Language: English

ISSN: 1522-9734

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020

ISBN: 978-90-79506-35-4

Series: Montessori Series , 11

Language: English

ISSN: 2215-1249, 2772-7319

Abstract/Notes: Rev. of book by this title

Language: English

ISSN: 1470-8647

Abstract/Notes: Paper abstract presented for the ECER Conference to be held in Berlin, Freie Universität (13-16 September, 2011)

Language: English

ISSN: 2281-8375

Abstract/Notes: Outdoor learning is one of the newest terminologies and implementations of using the outdoors as a part of education. This paper provides an in-depth overview to answer the question, is outdoor learning a pathway to transformational learning or another educational gimmick? To answer this question, this paper will focus on six fundamental sections. This paper begins by highlighting the ambiguity throughout history in defining education outside the classroom, with more than 75 different terminologies used to refer to education in the outdoors. The second theme is that despite this contemporary emergence, outdoor learning has a long and varied history within education, with modern elements of outdoor learning being traced back thousands of years in indigenous cultures. Then being refined throughout the 21st century before settling on the current contemporary form of outdoor learning. The third theme of this paper looks at the benefits of outdoor learning, summarized into six critical sections. These benefits include health and wellbeing, social-emotional and cognitive development, academic and behavioral benefits, memory benefits, increased positive attitudes towards the environment, and positive teacher benefits. The fourth theme of this paper reviews the barriers and challenges to implementing outdoor learning within schooling, with four primary barriers being identified. These barriers include outdoor learning having no formal status in teachers’ educational practice, a lack of teacher confidence in their outdoor teaching expertise, difficulty in starting an outdoor learning program, and physical restraints such as school grounds and weather. The penultimate theme of this paper reviews critical considerations that must be addressed when implementing an outdoor learning program; this includes cost, student numbers, transportation, insurance, time, framework, skills, assessments, the curriculum, and training. The final theme of this paper unpacks the effects of COVID-19 on outdoor learning within all levels of schooling. Initially seen as a method to return to school by being outdoors, outdoor learning has since demonstrated to educators worldwide that it deserves to be embedded as an everyday part of education even after the pandemic subsides.

Language: English

DOI: 10.20533/ijcdse.2042.6364.2022.0565

ISSN: 2042-6364

Abstract/Notes: Purpose: The purpose of this qualitative phenomenological study was to investigate the impact of project-based learning on K-5 students’ development of the 4Cs (Critical Thinking, Communication, Creativity, Collaboration) as perceived by elementary charter school teachers. Methodology: A phenomenological design was selected to address the research questions for this study. Through purposeful sampling, 12 charter elementary teachers who met a pre-determined set of criteria (including the routine integration of project-based learning within their instructional programs) were selected to participate in virtual, semi-structured interviews. All teachers were employed by charter schools located in six counties within California. The interviews were conducted using a researcher-developed protocol. Artifacts in the form of student work, planning documents, and project overviews were also collected and evaluated. Once organized, the researcher coded and analyzed the data for themes. Findings: Data analysis revealed that the participating teachers regularly integrated 4Cs skills into their instructional practice. When planning PBL (collaboratively or independently), specific skills might be targeted, but all four skills were often assumed as necessary for project success. Prior to project implementation, teachers worked to build a classroom culture so that students felt safe and understood the expectations of project work. Cycles of inquiry began with a driving question or challenging problem that students worked (primarily in teams) to answer or solve. Students then presented their learning in varied ways to different audiences. Assessment was challenging for most 4C areas, with communication being the skill most frequently assessed formally due to its inclusion in the Common Core State Standards. Conclusions: The implementation of project-based learning supports the development of critical thinking, communication, creativity, and communication by providing ample opportunities for students to practice and build capacity. Additionally, students develop a sense of ownership, agency, and empowerment as learners and can make authentic connections to their lives. PBL also develops real-world skills that are transferable well beyond the classroom. Finally, COVID-19 eliminated PBL during remote learning with some exceptions. Communication and collaboration were most impacted. Recommendations: Ten areas of further research were recommended to increase the body of knowledge related to these variables.

Language: English

Published: Irvine, California, 2022

Abstract/Notes: Learning media are learning aids that can be physical or non-physical to convey messages from teachers to students. The purpose of this study is to determine the effectiveness of the use and process of product development in the form of Montessori-based learning media in science learning for fifth grade students. The research is a development research (R & D) with the Sugiyono development procedure. Based on the result of product validation, it received an “appropriate” assessment with a score of 3,6 from material experts. While media experts rated “strongly agree” with a score of 4,5. Based on result of product trials, it is known that average pretest value is 52,64 and posttest is 76,66 so that it has increased. Product assessment by students through questionnaires gets a score of 3,98 or when views in the classification table, namely “agree”. Based on the use trial, the average pretest value was 36,8 and posttest was 72,2 so thatit experienced an increase. Product assessment by students through questionnaires gets an average score of 4,3 or if seen in the table, it is “Strongly agree”. This shows that the learning media based on the Montessori method development can be said to be feasible to use.

Language: Indonesian

DOI: 10.36088/fondatia.v6i2.1816

ISSN: 2579-6194

Language: English

Language: English

ISSN: 1071-6246