Thus, it becomes necessary to evolve a strong science programs in all levels. So, the teaching of science should be effectively earned out so as to satisfy the national development goals. Science is a multifaceted subject, limitless in extent and depth, vital for science and technology, and rich in the cultural import. It offers a lot of challenges to an individual. Well-known scientist considered it is the key to success in many of the most powerful and prestigious jobs in our highly technical society. Without science, it is impossible to get into medicine, engineering, astronomers and most of the mobs requiring technical expertise. In school, however, students find the subject dull and difficult and dreary by many.
More so, science in general is even considered by many as uninteresting or boring subject if not difficult or not applicable into their daily lives. The performance of the pupil depends largely on quality of the teaching competencies of their teacher. A competent teacher learns to build effective learning situation and to select teaching methods/strategies to guarantee maximum retention and application of the learning that are achieved. According to what we read in the Educator’s Speak, strategy refers to all techniques by which the teachers structure the learning environment so that the students led to discover what they supposed to discover.
The Essay on How Does Concept based Education Improve Science Learning
... to learn what they have to learn. In science-learning it is very important to feel that this ... How Does Concept-Based Education Improve Science Learning? Concept-based education appeared as protest ... The main point about teaching, according to the concept-based method, is that the teacher is not considered a ... fatal for scientists, who have to know their subject from the very beginning to the very end. ...
Teacher’s uses a wide variety of techniques to elicit information from students. In view of this, the teacher must determine effective strategies that would suit to the interest, abilities and needs of the pupils. The researcher believes that the games could be an effective strategy in teaching secondary schools. 1 Statement of the Problem This the study aimed to find out the effectiveness using games in teaching selected topics in Mathematics to the Second year students of Siargao Island Institute of Technology, during the school year 2012-2013. Specially, the study sought to answer the following questions. 1. Is there a significant difference on the pre-test scores of then control group and experimental group? . Is there a significant difference on the post-test of the control group and the experimental group? 3. Is there a difference between the pre-test and post-test scores of students in both control and experimental group? Conceptual/Theoretical Framework This study recognizes the principle behind the Chinese maxim; “I hear and I forget, I see and I remember, I do and I understand’’. This explain that the learner must be active not passive to maximize learning. This research work based its framework on the constructivism theory of John Dewey (1859-1952) and Jean Piaget (1896-1952).
Constructivism Theory is about how we come to know what we know.
It is founded on the presence that children, adolescents, and even adults construct or make meaning about the world around them based on the context of their existing knowledge. (Llewellyn D. 2005).
This study further concerned on cognitive ability of the students and their performance in the actual classroom interaction The following are the six theories of motivation that supports the idea on how to arouse the attention of the students: A-Behavioral Theories • Drive: (Hull) urgent, basic, or instinctual need: a motivating physiological condition of an organism. • Learned motives 1. Classical conditioning:(Pavlov) it states that biological responses to associated stimuli energize and direct behavior. 2.
The Research paper on Consumer Behavior Theory
... Bray Consumer Behaviour Theory: Approaches and Models SIMON, H. , 1997. Administrative Behavior: A Study of Decision-Making ... , et al. , 2000. Cognitive psychology: a student's handbook. 4th Ed. ed. London: Lawrence Erlbaum. FARLEY, ... to make any purchase. As the product group becomes more familiar, the processes will be ... domains (Shaw,Shiu et al. 000). Empirical tests have often found that the TPB has ...
Instrumental/operant learning:(Skinner ) it states that the primary factor is consequences: rein forcers are incentives to increase behavior and punishers are disincentives that result in a decrease in behavior. 2 (Stimulus => response => reward)The desire of reward is one of the strongest incentives of human conduct; … the best security for the fidelity of mankind is to make their interest coincide with their duty. –Alexander Hamilton (The Federalist Papers).
3. Observational/social learning:(Bandura) it suggests that modeling(imitating others) and vicarious learning (watching others have consequences applied to their behavior) are important motivators of behavior. Incentive motivation: it refers to goal-directed behavior (behavior that is “pulled” more than “pushed”).
Seeking of rewards; avoidance of punishers. Unlike drives, which were thought to be innate, incentives are usually considered to be learned. Behaviorists explain motivation in terms of external stimuli and reinforcement. The physical environment and actions of the teacher are of prime importance. B- Cognitive Theories • Expectancy-value/VIE theory:(Vroom, 1964) it proposes the following equation: Motivation = Perceived Probability of Success (Expectancy)Connection of Success and Reward– material benefit (Instrumentality)Value of Obtaining Goal (Valence, Value)(VIE = Valence,
