Editorial
Jeffry Juan Rosales JR (Faculty of Science and Natural
Resources, University Malaysia, Sabah, Malaysia)
Title: Nanas Berguna: The
Environmentally Friendly Grocery Bag
OBJECTIVES: PROBLEM AND SOLUTIONS
Problem: According to Earth Policy Institute, there are approximately two
million plastics bags used every minute across the world. Plastic bags are
not biodegradable, and it takes them years to break down into smaller
fragments. As residents of Sabah, we see this as a serious problem because
our beaches and water are rampant with plastic bags, especially Likas Bay.
Result of the abundance and overuse of plastic bags is that birds, fish,
turtles, and animals are choked and poisoned when they mistake these bags for
food. Beach clean ups are very popular in Sabah and schools will often take
students for community service outings to try and help combat the issue, but
it would be more effective if this problem were addressed at the root.
Solution: There needs to be a cultural shift away from the reliance on
plastic bags. This is a large goal that will take time, but a good place to
start is with grocery stores and markets. Families often purchase the bulk of
their food for the week at these two places, and thus accumulate a
significant number of plastic bags during their shopping. If we could offer a
trendy, environmentally friendly alternative we could help lessen the mass
consumption of plastic bags, and prevent the deterioration of our
environment. We have discovered a way to make these bags out of material that
usually ends up in the trash: pineapple leaves. The leaves can be spun
together to create a strong, sturdy thread. This thread can be used to create
reusable grocery bags because they are capable of carrying heavier loads than
plastic bags can. Malaysian soil is naturally fertile and very appropriate
for planting a variety of crops. Pineapple trees grow especially well here
because of our slightly acidic soils, full sun exposure, and hot climate.
Pineapples are a growing product in our agricultural sector, and since most
people plant pineapple trees for their fruit—the rest of the tree is unused
and put to waste. This innovation will lessen the amount of rubbish produced
in two different ways: by reusing and repurposing something that most people
toss away, and using it to create something that will prevent the reliance on
harmful plastic bags.
HOW TO MAKE AN “ENVIRONMENTAL
FRIENDLY GROCERY BAG”
By using knife, remove the
pineapple leaves from its tree. Next, remove the waxy surface on each of the
pineapple leaf by using a knife. From the bottom to the top, pull the veining
line in the pineapple leaf to get its vein to produce threads which is the
main material used in the environmentally friendly grocery bag. The threads
are then used in traditional embroidery techniques, to create four panels and
two handles. The panels are connected at the seams, and the handles are
attached using a triple stitch to ensure their stability.
Dr. Merissa Ocampo (The University
of Aizu, Japan)
Title: Family Environment
Mode Approach (FEMA): An “Anxiety Buster” and its Effectiveness to Motivate
EFL Learners
Motivation and anxiety can strongly influence learners in the EFL
classroom. To encourage Japanese student to talk more and eradicate fear of
making mistakes in the classroom is a significant challenge. Fear that has
the power to shut down someone’s ability to function properly and affects
their learning and memory (M. Ocampo, 2016). We know a great deal about
family engagement and how can school to engage families who are unengaged so
that their children do better in school. Hundreds of researches proved that
family engagement is significant to students’ success (H. Welss, 2016).
However, once they are in University level, most of the students are
basically separated physically, emotionally and psychologically away from
what they call “watashi no kazoke” (my own family). Japanese learners are
knows to be modest, introverted, and often hesitant to speak especially in
front of other people. Family Environment Mode Approach (FEMA)’s role is to
motivate and challenge them to speak without hesitation and alter their
mindset gradually, leading them to accept failure and mistake. FEMA to
teaching language asserts that by promoting and developing a deeper level of
intimacy, trust, support, non-judgmental manner to language errors is
necessary. It aims to reduce student’s stress and the capacity of Necomimi to
measure student emotion while speaking or engaging in English task suggests a
potential way to gauge FEMA’s effectiveness in establishing a stress-free
classroom. Combination of class observation, assessment of students’
anxiety using Foreign Language Classroom Anxiety Scale (FLCAS), Mindset
Survey questionnaires and analyzing students’ brainwave of emotions proved
the effectiveness of FEMA. The simultaneous potential of Necomimi as both
mediating artifact and tool of measurement or assessment needs to be explores
in more detail. The results showed that students were more on growth mindset
than fixed mindset, students felt relaxed, talked freely, embraced heartedly
to be pro-mistake and agreed to recommend FEMA to be used not only by EFL
teachers but also teachers of other subjects.
Cross, A. and Borthwick, A. (Manchester
Institute of Education, University of Manchester, Oxford Road, Manchester)
Title: Curious About Primary Mathematics and Science?
Curiosity has the potential to enhance learning in all curriculum
subjects. Our current enquiry is about curiosity, how it contributes to and
how it impacts on the learning of primary STEM (science, computing, design
and technology, mathematics) subjects, in particular, mathematics and
science.
We explore the meaning of curiosity in each subject and how the
subject can enhance a learner’s personal curiosity. We consider leading
scientists and mathematicians who, through their curiosity, have been leaders
in their field. Our enquiry seeks understanding of the relevance of curiosity
in each subject and allows us to consider which aspects of the subject are
most influenced by curiosity. It also explores how curiosity in teachers can
enable curiosity in learners.
In particular we have focussed on the powerful connections between
primary mathematics and science. While links between mathematics and science
often appear very natural these opportunities are, we feel, rarely fully
exploited in primary education. While each subject is powerful in its own
right, the learning of both subjects can be enhanced through integrated
approaches. Both subjects are essential in helping all of us to understand
the world. Cultivating and capturing curiosity in both mathematics and science
is therefore likely to have a long lasting impact on learners, thus ensuring
we have mathematically and scientifically capable citizens in the future!
Much of the above is considered and exemplified in our forthcoming
publications below in which we and our co authors consider curiosity across
four primary subjects.
Dahlia R. Domingo (New Era
University –Philippines)
Title: The Challenges of
Incorporating Research Work In the Classroom
One of our university's goals and objectives is, propel institutional
development through the conduct of useful and significant researches.
Researchers are made to find a solution to a problem. Oftentimes students are
told to gather information about important questions, use methods that
involve reliable and valid observations, evidences and measurements. Then,
writers have to defend their claims on the outcomes of their research.
Students have to go through the meticulous standards of instructors’ reviews and
then redo it again if they’re not satisfied. There are many struggles we must
overcome when we do our research, it takes time, effort and can be costly.
Maybe, even once, we wondered why is there a need to incorporate it in our
studies. A part of it could be that we’re in the era of the 20th century were
everything is fast and internet has been part of our daily lives. Children
aren’t like they used to be. They’re now ‘Digital Natives’, they were born
when digital technology became widespread. They don’t have the attention and
patience that students have before that have little technology to none at
all. As every educational system change, so must we keep pace.
Research about effective education approaches are important, programs that
improve student’s achievements and help teachers to teach better. We
have to adapt in the changing times, schools are required to adopt new
programs in their curriculum to meet the goal to create educational
opportunities for children, ensure that they have a chance to succeed, so it
is important to use research-based instructional practices that have achieved
effective results in classrooms. And as teachers, we’re required to make
researches and find solutions or answers in the problems in education that we
face.
My students aren't motivated to do research - how can I help
them?
Teachers have a lot to do with their students' motivational level. A student
may arrive in class with a certain degree of motivation. But the teacher's
behavior and teaching style, the structure of the course, the nature of the
assignments and informal interactions with students all have a large effect
on student motivation. Teachers know that motivation matters. It is central
to student learning; it helps determine how engaged students are in their
work, how hard they work, and how well they persevere in the face of
challenges.
Here are some recurring themes about student motivation, drawn from
the educational literature
Make it real
In order to foster intrinsic motivation, try to create learning
activities that are based on topics that are relevant to your students'
lives. Strategies include using local examples, teaching with events in the
news, using pop culture technology (iPods, cell phones, YouTube videos) to
teach, or connecting the subject with your students' culture, outside
interests or social lives.
Provide choices
Students can have increased motivation when they feel some sense of
autonomy in the learning process, and that motivation declines when students
have no voice in the class structure. Giving your students options can be as
simple as letting them pick their lab partners or select from alternate
assignments.
Balance the challenge
Students perform best when the level of difficulty is slightly above
their current ability level. If the task is to easy, it promotes boredom and
may communicate a message of low expectations or a sense that the teacher
believes the student is not capable of better work. Scaffolding is one
instructional technique where the challenge level is gradually raised as
students are capable of more complex tasks.
Seek role models
If students can identify with role models they may be more likely to
see the relevance in the subject matter. For example, Weins et al (2003)
found that female students were more likely to cite a positive influence with
a teacher as a factor for becoming interested in science
Use peer models
Students can learn by watching a peer succeed at a task. In this
context, a peer means someone who the student identities with, not
necessarily any other student. Peers may be drawn from groups as defined by
gender, ethnicity, social circles, interests, achievement level, clothing, or
age
Establish a sense of belonging
People have a fundamental need to feel connected or related to other
people. In an academic environment, research shows that students who feel
they 'belong' have a higher degree of intrinsic motivation and academic
confidence. According to students, their sense of belonging is fostered by an
instructor that demonstrates warmth and openness, encourages student
participation, is enthusiastic, friendly and helpful, and is organized and
prepared for class.
Adopt a supportive style
A supportive teaching style that allows for student autonomy can
foster increased student interest, enjoyment, engagement and performance.
Supportive teacher behaviors include listening, giving hints and
encouragement, being responsive to student questions and showing empathy for
students.
Strategize with struggling students
When students are struggling with poor academic performance, low
self-efficacy or low motivation, one strategy that may help is to teach them
how to learn. That is, to outline specific strategies for completing an
assignment, note-taking or reviewing for an exam
Specific learning strategies:
Pre-action phase (preparing for task) -take a reasonable risk, work
toward goals that are challenging but attainable, work in manageable,
bite-size pieces, take responsibility for your actions, believe in your own
effort and capability, set a plan and work from it.
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