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Engaging Students in Social Emotional Learning: the Role of Dilemma Stories in Chemistry Learning
| Content Provider | Semantic Scholar |
|---|---|
| Author | Yuli, Rahmawati Nurbaity, Nurbaity Marheni, Marheni |
| Copyright Year | 2014 |
| Abstract | The research aimed to engage students in social and emotional learning in chemistry learning. Dilemmas stories have been engaged students in values awareness through critical thinking and dilemma thinking. The research was conducted in Secondary schools in Jakarta. Interpretive study as a methodology provided deep engagement for both researcher and participants. The VLES (Values Learning Environment Survey), semi- structured interviews, and classroom observations were used as methods of collecting data. The VLES obtained perceptions of student engagement with the story, the teacher’s supportive role, critical thinking skill development, and students’ learning to listen actively and think about the chemistry learning. The results show that the students and the researcher engaged in critical reflection on their values, collaboration with others, on their roles in participating in environmental education, social issues, and in deep chemistry learning. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://eprints.uny.ac.id/11457/1/CE16-Yuli%20Rahmawati.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
