Please use this identifier to cite or link to this item: http://localhost:8080/xmlui/handle/123456789/331
Title: Democratization of Learning through Thematic Assignment
Authors: Medellu, Christophil S.
Keywords: democratization of learning, thematic assignment, context-concept
Issue Date: 2015
Publisher: Published by Canadian Center of Science and Education
Series/Report no.: International Education Studies; Vol. 8, No. 4; 2015;
Abstract: This article describes the results of research on learning democratization in Sangihe. This study is the first year of a five-year plan. Long-term goal of this research is to create the democratic science learning in schools. Democratic learning model was developed through thematic assignment, involving the participation of parents and communities. This study covers three main stages, namely designing and developing instruction, implementation and evaluation. Democratization of learning was analyzed based on indicators of student’s activities, the role of teachers and parents. The results showed that the collaboration of teachers, students and parents in the development of the design can initiate the process of democratization. Implementation of thematic assignment instruction involving parent’s role, can motivate students and encourage the activities of student groups to increase from the first to tenth meeting. Thematic assignment on environmental issues, were easily understood by students and allow parents act as learning partners, motivator and facilitator. Dialogical assessment was encourages student groups to improve the learning activity from the initial to the next meeting. The final evaluation results showed that the study group interaction in a democratic climate can reduce individual differences and establish an open collaboration, so the groups learning outcomes fairly homogeneous
URI: http://localhost:8080/xmlui/handle/123456789/331
ISSN: ISSN 1913-9020 E-ISSN 1913-9039
Appears in Collections:Lecturer Scientific Papers

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