IMPLEMENTATION OF INVENTORY METHOD IN IMPROVING VISUAL STUDENTS VISUAL LEARNING ON NATURAL RESPONSIBILITY RESOURCES AND ENVIRONMENTAL SURVIVAL
DOI:
https://doi.org/10.22460/pej.v1i1.425Abstract
The main issues of this research are how to improve the visual abilities of Elementary School (ES) students on Natural Resources (NR) and Environment (EN) subjects through the method of discovery. The objectives of the research are as follows: (1). Improving visual abilities of elementary students through discovery methods; (2). Provides learning through fun discovery methods and can inspire elementary students. The methods / approaches used in achieving the following objectives: (a). Collect students and elementary teachers involved in research; (B). Provide an overview of the research activities to be undertaken; (C). Reflecting on, discussion of learning by method of discovery; (D). Collaborate with elementary teachers in the determination of experimental class and control class; (E). Implementation of learning method of discovery; (F). Evaluation of learning by method of discovery. The results showed that there was an increase in visual ability of elementary school students through learning with the method of discovery of 24%; (2). Elementary students are enthusiastic about learning by the method of discovery given by the teacher; (3). The occurrence of collaboration between one student and another student at the time of learning by the method of discovery is done. Keywords: Learning, Invention Method, VisualReferences
Aho, S. (1998).The teasers and the teased pupils at school. Scandinavian Journal of Educational Research, 42(3), 309-318.
Barnett, M. A., Burns, S. R., Sanborn, F. W., Bartel, J. S., & Wilds, S. J. (2004). Antisocial and prosocial teasing among children: Perceptions and individual differences. Social Development, 13, 292-310.
Bentley, K. M., & Li, A. K. F. (1995). Bully and victim problems in elementary schools and student's beliefs about aggression. Canadian Journal of School Psychology, 11, 153-165.
Bollmer, J. M., Harris, M. J., Milich, R., &Georgesen, J. C. (2003).Taking offense: Effects of personality and teasing history on behavioral and emotional reactions to teasing. Journal of Personality, 71, 557-603.
Bosacki, S., Zopito, A. M., & Dane, A. V. (2006). Voices from the classroom: Pictorial and narrative representations of children's bullying experiences. Journal of Moral Education, 35(2), 231-245.
Burke, C. (2008). 'Play in focus': Children's visual voice in participative research. In P. Thomson (Ed.), Doing visual research with children and young people (pp. 23-36). London: Routledge.
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research (1st ed.). San Francisco, CA: Jossey-Bass Inc.
Clark, A. (2007). A hundred ways of listening: Gathering children’s perspectives of their early childhood environment. Young Children, 62(3), 76-81.
Clark, A. (2005). Listening to and involving young children: A review of research and practice. Early Child Development and Care, 175(6), 489-505.
Coates, E., & Coates, A. (2006).Young children talking and drawing. International Journal of Early Years Education, 14(3), 221-241.
Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London: RoutledgeFalmer.
Craig, W. M., &Pepler, D. J. (1997).Observations of bullying and victimization in the school yard. Canadian Journal of School Psychology, 13, 41-59.
Cranham, J., & Carroll, A. (2003). Dynamics within the Bully/Victim Paradigm: A qualitative analysis. Educational Psychology in Practice, 19(2), 113.
Dahlberg, G., & Moss, P. (2005).Ethics and politics in early childhood education. New York: RoutledgeFalmer.
David, T. (1999).Young children learning. London, UK: Sage Publications.
Diaz Soto, L. (2005). Children make the best theorists. In L. Diaz Soto & B. Blue Swadener (Eds.), Power and voice in research with children (pp. 9-19). New York: Peter Lang Publishing.
Dockett, S., & Perry, B. (2005).Researching with children: Insights from the Starting School Research Project. Early Child Development and Care, 175(6), 507-522.
Drew, P. (1987). Pro-faced receipts of teases. Linguistics, 25, 219-253.
Edwards, C., Gandini, L., & Foreman, G. (Eds.) (1998). The hundred languages of children: The Reggio Emilia approach to early childhood education. Norwood, NJ: Ablex Publishing.
Einarsdottir, J., Dockett, S., & Perry, B. (2009). Making meaning: Children’s perspectives expressed through drawings. Early Child Development and Care, 179(2), 217-232.
Eisenberg, N. (1986). Teasing: Verbal play in two Mexicano homes.In B. B. Schieffelin& E. Ochs (Eds.), Language socialization across cultures (pp. 182-198). Cambridge, MA: Cambridge University Press.
Ely, M., Vinz, R., Downing, M., &Anzul, M. (1997). On writing qualitative research: Living by words. London: RoutledgeFalmer.
Evans, P., & Fuller, M. (1996). 'Hello. Who am I speaking to?' Communicating with pre-school children in educational research settings. Early Years Journal, 17(1), 17-20.
Freedman, J. S. (2002).Easing the teasing. Chicago: Contemporary Books.
Froschl, M., & Sprung, B. (2005). The anti-bullying and teasing book for preschool classrooms. Beltsville, MD: Gryphon House.
Furman, K., & Thompson, J. K. (2002). Body image, teasing, and mood alterations: An experimental study of exposure to negative verbal commentary. International Journal of Eating Disorders, 42, 449-457.
Geertz, C. (1973). Thick description: Toward an interpretive theory of culture. In C. Geertz (Ed.), The interpretation of cultures (pp. 3-30). New York: Basic Books.
Harwood, D. (2008). The teasing phenomenon: Preschool siblings' experiences with teasing within their relationships. Canadian Children, 33(1), 10-16.
Irvin, L. K., Walker, H. M., Noell, J., & Singer, G. H. (1992).Measuring children's social skills using microcomputer-based vidoedisk assessment. Behavior Modification, 16, 473-503.
Keltner, D., Capps, L., Kring, A. M., Young, R. C., &Heerey, E. A. (2001).Just teasing: A conceptual analysis and empirical review. Psychological Bulletin, 127(2), 229-248.
Keltner, D., Young, R. C., Heerey, E. A., Oemig, C., & Monarch, N. D. (1998).Teasing in hierarchical and intimate relationships. Journal of Personality and Social Psychology, 75(5), 1231-1247.
Lightner, R. M., Bollmer, J. M., Harris, M. J., Milich, R., & Scrambler, D. J. (2000). What do you say to teasers? Parent and child evaluations of responses to teasing. Journal of Applied Developmental Psychology, 21(4), 403-427.
MacCoby, E. E. (1990). Gender and Relationships: A developmental account. American Psychologist, 45(4), 513-520.
Malti, T., Gasser, L., &Buchmann, M. (2009).Aggressive and prosocial children's emotion attributions and moral reasoning. Aggressive Behavior, 35, 90-102.
Malti, T., & Keller, M. (2009). The relation of elementary-school children's externalizing behaviour to emotion attribution, evaluation of consequences, and moral reasoning. European Journal of Developmental Psychology, 6(5), 592-614.
Martlew, M., &Hodson, J. (1991). Children with mild learning difficulty in an integrated and in a special school: Comparison of behavior, teasing and teacher's attitudes. British Journal of Educational Psychology, 61, 355-372.
Mooney, A. M., Creeser, R., & Blatchford, P. (1991).Children's views on teasing and fighting in junior schools. Educational Research, 33, 103-112.
Mooney, S., & Smith, P. K. (1995).Bullying and the child who stammers. British Journal of Special Education, 22(1), 24-27. Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford, UK ; Cambridge, USA: Blackwell.
Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. London: Routledge Press.
Ross, D. M. (1996). Childhood bullying and teasing: What school personnel, other professional, and parents can do. Alexandria, VA: American Counselling Association.
Sanders-Bustle, L. (2003). Image, inquiry, and transformative practice: Engaging learners in creative and critical inquiry through visual representation. New York: Peter Lang Publishing.
Schieffelin, B. B., & Ochs, E. (1986). Teasing and shaming in Kaluli children's interactions. In B. B. Schieffelin& E. Ochs (Eds.), Language socialization across cultures (pp. 165-181). Cambridge, MA: Cambridge University Press.
Scrambler, D. J., Harris, M. J., &Milich, R. (1998). Sticks and stones: Evaluations of responses to childhood teasing. Social Development, 7(2), 234-249.
Shapiro, J. P., Baumeister, R. G., & Kessler, J. W. (1991).A three component model of children's teasing: Aggression, humor, and ambiguity. Journal of Social and Clinical Psychology, 10(4), 459-472.
Straehle, C. A. (1993). "Samuel? Yes, dear?"Teasing and conversational rapport. In D. Tannen (Ed.), Framing in discourses (pp. 210-231). New York: Oxford University Press.
Tamm, M. (2000).The meaning of God for children and adolescents - a phenomenographic study of drawings. British Journal of Religious Education, 19(1), 33-44.
Tesch, R. (1987). Emerging themes: The researcher's experience. Phenomenology & Pedagogy, 5(3), 230-241.
Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in schools: Strategies and best practices. Pacific Grove, CA: Brooks/Cole.
Warm, T. R. (1997). The role of teasing in development and vice versa. Journal of Developmental and Behavioral Pediatrics, 18, 97-102.
Whitney, I., & Smith, P. K. (1993).A survey of the nature and extent of bullying in junior/middle and secondary schools. Educational Research, 35, 3-25.
