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首页> 外文期刊>International Journal of Science and Applied Science: Conference Series >Teaching Style and Mental Representation of Teachers in Biology Learning Using Convention Picture
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Teaching Style and Mental Representation of Teachers in Biology Learning Using Convention Picture

机译：使用常规图片进行生物学习的教师的教学风格和心理表征

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Activities of teacher’s working memory in representing a picture are important in the teaching and learning process. This study aimed to reveal the tendency of teacher’s mental representation and teacher’s teaching styles in biology class using convention pictures. This research used descriptive method. The research was conducted by involving four high school biology volunteer teachers of grade XI from four schools in Lebak, Banten, Indonesia. Teacher’s teaching styles were measured by questionnaires and rubrics adapted from Grasha and teacher’s mental representations were measured using worksheets and rubrics developed based on the Causal Network Elicitation Technique (CNET) model. The data obtained were analyzed qualitatively. The results showed two dominant teacher teaching styles; there were expert style and facilitator style. The mental representation of teachers when reading convention picture was in the category of good (2 teachers), adequate (1 teacher) and inadequate (1 teacher). A teacher with expert teaching style tends to have a good mental representation compared to a teacher with facilitator teaching style.
机译：教师在图片中的工作记忆活动在教学过程中很重要。这项研究旨在通过常规图片揭示生物学课堂中教师的心理表征和教师教学风格的趋势。本研究采用描述性方法。这项研究是由来自印度尼西亚万丹Lebak的四所学校的四名XI级高中生物学志愿者教师进行的。教师的教学风格通过问卷调查和适用于Grasha的专栏进行评估，教师的心理表现使用基于因果网络启发技术（CNET）模型开发的工作表和专栏进行评估。对获得的数据进行定性分析。结果显示两种主要的教师教学方式;有专家风格和主持人风格。阅读习俗图画时，教师的心理表现形式为好（2名教师），适当（1名教师）和不足（1名教师）。与具有辅助教学风格的教师相比，具有专家教学风格的教师往往具有良好的心理表达能力。

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