., & Collins, M. (2017). Students’ perceptions of lecturing approaches: traditional versus interactive teaching. Advances in Medical Education and Practice, 8, 229.
Morgan, P. J., & Hansen, V. (2008). Classroom teachers’ perceptions of the impact of barriers to teaching physical education on the quality of physical education programs. Research Quarterly for Exercise and Sport, 79(4), 506–516.
Munn, P., & Drever, E. (1990). Using Questionnaires in Small-Scale Research. A Teachers’ Guide. ERIC.
Owu-Ewie, C., & Eshun, E. S. (2015). The Use of English as Medium of Instruction at the Upper Basic Level (Primary Four to Junior High School) in Ghana: From Theory to Practice. Journal of Education and Practice, 6(3), 72–82.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
Paris, S. G., & Winograd, P. (2003). The Role of Self-Regulated Learning in Contextual Teaching: Principals and Practices for Teacher Preparation.
Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences, 105(2), 44–49.
Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487–506.
Serbessa, D. D. (2006). Tension between traditional and modern teaching-learning approaches in Ethiopian primary schools. Journal of International Cooperation in Education, 9(1), 123–140.
Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & Health Sciences, 15(3), 398–405.
Wasserman, S., & Faust, K. (1994). Social network analysis: Methods and applications.
Zimmerman, B. J. (2011). Motivational sources and outcomes of self-regulated learning and performance: Graduate center of city university of new york. In Handbook of self-regulation of learning and performance (pp. 63–78). Routledge.
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