The Analysis of Active Learning Practices in Pre-Service Teacher Training and Education

摘要

Active learning in higher education can be defined as a process to provide pupils with more opportunities to optimize their understanding by experiencing various learning process especially to teacher candidate program. This research is a classroom observation aims to analyze the active learning (AL) practices in higher education and to know how the lecturer and students play roles in learning process. The participants were five lecturers of Biology Education Department, and one lecturer of Chemistry Education Department. There were six courses observed: Health and Nutrition Sciences, Biotechnology, English for Biology, Scientific Method, Environment Chemistry, and Animals Anatomy. The lecturers participated voluntarily. The data of AL practices at the classroom was gathered used TDOP (Teaching Dimension Observation Protocol). The instrument used to know the pattern of the interval that can be shown on practice of AL. There are five components of TDOP, i.e. instructional practices; student-teacher dialog; instructional technology; potential student cognitive engagement; and pedagogical strategy. Data was recorded in 10 intervals every two minutes. The result indicates for ten intervals, the dominant form that showed on learning process in science education is the teachers focused instruction (68.5%) and teacher-led dialog (46.17%). For student-focused instruction (44%) and student-led dialog (44%). The technologies particularly used during lecturing is the power point (42.33%), movie (3.33%), and whiteboards (1.67%). Based on this study, an interval of time has to be considered and the number of science classes from other department to be observed should be extended. The findings suggest some implications and limitations make a further research about similar research.